"Guide on the Side" / Before, During, After Strategies

"Guide on the Side" Strategies

Three strategies that I took away from King's article that I will implement in my teachings include Guided Reciprocal Peer Questioning, Jigsaw and Co-op Cooperative Learning. Peer questioning is an effective strategy for students to practice higher order thinking possibly when reviewing a novel. For instance, using the given text-dependent questions students can build upon the sentence stems provided to create their own questions, and generate in-depth knowledge of the readings. Then, students practice explaining, making inferences of the text, and relate to information as they take turns answering questions. Jigsaw learning is great for students to take individual accountability of their work because their 'home team' relies on them to have productive conversation within their 'expert group' so everyone can be properly informed on the subject. This guarantees every student plays a valuable role. For example, when learning a new general topic, students might each get to analyze an article of a subtopic to share. Additionally, co-op cooperative learning builds on jigsaw learning as students lead their chosen teams, discussions, and presentations. I enjoy how the preparations and presentations revolve around student interests, which naturally engages them into doing research, creating projects, and presentations. The reflection piece is most critical because it allows students to provide constructive feedback and see why some students weren't as engaged as others. For the teacher, this will help them find ways to gain their interest again. I see myself using this strategy when doing project-based learning. 

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PRE-READING

1. Gallery Walk 

Post pictures that relate to the text topic around the classroom. Students walk around the classroom taking turns to analyze the different pictures. Then, can either write their thoughts on a sticky to post along with the picture or on an observation sheet they get to keep. This provides students the opportunity to find meaning behind a picture, make inferences about what the reading will be about, and relate personal experiences as they gain new information.

2. Anticipation Guide

Before reading the text students practice making predictions about what they will read. After reading, students return to their original responses and see if their thoughts have changed. Shows that our knowledge is always developing as we become informed on new ideas. 

DURING READING

1. Story Map 

A type of graphic organizer that students can fill out while reading including what they learn about characters, setting, events, etc. This will help students use critical thinking skills to find patterns, sequences, and relationships (ex. cause/effect).   

2. Journal

Students can keep a journal in which they log ideas and feelings as they read. Students might prefer to draw pictures, make charts or diagrams that explain settings, characters or events that resonated with them. 

AFTER READING

1. Creative Project

Students can collaborate in teams to work on a creative project that relates to the topic. Students can use different forms of expression including videos, powerpoints, visuals/diagrams, role playing, brochures/postcards, and other representations.

2. Reflections

Students should be allowed time to reflect on their readings and explore the important themes discussed. Making comparisons to before they started reading what they had already known about the subject, and after what they learned. This can include reflecting how this applies to the real world or how the ending/outcome would change if some event had happened differently.