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Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
Response To The Electronic Textbook
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Response To The Electronic Textbook

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  • 1. Response to the Electronic Textbook By Gina Petti RED 500 34179 Techniques or Corrective and Remedial Reading February 2010 Nova Southeastern University
  • 2. Visual Tools in Practice Taken from the Electronic Textbook by David Hyerle
  • 3. Mapping in Everyday Life <ul><li>Students need to make connections with the text. </li></ul><ul><li>Teachers many times introduce the “parts” and expect that their students can piece them together. </li></ul><ul><li>We need to introduce the skills in connecting the parts, so they can see the “whole” picture and make those connections. </li></ul>
  • 4. Types of Visual Tools <ul><li>“ Graphic organizers help students see the whole and fill in the parts,” David Hyerle. </li></ul><ul><li>3 types of Visual Tools: </li></ul><ul><li>(1) Brainstorming Webs </li></ul><ul><li>(2) Graphic Organizers </li></ul><ul><li>(3) Concept Mapping </li></ul><ul><li>These tools will help struggling readers become confident, independent learners as they research, organize, share, and assess their own information. At the same time make connections with their own experiences. </li></ul>
  • 5. Mapping & Cognition <ul><li>Students are the center of teaching, learning, & assessment. </li></ul><ul><li>Students read, research information, and organize such. </li></ul><ul><li>Allows a structured way to organize groups and give every student a role in each part of this process. </li></ul><ul><li>The teacher does not instruct, but their student presents their information on the map. </li></ul>
  • 6. Mapping is a powerful invention! <ul><li>Challenges assumptions. </li></ul><ul><li>New patterns are recognized. </li></ul><ul><li>New connections are made. </li></ul><ul><li>Seek unknowns. </li></ul>
  • 7. Teachers Roles in Mapping <ul><li>Ask questions. </li></ul><ul><li>Checks misconceptions. </li></ul><ul><li>Identifies key topics. </li></ul><ul><li>Creates a test from the students information gathered. </li></ul>
  • 8. Assessing Student Performance <ul><li>Verbalizing works through ideas. </li></ul><ul><li>Students use a visual to connect with their memory. </li></ul><ul><li>Visuals help make sense of other peoples work. </li></ul><ul><li>Visuals also help with other languages and writing that are misunderstood. </li></ul>
  • 9. Response <ul><li>Visual tools will be used with my tutee as she is obviously a struggling reader. In two sessions, Alyssa has mastered both brainstorming and a Semantic Map. She was able to break down her prior knowledge of the written material and organize such. For another text, Alyssa was able to outline the important facts concerning the main character in a Judy Blume novel. She used the main character as the center of the map and used a systematic pattern to “bubble” the plot, theme, setting, other characters, and the main events of the story. This method of mapping will strengthen her comprehension skills, as she connects her own experiences to the text. </li></ul>

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