Interactive Cognition to Promote Listening Comprehension.

Autor/in	Palincsar, Annemarie Sullivan
Titel	Interactive Cognition to Promote Listening Comprehension.
Quelle	(1986), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Creative Teaching; Feedback; Grade 1; Instructional Effectiveness; Instructional Innovation; Learning Strategies; Listening Comprehension; Listening Skills; Primary Education; Problem Solving; Reading Comprehension; Reading Research; Reinforcement; Scaffolding (Teaching Technique); Teacher Effectiveness; Teacher Response; Teacher Role; Teacher Student Relationship; Teaching Models; Teaching Skills; Teaching Styles; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hörverständnis; Primarbereich; Problemlösen; Leseverstehen; Leseforschung; Positive Verstärkung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Lehrerkommentar; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil; Theorie-Praxis-Beziehung
Abstract	A study examined whether scaffolding (the interaction that emerges when novices and experts work cooperatively) can be extended if the scaffolding model for facilitating problem-solving instruction is imposed. Eight teachers were instructed and coached in the use of scaffolding to teach first graders listening comprehension skills. When a group of eight teachers was introduced to reciprocal teaching (teaching in which there is a dialog between teacher and students as well as among students, and in which students take turns assuming the role of teacher) within the scaffolded instruction framework (all having received the same preparation), they varied considerably in the manner in which they applied their skills. Each teacher read expository passages to her students (six per group) that were written at a third grade level. Two sample sets of dialogue are given; what distinguishes the two examples is that one teacher supported the students at a "word level" while the other supported them at an "idea level." An examination of the transcripts of the classes also showed that some teachers relied more on instructional statements, others on prompting statements, still others on reinforcing statements. These statements were evaluated against the contributions of the students to elicit an instructional profile. (Copies of dialogues and tables of data are included.) (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC