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| Course: |
LA205 |
| Title: |
"Reciprocal Teaching: How can I use video-based modeling and formative feedback to improve students' reading comprehension?" |
| Author: |
Marina Michael
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| Course Fee: |
$150.00 |
| Credits: |
1 graduate credit available |
| Instructor: |
LTTS Facilitator |
| Abstract: |
Researching for a topic through multiple pages of an article, a chapter of a book, or a unit can be quite challenging for elementary school children. Students often have difficulty in organizing and comprehending reading material. These difficulties often arise from students' limited experience in using effective reading comprehension strategies. Reciprocal Teaching (RT) offers an approach to building reading comprehension by enabling students to learn and practice four effective reading comprehension and monitoring strategies: clarifying, asking questions, summarizing, and predicting. Some of these strategies (e.g. summarizing) can be quite demanding, especially for students in the lower grades (e.g. fourth graders). Given that:
- Students learn how to use these strategies via modeling their teacher.
- The teacher is the primary model for all students in the classroom.
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is only one teacher in each classroom then it seems that the
approach-despite its effectiveness according to research-can be
challenging, time-consuming, and ineffective for inexperienced
teachers.
The use of video-based modeling to introduce students to RT
and to enable students to gain access later on as they need it, can
solve many of the above-mentioned issues. In this course, you will
design an interdisciplinary unit plan, aligned to standards, that
integrates language arts with a content area of your choice. An
integral part of this unit plan will be a video-based modeling tool and a formative feedback tool that will help your students better
participate in RT and get immediate feedback about their participation
and performance, as they need it. |
| Outcomes: |
- Determine curriculum and technology standards that can be addressed through a technology-integrated science fair.
- Develop an appropriate theme or topic for a special project or unit.
- Locate resources to facilitate student inquiry learning.
- Create a plan to help students develop a research project based on the principle of science as inquiry.
- Develop a lesson plan to facilitate implementation of a science fair unit.
- Create a rubric for a science fair unit that facilitates further student learning.
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| Timeline: |
You will have 12 weeks to complete this course. If you wish to complete the course after this period, you must re-enroll and pay any applicable enrollment fee. |
| Standards: |
This course will help teachers to meet ISTE NETS foundation standards 1, 2, 3, 4, and 5 addressing:
- 1 - Technology Operations and Concepts
- 2 - Planning and Designing Learning Environments and Experiences
- 3 - Teaching, Learning, and the Curriculum
- 4 - Assessment and Evaluation
- 5 - Productivity and Professional Practice
- 6 - Social, Ethical, Legal, and Human Issues
This course will help your students to meet ISTE NETS foundation standards 1, 2, 3, 4, 5 and 6 addressing:
- 1 - Basic Operations and Concepts
- 2 - Social, Ethical, and Human Issues
- 3 - Technology Productivity Tools
- 4 - Social, Ethical, and Human Issues
- 5 - Technology Research Tools
- 6 - Technology Problem-solving and Decision-making Tools
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LTTS Contact
Information:
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ltts@indiana.edu |
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