Structured Dialogues among Communities of First Grade Learners.

Autor/inn/en	Palincsar, Annemarie Sullivan; und weitere
Titel	Structured Dialogues among Communities of First Grade Learners.
Quelle	(1989), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Classification; Classroom Research; Comprehension; Cooperative Learning; Dialogs (Language); Elementary School Students; Elementary School Teachers; Grade 1; High Risk Students; Learning Experience; Primary Education; Student Improvement; Teaching Methods + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Verstehen; Verständnis; Kooperatives Lernen; Dialog; Dialogs; Dialogue; Dialogues; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Lernerfahrung; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In an effort to implement a program of reciprocal teaching dialogues, 6 first-grade teachers orally presented third-grade biology lessons to a group of 6 students, most of whom were identified as at risk for academic difficulty. Teachers aimed to teach students ways to approach learning from text and increase students' understanding of biological principles embodied in several themes. Results from classification and comprehension tasks showed that in comparison with controls, children in the reciprocal teaching discussion groups improved their ability to understand text and identify the gist of passages read. They also improved their ability to recognize and apply analogical information in the texts. It was found that reciprocal teaching strategies provided a means for the children to try out their ideas. The strategies also represented language in the form of tools to be used in a public manner to solve the problems of understanding texts and their themes. Successful teachers used, with varying effectiveness, a broad array of conversational devices and opportunities to support children's discussions. The formation of a community of learners in the classrooms was promoted by two situations: (1) students worked with texts that constituted a usable and coherent body of knowledge; and (2) the texts represented a common knowledge base. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC