Friday, 5 October 2018

Learn - Research - Literature Review

Yup, I’m still writing about Seddon, M. (2017). Strategies for integrating literacy into a science
classroom. Graduate Research Papers, 115.

So far I’ve covered Seddon’s explanation of annotation, anticipation reading guides and reflection.
Today it’s on to the last two:

Graphic Organizers
Graphic organizers are visual and spatial representations of information and relationships found
within text. They are typically one page combination of words and diagrams. Teachers should begin
by modelling the use of specific graphic organizers; flow charts, Venn diagrams, t-charts or concept
maps. This is most effective when students are allowed to construct their own graphic representation
- but first they have to know how to!

Summarization and Synthesis
This skill is necessary for annotating, reflecting or constructing graphic organisers.. Teachers must
explicitly instruct students on how to put multiple sources together in a way that establishes
connections between sources and allows students to develop their own ideas and arguments (Silva,
2013). Teachers could use a jigsaw puzzle as an analogy for how synthesis works; no piece being
enough to see the whole picture. I also quite like the analogy of weaving..

The next step in a synthesis lesson would be to participate in a shared reading and discussion of
student/teacher responses based on that text; take part in a read aloud of a different text and
practice reflecting upon a new text. Finally, students should be provided with feedback concerning
an independent quick write or think-aloud. After students practice with the teacher, they should be
given multiple opportunities to practice throughout the term.

There's also a really great example of a unit plan employing these strategies here - Are We Ready
for a Pandemic?

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