Subject: Developmental Reading 1
Approaches to Teaching Reading (A.)
Reporter:
Four Pronged
Approach
SHIELLAH ROSE P. JUANITE SHIELLAH ROSE P. JUANITE
OBJECTIVES (MIND SET) :
Discuss the four-pronged approach
1
2
Explain the rationale of the approach
3
Discuss the relevance of this approach to
the present curriculum
The most common method of
learning from reading is to
read
cover to cover
The
four-pronged approach
is another
method
The
four-pronged approach
is another
method
1
st
Prong:
Preparation
Read to extend your knowledge, not for learning.
Prepare our minds for new knowledge.
Browsing
- is a key reading skill and is an excellent
preparation for serious study.
First spend 3minutes thinking about what you already know about the subject, and then browse through the book or chapter First spend 3minutes thinking about what you already know about the subject, and then browse through the book or chapter
1
st
Prong:
Preparation
Browsing
→ gives an overview of the material
→ focus on important details
→ learn the organization of text
→ relate the new information to previous
knowledge
Concentrate next in obtaining an overview
→ Read any summaries
→ Look through the headings
and the index
→ Read the conclusion
→ Look at any diagrams or tables
After the overview, you can now decide:
→ what you already know and don’t need to study
→ what you do not know and therefore wish to study
3
rd
Prong:
Closer Reading
Understanding difficult passages:
Don’t’ spend hours trying to understand a difficult bit for two reason,
•
If you leave the difficulty on one side, your subconscious mind will set to work on it.4
th
Prong:
Review
→ An
early review
of what you have
read and learned is a key step both in
organizing the material and in
remembering it in the long term
.
→
35 minute
study periods
• Content-Based Instruction
• Thematic Approach to Teaching • Constructivism
• Content-Based Instruction
• Thematic Approach to Teaching • Constructivism
After having narrated the beginnings of the four-pronged approach in
teaching beginning reading, the underlying principle can be seen from common and traditional ideologies.
RATIONALE OF FOUR-PRONGED APPROACH
RATIONALE OF FOUR-PRONGED APPROACH
• Commonly known as CBI, is a strategy that covers reading in relation to other content areas. Relating one subject area to another.
• A teaching method that emphasizes learning about something rather than learning about language.
• The incorporation of a particular content with language teaching aims – the synchronized teaching of academic subject matter and second language skills.
• Aims at the development of use-oriented ‘second and foreign
language skills’ and is ‘distinguished by the concurrent learning of a
specific content and related language use skills’ (Wesche, 1993) • An approach to language instruction that integrates the presentation
of topics or tasks from subject matter classes (e.g., math, social
studies) within the context of teaching a second or foreign language. (Crandall & Tucker, 1990).
• A way of teaching and learning, whereby different areas of the
curriculum are related together and integrated to a central theme. • It allows learning to be more relaxed and less scrappy than when
school day time is divided into different subject areas and practice exercises which frequently relate to nothing other than what the teacher thinks of, as he/she writes them on the chalk board.
• Allows literacy to grow progressively, i.e., vocabulary is linked, spelling and sentence writing are being frequently, but smoothly, reinforced.
• Thematic teaching is about students actively constructing their own knowledge. Piaget and Vygotsky were strong proponents of the constructivist approach (Thematic teaching is based on
constructivism).
• Piaget (1926)
- believed that knowledge is built in slow, continuous
construction of skills and understanding that each child brings to each situation as he or she matures.
-emphasized the cognitive growth that takes place when students
cooperate and interact with one another.
• Piaget (1926)
- asserted that thematic teaching can be defined as the process of integrating and linking multiple elements of a curriculum in an
ongoing exploration of many different aspects of the topic or subject. -it involves a constant interaction between teacher and students and their classroom environment.
• Vygotsky (1997)
- suggested that social interaction and collaboration were powerful sources of transformation in the child’s thinking:
“In education it is far more important to teach the child
how to think than to communicate various bits of
knowledge to him.”
• Vygotsky (1997)
- suggested that social interaction and collaboration were powerful sources of transformation in the child’s thinking:
“In education it is far more important to teach the child
how to think than to communicate various bits of
knowledge to him.”
Among the most important elements that foster success in any thematic project are:
• Initiation of the theme
• The teacher’s role
• Group exploration
• Integrating the theme with the curriculum and learning centers
• Building and maintaining spirit and enthusiasm.
• It is a philosophy of learning based on the idea that the
construction of one’s knowledge of the world we live in is through
reflection of one’s experiences.
• Learners engender their own “mental models” to generate and
regenerate ideas from experiences and to adjust and accommodate to new experiences.
• It is a philosophy of learning based on the idea that the
construction of one’s knowledge of the world we live in is through
reflection of one’s experiences.
• Learners engender their own “mental models” to generate and
regenerate ideas from experiences and to adjust and accommodate to new experiences.
Argues that humans construct meaning from the current knowledge structures.
CONSTUCTIVISM
CONSTUCTIVISM
• Constructivist see reading as a social practice which affect when you read, what you read, where you read, who you read with, and why and how you read.
• Constructivist see reading as a social practice which affect when you read, what you read, where you read, who you read with, and why and how you read.
CONSTUCTIVISM
CONSTUCTIVISM
Table 8. CBI, Thematic Approach and
Constructivism
Content-Based Instruction Thematic Approach to Teaching ConstructivismReading in relation to subject matter
Different areas in the curriculum are related to central theme.
Understanding the world through reflection of one’s
experiences
“Learning about something rather than learning about the
language”
Teacher’s role is to initiate the theme.
Learners engender their own “mental models” to generate
ideas from experiences
Development of use-oriented second and foreign language
skills
Students will construct their own knowledge.
