SEE 19 Flashcards
These are books and other written works which have artistic or creative merit or lasting value.
Literatures
This defined literature as pieces of writing that are valued as works of art especially novels, plays and poems in contrast to technical writings such as books, newspapers and magazines.
Oxford Advanced Learner’s Dictionary
What is the purpose of literature?
A means of exploring what is to be human and it helps us to understand people, societies, events, and culture.
Two Divisions of Literature
Prose and Poetry
Refers to written or spoken language without metrical structure.
Prose
A literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language chosen and arranged for its meaning, sound and rhythm.
Poetry
Why is Literature important?
- it improves reading skills
- It provides a rich content for new vocabulary and language structures.
- It includes the “four language skills”
- helps with writing skills and promotes oral work
- promotes cultural and intercultural awareness
- it connects individuals with larger truths and ideas in a society.
- it teaches the universal human experience.
- it opens up a world of inspiration and creativity, while also developing skills that are essential for today’s global environment.
What are the factors affecting interests in literature?
- Contemporary
- Ability to relate to students
- Literary merit
- Choice vs. requirement
- Teacher preference
- Administration, parents and community students
six powerful strategies to choose books and reading materials
- Find out what students enjoy reading
- Give them time to explore the books in the library or in the classroom
- Explore the interest of your students
- Find a book series to follow
- Understand the reading level and ability of your students
- Ask helpful questions on how to choose books to read.
Models of Teaching Literature
- Language Model
- Cultural Model
- Personal Growth Model
A model that is a source of facts or information and is teacher-centered
Cultural Model
A model where teacher transmits knowledge and information to students.
Cultural Model
A model that is focused on the “text as a product” to gain information.
Cultural Model
A model where there is an integration “between language and literature”; “Learner centered” and “activity-based”
Language Model
Model that focuses on how the language is used; reading between the lines
Language Model
Students improve language proficiency by using“ literature as a resource” in learning the language
Language Model
A model where students make connections to their personal lives through the themes and issues; More “student centered”
Personal Growth Model
A model where students grow in language, emotions and character.
Personal Growth Model
A model of literature that is a rich avenue of information.
Cultural Model
Six Approaches to Teaching Literature
- Language-Based Approach
- Paraphrastic Approach
- Information-Based Approach
- Personal Response Approach
- Moral-Philosophical Approach
- Stylistic Approach
An approach that seeks the fusion between language and literature.
Language-Based Approach
This approach will elicit response, motivate, and encourage students to read to connect on the text and their personal experiences.
Language-Based Approach
An approach that is used to paraphrase or reword the story in plain language or translating it into other language.
Paraphrastic Approach
An approach that is a “source of information”.
Information-Based Approach
An approach that examines the “history and characteristics of literary movements” based on “the cultural, social, political, and historical background of the text”.
Information-Based Approach
This is the product that we get from literature through the teaching of “morality”.
moral values
Approach that uses “linguistic analysis and literary critics” to understand and appreciate the “literary text”.
Stylistic approaches
Two objectives of Stylistic Approach
- look beyond the surface meaning of the text
- expands the knowledge and awareness of the language
Benjamin Bloom created this in the 1950s to categorize the levels of reasoning skills.
Bloom’s Taxonomy for Questioning
Most elementary of intellectual skills.
Comprehension
Verbs used in Comprehension Taxonomy
∙ tell ∙ describe ∙ make a list ∙ identify ∙ reproduce ∙ repeat ∙ memorize ∙ recall
Represents skills to establish relationships
Interpretation
Verbs for Interpretation Taxonomy
∙ show the relationship ∙ characterize ∙ associate, ∙ compare ∙ distinguish, ∙ categorize ∙ classify ∙ differentiate
Represents those skills whose function facilitates transfer of experience already acquired to new situations
Application
Verbs in Application Taxonomy
∙ apply ∙ demonstrate ∙ dramatize ∙ illustrate ∙ interpret ∙ employ ∙ practice
Represents a more complex level of judging or valuing a point of view
Analysis
Verbs for Analysis Taxonomy
∙ analyze, ∙ discover, ∙ determine ∙ observe ∙ examine ∙ investigate
Represents the ability to create “new” and personal forms of expression and reasoning. Originality and creativity are a part of synthesis.
Synthesis
Verbs for Synthesis Taxonomy
∙ synthesize ∙ imagine ∙ conceive, ∙ ideate ∙ conclude, summarize ∙ create ∙ invent ∙ construct ∙ theorize
Represents the highest level of skill; student uses methods, materials, ideas, values, and techniques for learning how to learn. He draws conclusions based on the ability to utilize all these skills.
Evaluation
Verbs for Evaluation Taxonomy
∙ calculate ∙ estimate, ∙ consult ∙ judge ∙ criticize ∙ measure ∙ decide accept/reject, ∙ discuss ∙ value
Bloom’s Taxonomy
Comprehension, Interpretation, Application, Analysis, Synthesis, and Evaluation
Aschner’s and Gallagher’s Questioning Classification System
Cognitive, Convergent, Divergent, and Evaluative Questions
Memory questions that elicit recall of facts or yes-no answers.
Cognitive Questions
Verbs for Cognitive Questions
∙ recall ∙ identify ∙ give yes or no ∙ respond ∙ name ∙ designate ∙ define and variations on these
They help students to interpret, analyze and integrate ideas.
Convergent Questions
Verbs for Convergent Question
∙ explain ∙ express in another mode ∙ state relationships ∙ compare and contrast ∙ solve a problem
They develop creative ideas and elicit imperfected thoughts
Divergent Questions
Verbs for Divergent Questions
∙ infer ∙ reconstruct ∙ predict ∙ hypothesize ∙ solve a problem ∙ invent ∙ design and variations of these
They develop judgment of good, bad, right and wrong, and help establish standards.
Evaluative Questions
Verbs for Evaluative Questions
∙ judge ∙ value ∙ defend ∙ justify
Four Categories of Questions according to Theodore Parsons and Fannie Shaftel
Rhetorical, Information Recall Questions, Leading Questions, and Probing Questions
Questions to which teacher supplies answer, teacher does not expect answer, and restructure, redirect, refocus lessons.
Rhetorical
Questions for facts heard in Who, what, when, where, how much etc./class
Information recall questions
Questions looking for “right answers”; Questions looking for “right answers”, or; lead to approach to getting answer
Leading questions
Open ended questions which broaden field of enquiry
Probing Questions
Level that uses words like tell, list, label, name, etc.
knowledge level
Level that has students not only recalling facts but also understanding the information.
comprehension level
Level where students have to actually apply, or use, the knowledge they have learned.
Application questions/Level
Level where students will be required to go beyond knowledge and application.
analysis level
Level where facts are used to create new theories and make predictions
synthesis level
The highest level is where information is assessed for its value or the bias behind it.
Evaluation level
6 Methods of Classroom Questioning
A. Teaching Questions
B. Questions of Memory
C. Questions that deal with the unexpected or the unfamiliar
D. Motivating and interest-arousing questions
E. Questions on Concept formation
F. Reciprocal Questioning
What are those under Teaching Questions?
Rhetorical, Information-Recall, Leading, Probing Questions, and Open Ended Questions
A teaching question where the answers are supplied or no answer expected.
Rhetorical
A teaching question that calls for facts, or who, what, etc.
Information-recall
A teaching question that is looking for right answer, containing right answer.
Leading
A teaching questions that is open ended to expand field of enquiry.
Probing questions
A method of classroom questions where it recalls or recognize information.
Questions of Memory
What are those under Questions of Memory?
Translation, Interpretation, Application, Analysis, Synthesis, and Evaluation
A question of memory that is referred to as “jumping” questions.
Translation
A question of memory that refers to the relations, values, skills.
Interpretation
A question of memory that solves a problem in light of fact.
Application
A question of memory that makes a judgment, right or wrong, according to standards
Evaluation
What are those under the Questions on Concept Formation?
Interpretation and Application
This ease the assessment of students’ progress.
Rubrics
Here, the teacher can collect direct evidence of the students’ learning through “performance-based” assessment like term papers; it uses general descriptors.
Value rubrics
This provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals.
Evaluation
two categories of literature test
- Literary Information Tests
- Literary Interpretation Tests
The category of lit. test that measures the knowledge.
Literary information
What is the scope of literary information test?
Literary Terms, Literary Concepts, Figures of Speech, Elements of each literary genre, Kinds of short story/novels, Rhetorical Devices
The category of lit. test that emphasizes explanation.
Literary Interpretation
What is the scope of Literary Interpretation?
Interpreting Symbols, Characters, POV, Theme, Setting, Conflict, Tone and, Style
Guidelines in selecting test for lit. test
- The text may either be seen or unseen.
- The text may either be full-length or extracts.
- The text should exemplify examples of genre
- The chosen text should be representative of the chosen themes, topics, and issues.
- The text should match the cognitive level of the students.
- The text should be long enough to generate meaningful activity, but short enough to be practical for a timed activity.
steps in writing a literature test
- Identifying the Context
- Writing the Test
- Planning the overall shape of the test
- Selecting Texts
- Grouping Skills
- Matching tests to tasks
- Writing test items
- Clarifying Marking Criteria
Three Sample Literature Test Items
- Testing knowledge of literary terms
- Testing skills in literary interpretation
- Types of Tests
What are the types of tests?
Multiple Choice, Comprehension or Gap Filling, Matching Type, Question and Answer, True or False, Essay Type
This gives a question and a number of options from which the examinee has to choose the correct/best answer.
Multiple Choice
What are those under Multiple Choice Tests?
Incomplete Statement, Complete Statement, and Question
The student has to complete a sentence by filling a gap or adding something.
Comprehension or gap filling
The student is faced with two groups of words, phrases or sentences. Each item has to be linked to a different item in the second.
Matching Type
This asks a question to be answered by giving short or long answers.
Question and answer
Asks to answer true or false to a given statement.
True or False
Asks to answer a question during detailed proofs and explanation.
Essay Type
\It is used to test the ability of the student to express his/her thought.
Essay Type
