In today's lesson, Anil wanted to assess his student's reading comprehension abilities, and as such did not provide the direct instruction he might use, based on this diagnostic assessment.
Anil read the passage on lions in Kenya to the whole class, then gave them time to answer the questions on the back of the handout. The questions follow Blooms Taxonomy of higher order reasoning. Anil wanted to see how far, beyond basic knowledge and recall the students could go on their own. Specifically he wanted to assess their analytical abilities through the answers to the questions.
Following the lesson, Anil and I had a chance to reflect on his student's reading comprehension skills. When he first gave the handout to his students, they followed their typical pattern of immediately turning it over to start answering the questions.... before even reading the text.
We discussed the point that he may want to spend a few weeks, retraining his students in how to start a reading comprehension activity. That reading comprehension comes before answering the questions.... and that the structured activities we discussed in the workshops might be a way to achieve this. |
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