“A gap persists between research findings and teachers’ intentional use of strategies to promote positive student mindsets” (38).
As my Schuler Scholar school team and I read chapters in “Teaching Adolescents to Become Learners” by The University of Chicago Consortium on Chicago Research, we were especially struck by this sentence. Filling the “gap” became a challenge that guided our work with students.
• that it was important to involve students in strategy work.
• that our students had existing strategies that we needed to help them identify and name.
• that sharing strategies among students could nurture ownership and, therefore, build positive academic identity.
• that this type of sharing created an academic community within the classroom.
Throughout first semester, we engaged students in conversations and in writing about how they created meaning of difficult text. We started by focusing on strategies they used with text from English classes (Schuler SCs – with text used in reading coaching). Process talk and reflective process writing was guided by the following questions:
What strategies do you use to create meaning of difficult texts?
• Where did you get your strategy?
• How did you know to use that specific strategy with a specific text?
• Knowing what you know about yourself as a learner, why do you think that strategy works well for you?
• What evidence do you have that this strategy actually works?
• Have you used this strategy with other texts/in other settings?
Ultimately, students were asked to write on a large post-it or an index card the strategy that works best for them when they need to move their understanding of text from a surface level to a deeper level of interpretation. During a staff meeting, we read their responses and grouped them into the following categories:
• Understanding references and context (text-to-text)
• Understanding two text together (text-to-text)
• Understanding textual structure
• Understanding works and sentences
• Writing to understand text
• Understanding characters and setting
• Annotation texts
What’s next?? A meaningful high school bulletin board!! Students posted their responses under the appropriate categories on a bulletin board headed “Creating Meaning of Difficult Text.” They included their name on their strategy so other students could approach them for further explanation, a sharing process that we facilitated during class/STEP.
Students were asked (a.k.a. assigned) to experiment with strategies on the board as a way to expand their personal repertoire. If the strategy worked for them, they wrote their name on a colored dot sticker and posted it on the board by the strategy.
Here is a scan of the postings from that bulletin board: How do I create meaning of difficult text?
Observations: We saw students turn to each other for more than the answer – the quick fix. They truly wanted to know the process that worked for other students, and since they were sharing strategies that worked for them personally, they was a comfort level in the sharing even for those students who tend to play the role of observer. It was their process; they could not be “wrong.”
Finally, as students actively experimented with strategies, we encouraged them to add those that worked to their strategy log (described in Creating a Strategy-based Classroom).
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