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S23-5
Engaging the Text: Strategic Teaching to Enhance Learning
Special
9:00 AM - 11:00 AM
David J Trobisch, Bangor Theological Seminary
Peggy S Burke, Nida Institute, American Bible Society
Co-sponsored by the Nida Institute - American Bible Society and the Society of Biblical Literature
The first in a series of sessions on teaching and the profession, this session will unpack and teach biblical texts through the lens of the learner. Attendees should come prepared for a hands-on learning experience.
THANK YOU very much for your active participation in the session! We were asked to post the PowerPoint slides. Right-click on the following link and select from the menu: "Save Target As..."
Engaging the text PowerPoint File!
Engagement means that learners are involved in the process of constructing their own knowledge through the process of making meaning. In this session we have incorporated the following strategies to facilitate engagement:
Ø Solving the Picture Puzzle: Connect to prior knowledge by solving a visual puzzle. New learning is built on personal meaning making. Random, synthesis activity.
Ø Listing what had to be done to complete the puzzle: Sequential, analytical activity.
Ø Completing the simile: Connects prior knowledge to a new concept – provides a “mind set” for the content that is to follow. Synthesis activity.
Ø Completing a graphic organizer: Venn diagram - accommodates representing and organizing information in a visual format. Scaffolds the learners into new content. Analytic and evaluation activity.
Ø Engaging in text analysis: Learning is prompted by interactions that engage learners in problem solving, questioning, dissonance and challenge. New information is learned by encountering information that does not match our own construction of reality. It is when learners seek to resolve the problem, to make sense of the new information, that understanding happens.
Ø Providing time to reflect, write and process information. After attending to new information, learners need time to process and make sense of what has been presented.
Ø Engaging in group work: Learning is socially constructed through conversations, discussions, and presentations. Social discourse requires a reflective stance that challenges learners to reorganize and clarify their own thinking. In small groups, all learners can participate.
Ø Providing tasks that are challenging and attainable: Learners need support for the tasks they are to complete. Success must be present in all learning situations or learners become negative and shut down.
Ø Providing tasks that are strategic in nature: Specific strategies were presented to move implicit knowledge to explicit knowledge. The use of strategies enables the learner to be involved and to be able to employ the structure in new situations.
Ø Using narratives, visuals, color, graphics, various type fonts, and supporting handouts to engage learners.
Brandt, Ron. (1998). Powerful Learning. Alexandria, VA. Association for Supervision and Curriculum Development.
Caine;, R. N. and G. Caine. (1997) Education on the Edge of Possibility. Alexandria. VA: Association for Supervision and Curriculum Development.
Fowler, R. (1991). Let the Reader Understand. Minneapolis: Fortress Press. Lee, Carol D. and Peter Smagorinsky, eds. (2000) Vygotskian Perspectives on Literacy Research. Cambridge, MA. Cambridge University Press.
Marshall, James D., Peter Smagorinsky, and Michael W. Smith. (1994) The Language of Interpretation. Urbana, IL. NCTE Research Report #27.
Rosenblatt, L. (1978). The Reader, the Text, the Poem. Carbondale, IL: Southern Illinois University Press.
Sousa, David A. (1995) How the Brain Learns. Reston, VA: The Association for Secondary School Principals.
Tishman, S., Jay E. and Perkins, D. N. (1993) Teaching Thinking Dispositions: From Transmission to Enculturation. Theory Into Practice, 32, 147-153.
Tompkins, J. P., ed., (1980) Reader-Response Criticism. Baltimore: Johns Hopkins University Press.