MANAIAKALANI Facilitators
Engaged reading in the T Shape
Rebecca Jesson
Selena Meiklejohn-Whiu
2019
HELP PLEASE?
Learning Designs
Learn
Create
Share
Engaged reading
Motivated
Strategic
Knowledge driven
Social
What is engaged reading?
Reading motivation
Affirming
Undermining
Interest
Efficacy
Value
Prosocial Goals
Perceived Difficulty
Undervaluing
Anti-social goals
Reading engagement
Dedicated
Avoidance
Purpose
Effort
Intention to learn
Higher dedication
Lower avoidance
= Higher achievement
Engagement
Classroom processes
Motivations
Motivated
Goals, beliefs, value
Strategic
Intentional problem solving acts: cognitive and metacognitive
Knowledge driven
Reading to learn: Use prior knowledge to understand reading. Use reading to build knowledge.
Social
Engage with others, bating a text’s stance, share their reading experiences.
So... for reading comprehension
Independent and teacher-led
Wide reading
Deep
but
narrow focus
Independent (wide) and teacher-led (Deep/ narrow)
Wide reading
Deep
but
narrow focus
HELP PLEASE?
Learning Designs
Learn
Create
Share
Engaged reading
Motivated
Strategic
Knowledge driven
Social
Part 1
Thinking about learning designs:
Review sites for opportunities for engaged reading using 4 point frame
Ask how the sites build dedication toward reading
Ask how the learning designs also build CLOSE reading skills - selected passages?
If I were a student engaging with this learning design? | |||
Motivated | Strategic | Knowledge driven | Social |
I read because I’m curious I read because I enjoy reading I am good at reading I only read if I am asked to by the teacher I like to read at home I can’t find things I like to read about I like to read texts in te reo Māori I read things about Māori tikanga I enjoy reading about my ancestors (etc) | I have explained a text/story in my own words I have compared two or more texts/stories I have summarised a text I have synthesised some texts (joined ideas from more than one text) I have found the main ideas in a text or story I have found keywords in a text or story I know when I don’t understand (etc) | I have read about something I already know lots about I read about something I am keen to know more about (I know a little about it already) I have read about things that are new to me I have used a learning resource (e.g. a video) I read to learn about new things | I have talked about my reading with a buddy/peer in class I have had a group talk about my reading I have had a ‘debate’ like talk about a text/story I have shared with a friend something about a text/story I have been a kaiako/teacher to other students I have helped someone with their reading |
| |||
Part 2
Guidance for learning designs:
What should be on a site?
How should students engage with the site?
What should it look like?
How should it behave?
How will it promote reading dedication?
What about direct teaching?