| Description |
vii, 129 pages : illustrations ; 26 cm |
| Bibliography |
Includes bibliographical references. |
| Contents |
AN INTRODUCTION TO PREDICTION What is Predicting? Predictions Create Purpose Predictions for Learning The Structure of This Book Conclusion PART I UNDERSTANDING THE ROLE OF PREDICTING IN LEARNING The Benefits of Making Predictions Humans: A History of Predicting Processing Information: A Critical Aspect of Prediction Developing Expert Predictors Learning from Predictions PART II TEACHING STUDENTS STRATEGIES FOR LEARNING HOW TO PREDICT Cognitive strategies 1. Attending to Text Features: Illustrations 2. Attending to Text Features: Tables, Diagrams, Graphs and Charts 3. Attending to Text Structures 4. Attending to Literary Devices 5. Accessing and Activating Background Knowledge 6. Accessing and Activating Prior Knowledge 7. Noting Word-Level Cues 8. Making Inferences 9. Asking and Generating Questions 10. Making Connections 11. Summarizing 12. Visualizing 13. Making and Asking for Clarifications PART III INSTRUCTIONAL ROUTINES THAT PROMOTE PREDICTION 14. Shared Reading 15. Think Alouds and Models 16. Question-Answer Relationships 17. Directed Reading-Thinking Activity 18. Reciprocal Teaching 19. Know-Want to Know-Learn 20. Guided Reading and Summarizing Procedure 21. Cliffhanger 22. Graphic Organizers 23. Anticipation Guides 24. Metacognitive Double-Entry Journals 25. Hot Seat PART IV USING PREDICTIONS TO INCREASE PRECISION TEACHING Knowing Students Profiles in Comprehension Feedback Conclusion Appendix: Metacomprehension Strategy Index. |
| Summary |
Featuring practical instructional routines that are clearly linked to cognitive strategies students need to make sense of text, this book combines a rationale written from the perspective of current research that supports the use of the strategy or instructional routine with clear step-by-step directions and multiple examples from the classroom experiences of teachers across the United States. These experiences appear as boxed features that are easily identifiable by the reader. The text is written in such a way that readers may start on page one and work through the end of the book or use the book as a reference for their own practice or as an inservice tool. Each cognitive strategy is linked via convenient matrices to the instructional routines that promote precision thinking on the part of students. |
| Subject |
Critical thinking -- Study and teaching.
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Reasoning -- Study and teaching.
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Learning strategies.
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Critical thinking -- Study and teaching. (OCoLC)fst00883699
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Learning strategies. (OCoLC)fst00995007
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Reasoning -- Study and teaching. (OCoLC)fst01091292
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Lerntechnik.
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Lernziel.
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| Added Author |
Fisher, Douglas, 1965-
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| Other Form: |
Online version: Wolsey, Thomas DeVere. Learning to predict and predicting to learn. Boston : Pearson/Allyn & Bacon, ©2009 (OCoLC)734732225 |
| ISBN |
9780131579224 |
|
0131579223 |
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