Materi Pedagogy Reading

Teaching Strategy

Minimal 10 Teaching strategy.

What are teaching strategy and strategy part?

There are 10 Teaching Strategy

1. SQ3R Strategy
This useful strategy aids reading comprehension and is especially helpful for difficult
textbook material. Each part of the process is helpful by itself, so do not feel that you
must follow all of the steps. Use what works for you. The method offers a more efficient
and active approach to reading textbook material.
 S is survey, skim the text and find the main idea.
 Q is question, think about what you already know for the topic.
 3R is Read is look for answer to your questions. Recite is consider what you want
to remember from the topic. and Review is reread your notes and link the
information with your own experience.

Survey, before you begin a new chapter, skim the material and get a feel for the main topics and
ideas in the text. The process below should take 5-10 minutes.

 Read the introduction

 Look at the headings and subheadings
 Look at the pictures, charts and graphs (anything visual)
 Read the chapter summary
 Look at the study questions at the end of the chapter.
Question, Use questions to guide your reading.

 Take the first heading in the chapter and turn it into a question before reading the
paragraphs in that section. For instance, if the heading is “A Limited Partnership”, read
it as “What is a limited partnership?” Now you have created a purpose for reading
because you are looking for the answer to the question.

Read, As you read look for answers to the questions you created. Use the following tips when
reading:

 Usually the first sentence of each paragraph states the main idea.
 Look for transition words such as next, for example, in contrast, in addition, to help you
follow the author’s point.
  Make notes in the margin or in a notebook as you read. Paraphrase main points and ideas;
do NOT simply copy information from the textbook.
 Highlight only the most important points. Too much highlighting can make it difficult to
separate the main point from support details.

Recite, After reading, look at the questions you created or those at the end of the chapter.

 Can you answer them? If you cannot, go back, reread the appropriate
sections, and take notes.
 Take the time and recite or recall whatever you can
remember as soon as you finish reading.

Review, After you study new material, it is extremely important to conduct an overall review
within 24 hours for maximum comprehension and memory. You can lose 80% of what you have
learned if you do not review within the next day.

2. KWL Strategy
The KWL method is KWL, an acronym for Know, Want-to-know, and Learned, is an
effective way to read with purpose. KWL is easy to apply and can lead to significant
improvement in your ability to learn efficiently and to retain what you have learned. For English
Language Learners using this strategy will help identify what students know and what
connections they can make prior to the lesson so the teacher can then modify their lesson to fit the
needs of those students. Also this helps the teacher notice what students what to learn or still need
practice on.

 The active steps follow the acronym KWL and are generally organized in the
form of a three-column chart:
KNOW/WHAT I KNOW WANT-TO-KNOW/WONDER LEARNED/WHAT I LEARNED
Before reading, assess and Set a purpose for your reading. After reading, reflect, note and
record what you know. What do you want to learn from review what you learned from your
the text? As you read, maintain reading.
Example: There are 4 session focus on your purpose. Example:
Example:
1.Summer 1.We have sessions because of
1.Why do the session the way the earth is tilted on its
2.Winter
change? Axis
3.Fall
2.How long is each 2.Each session is 3 months long
4.Spring session?
3.The Northern Hemisphere have
3.Does everyone have the sessions at opposite times. When
same sessions? its summer in one, its winter in
other hand.
 In column 1, write down what you know about the text’s topic. What have you read,
heard, or experienced that is related to the topic? What is the context? Who is the author?
When was the text written? Who published it?
 
In column 2, continue your pre-reading work, noting what you want to know after
reading the text. What do you want to know? What you write in this column could refer
to your personal goals; in academic reading, however, it will more likely have to do with
what you need to learn from the reading for your class. What does this text have to do
with the learning outcomes for your class? How does it relate to other reading
assignments or material you are covering in class? How does it reinforce or challenge
what you are learning, exploring or discussing in class?

Preview the text, observing title, prefatory material, headings and subheadings, and any
charts, pictures, or other visuals. Compile a list of questions based on what you’ve
determined you want to know to focus your reading.
 
In column 3, answer and record the answers to questions you posed before you began
reading. Write down the main ideas from the text, as well as what you found surprising,
controversial or hard to understand. Compare what you’ve written in the “learned column
to what you wrote in the “want-to-know” column. Have you accomplished what you set
out to accomplish in your reading? Consider ways in which what you learned helps you
understand ideas or concepts being explored in your class

Though it was introduced as a strategy for reading comprehension, the KWL method can
be applied to any learning situation, such as taking a class, listening to a lecture, watching
a documentary, participating in a classroom activity, attending a workshop and so on.

3. JIGSAW Strategy
The Jigsaw strategy asks a group of students to become “experts” on a specific text or
body of knowledge and then share that material with another group of students. This
strategy offers a way to help students understand and retain information while they
develop their collaboration skills. Because students know they will be responsible for
teaching the new content to their peers, they often feel more accountable for learning the
material. The Jigsaw strategy is most effective when students know that they will be
using the information they have learned from each other to create a final product,
participate in a class discussion, or acquire material that will be on a test.

 Step for implementation:

 1. Prepare the activity
Select the material you want students to explore. It might be a collection of
documents (e.g., readings, images, charts), or it could be a series of questions.
Also, decide how many students you would like to work together in each
“expert” group. Teachers often find that groups of three to five students work
best. Sometimes it makes sense to form groups randomly (e.g., by counting
off), while other times you might want to divide students in advance to
balance strengths, needs, and interests. You can assign the same material to
more than one group.
2. Students works in experts groups
In this step, small groups of students (“experts”) are responsible for reviewing
specific material so that they can share this information with their peers.
“Expert” groups work best when students have clear expectations about the
type of information they are supposed to present to their peers. Therefore, it is
often helpful to provide a chart or a series of questions that students answer
together in their expert groups. It is important that all group members
understand the material they are responsible for presenting. To avoid having
students present inaccurate or misleading information, teachers can review
and approve of content before this information is shared with students in the
other groups.
3. Students meet in Teaching groups
After “expert” groups have a solid understanding of the material they will be
presenting, assign students to “teaching” groups. “Teaching” groups are
typically composed of one or two members from each expert group. Experts
take turns presenting information. Often teachers ask students to take notes
while the experts present. For greater accountability, it is best if students are
required to synthesize the material presented as part of an assignment,
presentation, or discussion.

4. Students synthesize and reflect

“Teaching” groups can be assigned a task that requires them to synthesize the
information that has been shared, such as answering a larger question,
comparing texts, or generating a plan of action. Students could also synthesize
information individually or in pairs. It is appropriate to structure a class
discussion that asks students to draw on the material they just learned to
answer a question about history and apply this information to society today.

4. HERRING BONE Strategy

 Deegan (2006) states that Herringbone technique is a strategy that develops
reading comprehension of the main idea by plotting who, what, when, where, why, and
how question on a visual diagram of a fish skeleton.
In line with the phenomena above, Tanjung (2014) conducted a research about
Herringbone technique that focused on the recount text. She found that Herringbone
technique recommended helping students in determining the important details in the
recount text. For this reason, the researcher was interested to know the effect of
Herringbone technique in different kind of text, which was narrative text in this case
 The Herringbone instructions are namely:
1. Processing focus: meaning,
2. Instructional phase: during and after reading,
3. Response mode emphasized: written response and oral discussion,
4. Strategy emphasized: elaboration,
5. Skill emphasized: literal comprehension,
6. Source of information: text based,
7. Type of instruction: implicit,
8. Type of cognitive processing: simultaneous, but it is written in a visual way
(simultaneous) (Deegan, 2006).

 The procedures of Herringbone technique are namely;

1. The teacher selects a text at the appropriate reading level.
2. The teacher constructs a visual diagram of the herringbone technique,
3. The teacher asks or tells the student to answers the questions on the diagram. The
students will focus on questions like:
a. Who is the writer talking about?
b. What did they do?
c. When did they do it?
d. Where did they do it?
e. How did they do it? f. Why did they do it?
4. The student reads to find the answers and records the answers on the diagram.
5. After the information is done, the teacher shows the student how anch answer fits into
a main idea sentence.
6. The student write a main idea, using the information from the herringbone diagram.
7. The diagram becomes a tool for story discussion.
8. A story discussion is made by the diagram as a tool. During the discussion, the teacher
and the students take their part to share and compare their answers and their reasons
(Deegan, 2006).
9. The teacher collected student‟s answer sheets.
 The advantages of Using Herringbone Technique:
 1. The students will be more active in the class especially in reading. When they
do the steps of Herringbone technique in reading, they will have activities that
make them active in the class.
2. Herringbone technique also makes the students enthuastic in reading a text,
because they just focus on the simple question.
3. The activities in reading make the students fresh and out of boring in reading.
4. Herringbone technique makes the students are easier to find the main idea of
the text.

5. SNOW BALL Strategy

Snowball technique is an active learning strategy that helps students share and teach each
other concepts and topics. This technique allows the students to work in groups and build
their knowledge gradually. Students begin this activity individually. They then create
progressively larger conversational groups by doubling their group size every few
minutes until everybody in the large group has reconvened by the end of the activity.
The Snowball Technique is a way for students to teach each other important concepts and
information. Students begin by working alone. Next, they collaborate with a partner.
Partners form groups of four. Groups of four join together to form groups of eight. This
snowballing effect continues until the entire class is working together as one large group.

Why use it?

 To promote active engagement in the learning process.
 Promotes sharing knowledge and different perspectives.

How do I do it?
1. Introduce the topic and provide any required information to the students.
2. Allow the students to go over the information provided (say for 10-15 min) and jot down
the key facts or ideas or answers to the questions.
3. Get the students to share the facts, ideas or answers with one other student and discuss for
another 5 minutes or so.
4. Once the pair has discussed and consolidated their thoughts, ask them to move to another
pair and share their thoughts again.
5. Now the two pairs join together to form a group of four students.
6. Get the group of four students to continue the process leading to the formation of a group
with 8 students.
7. You can continue this to the point that is comfortable for you and your class.
8. Follow it up by a class discussion at the end.
The second implementations :

1. Provide students with information including texts, photos, and other resource materials.

2. Give students approximately 10 minutes to read through the material and determine the key
facts.

3. Once students have written down the main details on a graphic organizer, they share what they
know with one other student. Students become teachers explaining the information.

4. Two pairs then form groups of four. The process is repeated. Students compare notes and add
additional details to their organizers.

5. Groups of four may be combined into groups of eight, repeating the process.

6. Continue combining groups and discussing information until the entire class is discussing the
information.

Variation #1 – Have students work individually, with a partner, and then in groups of four. Stop
at this point, and have a class discussion.

Variation #2 – Place students in groups of four or five. Call this group the Expert Group.
Students in this group discuss one portion of a task. After a specific time, students move to
Home Groups. A Home Group consist of one person from each different Expert Group. Students
share the information from the Expert Group with the Home Group. With this technique, each
member of the class is responsible for teaching one bit of information to the home group.

Advantages

 This technique actively engages students.

 Students become the teachers.

 This method provides opportunities for collaboration

6. RECIPROCAL Strategy

What Is Reciprocal Reading?

Reciprocal reading is a structured method of guided reading where children are gradually taught
to take on group roles to explore and find meaning in texts. Reciprocal reading emphasises
teamwork and supports independent comprehension skills.

Reciprocal Teaching may be used with fluent readers to develop their comprehension skills
during a small group reading session. Teachers may choose to use components of reciprocal
teaching as a variation of a guided reading session. This practice requires students to read more
independently than in a structured guided reading session, as it involves a lower level of teacher
involvement and a higher level of student independence.

 Reciprocal teaching is a supportive teaching practice because it:

 Supports students to develop comprehension strategies in a supportive context

 makes explicit what readers do – predict, clarify, question and summarise

 develops students’ content knowledge and topic vocabulary

 fosters meaningful dialogue among students including extended talk about texts

 helps students to develop skills in locating, recording, and organising information in

preparation for writing.

 Example Roles In The Reciprocal Reading:

Reciprocal reading is used with reading comprehension exercises. Each student is assigned a
different role in the group and performs set tasks. Take a look at some example roles and the part
they might play in a reciprocal reading task:

1. Teachers as leader
2. Predicting
3. Clarifying
4. Questioning
5. Summarising
6. Students as leaders

The Leader decides who will do what. They are in charge! The Leader introduces the text and
must try to ensure everyone is joining in and following.

The Predictor asks all the readers to make predictions about the text based on information they
already know. What do you think will happen? What will happen next? What will this character
do now?

The Clarifier helps the group to identify confusing words, sentences and ideas. They help the
group to understand the text. It can be useful to ask each reader to highlight confusing words,
sentences and/or passages for discussion as soon as the reading is over.

The Summariser helps the group to identify the most important ideas in the text and what the
text is mainly about. They provide a summary of the text.

The Questioner asks questions about the text. Guided Reading Questions Blooms Taxonomy
could be helpful in establishing which questions to ask in order to encourage higher-order
thinking.
The Illustrator draws or illustrates what they have read about in a picture, diagram or cartoon.

Passage Master looks for what they think is the most interesting passage in the story and
justifies their selection to the group.

Feelings Finder finds word or parts of the story which show or describe feelings or emotions.

Word Finder picks out new or interesting words used by the author and can give their
definition.

Link Maker links between this story and other stories or real-life events.

The children work together, play their different roles, and in the end they gain a more
thorough understanding of the reading text, while also gaining valuable teamwork skills.