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Through the My Learning Essentials Looking Glass - Theis & Aston

Presented at LILAC 2018

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Through the My Learning Essentials Looking Glass - Theis & Aston

  1. 1. @mlemanchester My Learning Essentials The University of Manchester Library Critical reading Getting the most out of your reading
  2. 2. Our workshops My Learning Essentials Embedded Programme Open Programme Online Resources
  3. 3. Student Agenda
  4. 4. • Enables your attendees to take full ownership of their session and learning experience. • Allows facilitator to set expectations for the workshop. • Creates a learning community (Tinto, 2000): we are encouraging students to construct their knowledge together creating a learning community which involves students both socially and intellectually. • Starts off the ‘gradual release of responsibility’ (Fisher and Frey, 2013) The teacher shifts from assuming all the responsibility for learning to a situation in which the students assume the responsibility. Setting the agenda
  5. 5. Making connections, asking questions
  6. 6. • Read the article and take turns in pairs to ‘speak out’ what you’re thinking as you go • Document all of your reactions on the page to create a poster of reactions • Keep the top section of the page blank Making connections, asking questions
  7. 7. • Here we’ve introduced a reciprocal teaching strategy – Frey and Fisher (2013) highlight that when pairs or groups of students read and talk about what they read they learn more. • The reciprocal teaching strategy requires students to pause periodically and talk about what they are reading – in some cases changing roles each time. • For Frey and Fisher’s (2013) reciprocal teaching strategy they use the following comprehension strategy: predict, question, summarize, clarify. Aimed at a younger audience the point of this strategy is to encourage reading and for students to develop a deeper understanding of the text. Reciprocal teaching strategy
  8. 8. Checking for understanding
  9. 9. Identify the main idea opinion, not fact supported by evidence argue or agree
  10. 10. • Write down 2-3 main ideas from the piece on the post-it notes and add these to your poster. Checking for understanding
  11. 11. • At the top of the poster, come up with a new title for the article. Checking for understanding
  12. 12. • An important finding from information processing research is that students need to spend additional time rephrasing, elaborating, and summarizing new material in order to understand and store this information in their long term memory. (Rosenshine, 2012) • The summarizing strategy encourages students to identify the important information from a text and accurately recount this information from a text. (Frey and Fisher, 2013) Summarising
  13. 13. • The ‘poster’ activity is adapted from Beers’ and Probst’s book, ‘Reading nonfiction’ (2005). • It’s a simple strategy which encourages discussion. The original suggestion by Beers and Probst is for the teacher/facilitator to read out the piece of writing aloud whilst students annotate the poster and discuss their comments afterwards. • Here we ask students to populate the poster with questions, reactions, the main idea, and summaries throughout the session which mirrors the critical reading strategy used in this workshop from start to finish. Poster technique
  14. 14. • Use the yellow dots to indicate which main ideas you think are the most important. • Use the red dots to select the title you feel best represents the article Checking for understanding
  15. 15. • Rather than prompt feedback from the room by asking each group of students, or for volunteers, to share their thoughts we’ve introduced this voting with sticky dots activity as a way for all students to contribute and leave feedback. This ensures that all voices in the room are heard and they can come up with a collective consensus. • As students are able to read what each group has come up with they’re able to learn from everyone in an efficient way. Prompting feedback through voting
  16. 16. Am I reading critically? • Did I get what I need?Purpose • Do I know how this connects to other works on the topic? Context • What is my opinion on the main idea(s)?Analysis
  17. 17. • If we go back to the ‘Gradual release of responsibility model’ (Fisher and Frey, 2013) the aim in our workshops is to achieve the final stage – going from collaborative learning ‘you do it together’ to independent learning ‘you do it alone’. • We encourage students to continue to develop their skills beyond the workshop by introducing strategies or checklists for learning. Gradual release of responsibility
  18. 18. Tutorial – MLE Online Resources
  19. 19. “Excellent session” “Really useful session will help me developing my strategies I learnt to adapt in my own essay” “Very helpful, clear and simple to follow” “The facilitator was lovely, very welcoming and supportive and engaging” “I am so thankful for choosing this University. MLE and other efforts by the library have helped me a lot in my study, while in the same time I am coping with house chores and managing four kids at home.” This workshop is popular with students
  20. 20. Do you feel more confident as a result of what you have learned? Keep in touch! Tell us what you think! @mlemanchester I have found this session engaging. Do you think this session will be beneficial to your learning? Will you change the way you work based on what you’ve learned?
  21. 21. Please use the Cornell Notes sheet to note down your reflections after the workshop. Add them to Twitter and tag them #lilac18 & @mlemanchester. Dear delegates,
  22. 22. • Beers, K. and Probst, R.E. (2015) Reading nonfiction. Heinemann. • Fisher, D. and Frey, N. (2013) Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. 2nd ed. Alexandria VA: Association for Supervision & Curriculum Development. • Frey, N. and Fisher, D. (2013) Rigorous reading: Five access points for comprehending complex texts. Thousand Oaks CA: Corwin. • Rosenshine, B. (2012) ‘Principles of instruction: Research-based strategies that all teachers should know.’ American Educator, Spring, pp. 12-39 [Online]. Available at: (Accessed: 20 March 2018). • Tinto, V. (2000) ‘Learning Better Together: The Impact of Learning Communities on Student Success.’ Journal of Institutional Research, Vol. 9, [Online]. Available at: er_Together_The_Impact_of_Learning_Communities_on_Student_S uccess (Accessed 20 March 2018).