Developing a Thinking Curriculum for Adolescent Students: Reading Instruction for Adolescent Students
What happens when a student reads? How do they develop meaning? How can a teacher develop compelling lessons to make students go beyond rote answers so they are able to delve into the text and construct meaning? Using explicit instruction adolescent students are exposed to the kind of instruction that prepares them for diverse thinking, questioning, debating and discussion. This is best practice teaching, teaching which is student centered, experiential, reflective, social, collaborative, constructivist and challenging. A curriculum map outlining a thinking curriculum, co- constructed by teacher and student, will be presented. This curriculum map will highlight the focus of creating an environment of collaborative learning and thinking, while building instruction around real world reading. The gradual release of responsibility model (Mooney, 1990) will explain how teachers can model, guide and prepare students for independent practice. The practices preparing students for metacognition, anchoring thinking with charting practices and sharing ideas through purposeful talk will also be discussed. Finally, assessment monitoring through the construction and use of maze reading passages to follow student progress will be presented.
Keywords: Reading, Metacognition, Gradual Release of Responsiblity
Dr. Doreen Saccomano
Adjunct Professor and Reading Specialist, Graduate School of Education, Mercy College