Text to Talk:
The most important section of this article to me was the paragraph that focused on the impact of teacher's interactions with students during read-alouds. When the article discussed the types of questions that teachers ask their students during a read-aloud, it was eye-opening to find out that the questions that I have been taught to use in order to facilitate a read-aloud are not the best fit for higher order thinking. Questions that pinpoint a single detail or event do little to reveal to the teacher the level of comprehension that the student has. Questions that make the student think about how characters in the book feel, or why an event has occurred give the teacher a better understanding of how much the student actually understood about the story and not just whether or not they can retell it.
Chapter 4
I really liked all of the strategies that are discussed in chapter 4. The two that most stick out in my mind are the DRTA and the synthesizing exercises. The DRTA is great if you can use questions that facilitate higher order thinking. The synthesizing exercise can help students gain a deeper understanding about underlying themes that are present within a story.
What types of questions should I use in order to facilitate higher order thinking skills in students?
About Me
- Jackie farmer
- Hi everyone! My name is Jackolyn Farmer, but everyone who knows me calls me Jackie, and thats fine by me. I am a senior at USM this year and I am in the dual enrollment elementary education/special education program. I enjoy it very much so far. My hometown is a little place about 2 hours northwest of here called Crystal Springs. Before I moved to Hattiesburg, my family and I lived there for 16 years. We moved here from Jacksonville, Fl. I like Mississippi, but I want to move close to the beach so I will probably move back to Florida sometime after graduation.
