A presentation made for the Jose Rizal Graduate School for Teaching Reading,Writing and Literary Appreciation. Includes strategies for teaching reading.

1. GS 442- Literary Appreciation,Writing and Reading

2. • Mechanical aspects
• Objective materials
and activities
Science
• Creative aspects
• Subjective materials
and processes
Art

3. Learners
• Pupils (young
learners)
• Students
(adult
learners)
Teachers
• Academic
teachers
• Vocational
instructors
Information
• Lesson
materials
• Lesson aides

4. Approaches Procedures Techniques

5. • Interpersonal
• Emotions
• Coping behavioursPersonality
• Attitude toward students
• Attitude toward teaching
• Attitude toward authority
• Attitude toward self
Attitudes

6. • Teaching tenure
• Credentials
Experience
• Talents/ specialization
• General
experiences/training
Aptitude and
Achievement

7.  Teacher-centered
 The dissemination of rules, facts and action
sequences in the most direct way possible.
 Presentation and Recitation
 Teacher-Student interaction

8. Appropriateness of DIRECT INSTRUCTION:
1. Disseminate information not found in books
or workbooks.
2. Arousing student interest.
3. Achievement of mastery and over learning
of fundamental facts, rules and action
sequences.

9. Reviewing
Independent
Practice
Feedback
and
Correctives
Guided
Practice
Presenting
new content

10. What is STUDENT RESPONSE?
1. Non-evaluative – Indirect corrections to
encourage participation.
2. Convert Responses: Encourages student
engagement because of the non-
threatening environment.
3. Comprehension Check

11. Prompts Hints
Supplementary
Instructions

12. Attention Retention
MotivationProduction

13. Correct,
quick and
firm
Correct but
hesitant
Incorrect
because of
carelessness
or lack of
knowledge.

14.  Student-centered.
 The teacher is merely a facilitator and
supporter from being the lecturer or director.
 Student interest and curiosity is the main
focus.

15. Content
Organization
Student
Evaluations and
Discussions
Questions and
Learner
Experience
Examples and Non
examples
Conceptual
Movement

16. • Conclusions, generalizations,
pattern of relationships
• Observation of specific facts
and relation to other
circumstances.
Inductive
• Results of principles or
generalizations after being
applied in specific instances.
• Testing generalizations to see if
they hold true.
Deductive

17. •Accurately related
to the topic or
subject.
Criterial
• Can be
discriminated as it
is unrelated.
Non-
criterial

18.  Promotes self-learning.
 Not the same as informal learning.
 Study by visiting libraries and educational
websites and use classroom learning as a
compliment to their personal study.
 Shift of learning responsibility from teachers
to students.

19. What we
know
What we
don’t know

20.  Use of classroom dialogue for lesson
discussion.
 Detailed group discussions.
 Content appreciation and interpretation.
 Productive yet encourages learner
independence.

21. • Clearing parts of
the text that are
unclear
• Summarization of
the text.
Students then
provide
comments.
• Class discussion.
Inquiries and
answers come
from students.
• Making
judgments and
predictions
Predicting Questioning
ClarifyingSummarizing

22.  Where two or more students attempt to learn
something together.
 Learners benefit from each other’s skills and
resources.
 A community in which they could learn from
individual and shared experiences or take on
roles (leader, teacher, etc).

23. Specifying
the goal
Debriefing
Monitoring
group
performance
Teaching and
evaluating
Task
Structuring

24.  Cognitive process of decoding
symbols.
 Interaction between text and the
reader.
 Continuous practice and
refinement.

25. Emergent
Reader
Early
Readers
Fluent
Readers
Transition
al Readers

26.  Cognitive Process
 Reconstruction and
Interpretation
 Comprehension
 Fluency

27. Scanning Skimming Rapid Reading
Pleasure Reading
Critical/Analytical
Reading
Study Reading

28. Pleasure Appreciation
Functional
Purposes
Knowledge
acquisition

29. Literal Interpretative Affective
CriticalCreative

30. Literal Interpretative Applied

31. Reader
Interest
Motivation Schema

32. • New information + existing
schema
• Interpretation; supplying
of missing information.
Assimilation
• Adjusting of prior
knowledge
• Acceptance of new or
radical information
Accommodation

33. Pre-Reading
• Schema theory
activation
Active
Reading
• comprehension
• metacognition
Post Reading
• Reflection
• Evaluation
• Application

34.  Read written form (literal)
 Mentally interact with the message
(interpretative)
 Read anything with independence (applied)

35. Vocabulary
Comprehensi
on
Fluency
Critical
Thinking

36.  Reading fluency is the most advanced of all
stages of reading and is primarily the main
goal of all learners who are improving their
reading abilities.
 Literal and Interpretative centered learning.

37.  Borich, Gary D. (2004). EffectiveTeaching Methods:
Fifth Edition. New Jersey: Pearson Education Inc.
 Mukalel, Joseph C. (2003). Creative Approaches to
ClassroomTeaching. New Delhi: Discovery Publishing
House.
 Reading as a Complex Cognitive Process. Retrieved on:
October 7, 2012
http://www.palomar.edu/reading/r110hybrid/Module
%201/mod1.1ReadingProcess.htm
 Understanding the Reading Process. Retrieved on:
October 7, 2012.
http://academic.cuesta.edu/acasupp/AS/302.HTM

38.  Kurland, Daniel J. (2000). What is CriticalThinking?
Retrieved from http://
http://www.criticalreading.com/critical_reading.htm
 Buela, Hernane (2010). General Strategies andTeaching
Techniques [PowerPoint slides]. Retrieved from
http://www.slideshare.net/hernanebuella/general-
methods-and-techniques-of-teaching
 Teaching Methods (n.d.). Retrieved October 5, 2012 from
Wikipedia: http://en.wikipedia.org/wiki/Teaching_method
 Traits of an EffectiveTeacher. Retrieved on: October 6,
2012. http://www.school-teacher-student-motivation-
resources-courses.com/goodteacher.html
 Stages of Reading Development. Retrieved on: October 7,
2012. http://www.readingrockets.org/article/51574/