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With reading project 'We read for life' has teacher Lars Olesen become aware of how he can get students to use each other actively in reading. Students read to and with each other in class, and so avoids &samhoud restaurant Lars Olesen &samhoud restaurant that some students have not read the home.
"Identity. Even if you play many roles, there will always be only one of you," reads a boy up to his partner. Elsewhere in the class sits three boys and talk about Maslow's hierarchy of needs, while they turn from side to side on office chairs.
In small groups sitting boys from Western School 9th year and talk about social science subjects in sessions of five minutes. Teacher Lars Olesen running a scenario where each table has a short, professional text, which students must read for each other and discuss over four minutes. The last minute, students should write something about the text, for example, the difficult words, what it is about, or whatever may occur to them. When the minute is up, the groups get their separate ways: to a new table, a new partner and a new text. Whenever it is time for a new task and group gases a motorbike up in the form of alarm on Lars Olesen mobile phone. With exercise gets Lars Olesen students to use each other actively in reading. "I'm doing the reading for something common, and not something students do before they arrive," explains Lars Olesen on the method. "Students use each other in the reading."
Academic reading is something &samhoud restaurant you do together Out of 64 schools &samhoud restaurant were Western School in Middelfart, along with four other schools selected to participate in an exemplary process in Lærerforeningens reading project &samhoud restaurant 'We read for life'. The exemplary course &samhoud restaurant was that all teachers at the school &samhoud restaurant were given 16 hours of training in professional reading and ten hours of consulting work lecturer in Danish at UCL Brixtofte Hanne Petersen. Here, Lars Olesen several methods of professional reading. It is about how to take care of notes and preparing reading, for example by typing key concepts down, or use mind maps to organize and find correlations. Methods which are all very helpful in his teaching of social studies in the 9th grade as well as the history of 3rd grade.
With the project 'We &samhoud restaurant read for life', Lars Olesen had killed the myth that reading is an only-thing, and he greatly students read together. Lars Olesen had before reading project a prejudice that it would work undertaken for the students in the high classes having to read aloud in class, but it has not done.
The reading process gets more value Another advantage of reading in the school is that the teacher comes out of the problem that some students have prepared themselves at home, while others have not. Thus is much teaching to academic reading, &samhoud restaurant while homework consists of open tasks and Lars Olesen has seen a change in students' relationship with texts.
"9th class has been different compared to texts. They have been curious in terms of reading," says Lars Olesen, who also feel that the reading process itself gets more value, because the students are in dialogue with the text all the time. The concepts in professional reading has also been a part of 9 classes language.
"Different roles, different ways to read on, førlæsningsfase, ways to sort information on the concepts &samhoud restaurant have settled as part of students' language". If Lars Olesen lets its 9th grades even begin to read in social studies, so using the strategies that he has previously presented them, without even thinking about it. For instance, &samhoud restaurant they help notes before reading and study which sections. The aim is that the students themselves do it every time, without Lars Olesen must put them in time.
Førlæsning is very important Another of Lars Olesen approaches to professional &samhoud restaurant reading is to give students different roles. &samhoud restaurant In a group of four students read one up, the other finds keywords in the text, the third and the fourth retells write down. The aim is that the students are in dialogue with each other instantly and help each other to hold the essentials.
"It is somewhat related to cooperative learning, where students &samhoud restaurant learn best in community and to teach at the same time as they learn," says Lars Olesen. He also learned how important førlæsningsfasen is, therefore preparation of reading by talking about key concepts memo techniques and shapes and images in the text.
"In traditional reading jumps just like to read, and then there are some questions at the end. With førlæsning you look, what is of shapes, images, titles and links in the text, what should I be aware of in the reading, and how can I sort it out for myself before I start. We must talk about expectations and define the context, so that students know what they are doing. "
"We spend a lot of time førlæsningsfasen before we start reading