A Manual for the 3 Rs: Reading, Reflecting and Reacting. Instructional Model.

Autor/inn/en	Martuza, Victor R.; Johns, David M.
Titel	A Manual for the 3 Rs: Reading, Reflecting and Reacting. Instructional Model.
Quelle	(1986), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Citizenship Education; Class Activities; Classroom Environment; Communication Skills; Critical Thinking; Discussion (Teaching Technique); Educational Change; Educational Philosophy; Higher Education; Reading Instruction; Role of Education; Student Motivation; Teaching Methods; Teaching Models; Testing Problems + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Klassenklima; Unterrichtsklima; Kommunikationsstil; Kritisches Denken; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Bildungsauftrag; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell
Abstract	In response to the negative learning environment found in most public schools today, a pedagogical method known as "The 3 Rs" (Reading, Reflecting, and Reacting) was developed to help schools produce active participants in a democratic and pluralistic society. Inspired by the literacy work of Paulo Freire, the method makes extensive use of small group discussion within the context of small and medium sized classes, and considers the role of student motivation to be very important. The technique, which involves the repeated application of a three-step procedure to each topic in a course, appears to promote the development of a variety of higher-order cognitive and affective student characteristics. The initial tryout of the method occurred in a University of Delaware course entitled "Sociological Foundations of Education," with an enrollment of 48. Interviews of the participants revealed an overwhelming amount of student agreement on the value of the technique in promoting many kinds of personal development and stimulating interest in topics initially thought to be boring. An independent course evaluation conducted by the Department of Educational Studies also revealed very positive student response. (Eleven references are attached, as well as a 27-page appendix, which includes materials, activities, and forms used in the initial tryout.) (ARH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC