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Reading Between the Lines: A Metacognitive Approach to Deep Reading

Reading Between the Lines: A Metacognitive Approach to Deep Reading. 2013 CRLA Conference Presenters: Allen Williams and Leonard Geddes. Kate Chopin – “The Story of an Hour”. Please take about five minutes to read through the short story. Think about :

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Reading Between the Lines: A Metacognitive Approach to Deep Reading

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  1. Reading Between the Lines: A Metacognitive Approach to Deep Reading 2013 CRLA Conference Presenters: Allen Williams and Leonard Geddes

  2. Kate Chopin – “The Story of an Hour” • Please take about five minutes to read through the short story. Think about: • Your immediate reaction to the story and its ending? • What’s important about the story?

  3. Metacognition • “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.” • Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning , 34-45.C

  4. What must I know? What do I know? How do I get to what I need to know? What will I be able to do once I am there? What strategies will get me to what I need to know? What’s the quickest and surest way of getting there?

  5. Relationship Between Metacognition and Critical Thinking “Critical thinking can be seen as having two components: • a set of information and belief generating and processing skills, and • the habit, based on intellectual commitment, of using those skills to guide behavior” (Scriven & Paul, 1987). http://www.criticalthinking.org/pages/defining-critical-thinking/766

  6. Applied Critical Thinking: Invisible Man • Real student examples of remembering, understanding, applying, and analyzing from writing assignments based on Ralph Ellison’s Invisible Man. • What might examples of evaluating and creating look like when applied to literary study?

  7. Instructional Design and Metacognitive Instruction • Metacognitive instruction is an approach to teaching that incorporates both the course content and ways of thinking about content into the instructional design.

  8. Scaffolding Example: Deliverance

  9. Learning Outcomes Students will be able to: • independently and analytically read a variety of literary texts and express their comprehension through various tasks; • identify literary devices that are used to represent abstract ideas or qualities; • provide meaningful, content-focused contributions to class discussions; • collaboratively work with peers on complex projects and assignments; • independently write coherent, well-supported arguments about text; • evaluate, design and create texts for a variety of purposes and audiences; • and express knowledge and comprehension of major texts and traditions of language and literature written in English as well as their social, cultural, theoretical, and historical contexts.

  10. Feedback/Questions ???

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