PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES

EGROS, AILA ERIKA D. 12/11/2021

PROF ED 110 - STUDY GUIDE 1

LEARNING ACTIVITY 1

SELF-REFLECTION

Before we go further, let us first reflect on our current practice. As a Pre-Service teachers, we have our
knowledge, skills and attitudes regarding application of content knowledge within and across curriculum teaching
areas.

KNOWLEDGE SKILLS ATTITUDES

As a Beginning As a Beginning Teacher, I As a Beginning Teacher,

Teacher, I know… do… I feel…

... the subject matters I …plan and organize teaching … that my learners acquire
teach and the ways I learning strategies to apply the content better when I
integrate my topics to my expertise in my subject relate my subject matter to
other subjects. matter and to integrate my their enabling competencies
content knowledge of other and learning experiences
learning areas. from other disciplines.

Good reflection, it is your turn to reflect on your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

KNOWLEDGE SKILLS ATTITUDES

As a Beginning As a Beginning Teacher, I As a Beginning Teacher,

Teacher, I know… do… I feel…

…that mastery and …researches to help me …that relating the topics to

integration of subjects are prepare appropriate learning real life situations helps my
very important to be strategies and content students to better
effective. Thus, I am knowledge for my diverse understand and remember
studying the best that I students. Moreover, I do the content of our subject
can today for my students make planning and matter. Also, integrating
in the future. organizing habits because different topics from other
they help me opt out disciplines widens their
unrealistic goals. learning experiences.
Probing: Please answer the following probing questions in applying knowledge of content within
and across curriculum teaching areas…

1. How do you display extensive knowledge of content?

According to Danielson (2013), a teacher displays extensive knowledge and integration of the subject matter
by demonstrating understanding of prerequisite relationships among topics and concepts and understands the link to
necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity
with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student
misconceptions.

Basing from her idea, I conclude that a teacher displays an extensive knowledge of content by relating it to
other concepts within and across the subject matter that helps learners to have better understanding of the topic. In
addition, demonstrating and addressing possible misconceptions of the learners about the topic shows that a teacher
masters content knowledge.

2. How were the learning competencies within the curriculum integrated into the teaching-learning
procedures?

Competencies are combinations of knowledge, skills and attitudes that students develop and apply for
successful learning, living and working (ARPDC Resources, 2013). They emphasize aspects of learning that apply within
and across all subject areas (ARPDC Resources, 2013).

The learning competencies within the curriculum are integrated into the teaching-learning procedures
through intradisciplinary approach. This approach involves an arrangement of the knowledge and skills within one
subject area (Manitoba, n.d.). Meaning, the integration of subjects aims to have a coherent whole. For example,
integrating listening, speaking, reading, writing, viewing, and representing in the study of language and integrating
ecology, physics, and chemistry in the study of sciences at Early Years.

3. How do you establish the connection of the concepts from other learning areas in the current
teaching objectives?

Learning objectives provide a description of what we are trying to accomplish. They focus on what the
students will learn. Students cannot be expected to master learning objectives unless they are given the opportunity to
develop them in required coursework (Tulane University, n.d.). Moreover, it is important for the students to learn a
lesson from different point of views. Thus, establishing connection of the concepts from other learning areas in the
current teaching objectives through integration is far-reaching. As a teacher, we can do this by combining lesson in
other learning areas around a common theme and presenting several real-life examples.

4. If you were to enhance this DLL, what activities would you add to emphasize the application of
content knowledge within and across curriculum?

Intradisciplinary approach or the application of content knowledge within the curriculum focuses mainly on
big ideas of the subdisciplines and although integration is only happening within one subject area, the content is
taught at a greater depth of understanding (Weebly, n.d.). For this, I suggest to do a research analysis regarding the
main topic.

Interdisciplinary, on the other hand, organizes the teaching of several disciplines around commonalities
between them (Weebly, n.d.). Thus, I recommend activities such as oral presentation of different subjects that are
related to a common topic. Example, for this study guide, students can create a presentation regarding how the
different literacy skills are manifested in the different learning areas.
Complete the Retrieval Chart:

Related Issues Responsibility For Early Childhood Education

Issue 1: Developing and As a teacher, it is my responsibility to provide opportunities and

using early literacy support on the learning of my learners. Hence, the established
learning standards standards that provide guidelines for the content that children are
learning, the planned activities linked to these goals, the daily
schedule and routines and the availability and use of materials for
children should not be placed on the children’s shoulders to meet
but on mine as their teacher.

Issue 2: The early literacy Their should be balance in the curriculum of early childhood
focus of effective education. As a teacher, I should be responsible in managing
curriculum activities that focus not only in the literacy skills of my learners but
also in their social skills. Learners in early childhood education should
not be neglected of their play time. They are not expected to sit and
study all day. It is my responsibility to give them time to enhance
their skills other than numeracy and literacy.

Issue 3: Accountability Assessment is used to measure development and learning, to guide

and assessment teacher and program planning and decision making, to identify
children who might benefit from special services, and to report to
and communicate with others. As a teacher, I see to it that I give my
learners the correct and necessary assessments and feedback so that
there is actual learning in our classroom. I will be held accountable in
the misconceptions of my learners.

Issue 4: Teacher Continuous professional development is expected from the teachers.

education and As time pass by, learners’ need are changing and so as teachers we
professional need to adapt to the learning needs of our students. We are
development expected to attend seminars, workshops, online courses, and other
programs that are designed to address the ever changing education.

Issue 5: Home-school As a teacher, it is my responsibility to establish a healthy relationships

connections with the parents of the learners. For we all know that our home is our
first school. Discussing with parents the progress and the need of
their children will promote higher success in early childhood
education.
LEARNING ACTIVITY 2

SELF-REFLECTION

This time, let us reflect on our current practice regarding the use of a range of teaching strategies that
enhance learner achievement in literacy and numeracy skills. Considering the key concepts written below.

KNOWLEDGE SKILLS ATTITUDES

As a Beginning As a Beginning Teacher, I As a Beginning Teacher,

Teacher, I know… do… I feel…

... a range of teaching … use a range of teaching … that learners learn best

strategies to enhance strategies to enhance learner and achieve more when

the learner achievement achievement in literacy and their literacy and numeracy

in literacy and numeracy numeracy skills. basics are well established.

skills.

Good reflection, it is your turn to reflect on your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

KNOWLEDGE SKILLS ATTITUDES

As a Beginning As a Beginning Teacher, I As a Beginning Teacher,

Teacher, I know… do… I feel…

…that to be effective and …apply and utilize the …that providing my learners
efficient I need to learn a different teaching strategies the opportunity to enhance
variety of different appropriate to the needs of their literacy and numeracy
teaching strategies, my diverse learners to skills will give result to a
methods, and techniques. enhance learner achievement higher learner achievement
With these, my learners in literacy and numeracy
will get higher learning skills.
achievement in different
skills.
Probing on Arts and Creativity Literacy: Please answer the following probing questions.

1. What is distinct about the arts in regard to teaching and learning?

Seneca Academy (2021) stated that teaching through the arts can present difficult concepts visually, making
them more easy to understand. Most of the time, learners find studying or learning boring and difficult, however with
arts, learning is masks with creativity and enjoyment. Moreover, art does not only strengthen the creativity of the
learners but also develops motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.

A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a
day on three days each week through one full year) are four times more likely to be recognized for academic
achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children
who do not participate.

Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in
how they observe the world (Seneca Academy, 2021).

2. What are the ways of knowing in the arts?

Sense perception is obviously an essential way of knowing to appreciate the arts. We use our sense to listen to
music, taste culinary art, observe a sculpture or painting, appreciate a play or opera and sometimes even to heighten
our sense of touch or proprioception (Ways of Knowing Website, nd.).

Moreover, it is widely accepted that art does, in fact, convey important insight into the way we order and
understand the world. It is also widely acknowledged that art gives a certain degree of meaning to our lives. Art, and
literature in particular, can elicit new beliefs and even new knowledge about the world (Worth, 2014).

Arts allow us to represent our thoughts and feelings, which often are communicated through analogy or
metaphor, and how the content and form of artistic creations communicates meaning. Thus, we learn in arts and
through it.

3. What does art literacy mean? When is a student art literate?

According to the National Coalition for Core Arts Standards (NCCAS), artistic literacy is defined as the ability to
understand and contribute to the broad milieu of art-related subjects, including visual arts (painting, pottery, drawing,
and so on), theater arts, musical arts, and dance.

Art is more than an escape from traditional classroom work. Studies have found that benefits from
participation in the arts include: 1) Improved student performance on standardized tests, 2) Stronger academic
motivation, and 3) Improved social skills.

Furthermore, according to NYSSMA Curriculum Committee (2018), artistically literate students:

• use a variety of artistic media, symbols, and metaphors to communicate their own ideas and to respond to the
artistic communications of others

• develop creative personal realization in at least one art form in which they continue active involvement as an
adult.

• cultivate culture, history, and other connections through diverse forms and genres of artwork.

• find joy, inspiration, intellectual stimulation, and meaning when they participate in the arts.

• seek artistic experiences and support the arts in their communities.

4. What modalities are used in the arts?

Art takes many forms and various methods and media are used in its creation. Visual art, music,
dance/movement, drama, and expressive writing are the primary expressive arts modalities used in counseling,
teaching and learning (Degges-White, S. and Davis, N., 2017).

The expressive arts are exceptional in their effectiveness for individuals who represent a wide array of
diversities and differences. Art is universal and it finds expression in every contemporary culture. This universality
supports the implementation of the expressive arts with any learners, regardless of gender, ethnicity, ability, age,
language, cultural identity, physical functioning, among other forms of diversity. Visual art, music, dance, dramatic
enactments, and expressive communication are found in all corners of the globe and this, in itself, supports the
inclusion of expressive arts with essentially any learners population. By supporting the unique creative capacity of
every learner, clinicians are supporting the healthy development of the individual (Degges-White, S. and Davis, N.,
2017)..
PROFESSIONAL DEVELOPMENT PLAN

After exploring this package resources, you now have a better appreciation of the indicator.
Based on your professional reflection, think of ways on what you can do to further enhance your
knowledge, skills and attitudes in this indicator.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT ACTION PLAN TIMELINE RESOURCE NEEDED

NEEDS
What are the skills What can you When will you What
you are good at? What are the skills you recommend for your implement your assistance/resources
need to improve? development plan? do you need to
intervention? implement the plan?

I am good at I need to work on Practicing active During my time Books, online

planning and my speaking and listening, non-verbal as pre-service courses and
organizing. I keep communication communication, and teacher. webinars about
a journal for skills. I tend to get public speaking will public speaking,
everything that I nervous and stutter help me improve my face to face
do, my plans, whenever I talk to communication skill. workshops and my
schedule, notes, people. Asking for feedback is colleagues.
and goals. I’m also necessary so I can
also good at incorporate other
managing my point of views for my
time. I try to improvement.
multitask as much
as I can without
affecting the
quality of my
works.
LEARNING ACTIVITY 3

Reflection:

After reading Mrs. Santos’ essay, reflect and answer the following questions:

A. What are some of the changes in Philippine society described by Mrs. Santos?

According to the essay written by Mrs. Santos, there are major changes happening in the Philippine society. It
started during 1970 which was the reign of President Marcos and is still going up to the present. These changes
include political, economical, social, technological, and environmental aspects of our society.

Political and Economical. From dictatorship during Martial Law era to democracy during the People Power
Revolution, there was a rise of middle class families and Filipinos who went abroad to work. Thus, economical changes
were observed.

In connection with the political and economic changes, social aspect of society changes too. Western culture
becomes widely accepted shifting some of our values.

Moreover, as time passes by, technological advances are made, making it is easy for us to connect and
communicate to people all around the world.

However, with these changes comes consequences that are mostly manifested in our environment. As we
change our lifestyles, pollution and other environmental problems increases.

These are the positive and negative changes in Philippine society described by Mrs. Santos in her essay.

B. What would be the possible effects of these changes on 21st century education in the Philippines?

From the above mentioned changes, there are positive and negative effects that the 21 st century learners will
encounter.

Political. There may have changes in educational policies depending on who the government officials are. For
example, if the officials prioritize the education sector less then there might be some cut-off from the national budget
that is supposed to be for the education of the learners. However, if they make it their top priority, of course better
educational equipment will be produced.

Economic. Thailand’s General Prem Tinsulanonda said that “in merely five decades, Asia has become the
region with the highest rate of economic growth.” Since then, a rapid growth in economy in most countries in the
region has been observed, resulting in other changes in Asian societies. The 20th century saw the rise of China and
India, but the 21st century may well see Southeast Asia as having stronger economies (New Straits Times, 2010).
Moreover, since the Philippines is a third world country, when we lose income cuts to government spending and
programs are made. Often the first cuts are in education.

Social. Changes under this category may include demographics, lifestyles, religion, education, and age
distribution of the population. When the social environment changes, people’s lives are usually affected by these
changes. For example, the increasing migration within a country and from one country to another has been observed
in many countries in the region and in the world. This has led to students becoming more diverse in terms of their
cultural background, making it more challenging for schools to adjust to their individual needs.

Technological. The new millennium was ushered in by a dramatic technological revolution (21 st Century
Schools, 2018). The 21st Century learners are digital natives. Teachers may experience difficulties coping with these
changes. Computers, mobile phones, and other modern-day gadgets are seen not only in schools and in the work
place, but also in homes and in communities. Twenty-first century schools are now becoming more infused with
technology - computers and the internet are being increasingly used in instruction at all levels and in almost all
subjects. As a 21st century teachers, we need to monitor and take note of the effects the changes within the
technological environment will have on our students and in the way teaching-learning is delivered.

Environmental. The ecological element considers the present-day situation of the physical and biological
environments that us teachers and our students, as well as our school, can face. It is imperative for us as teachers, to
help guide our students in becoming aware of the changes in the environment, such as pollution, deforestation, and
global warming, and how these affect their lives and those around them. We will learn later on that knowledge about
the environment, or ecoliteracy, is one of the 21st century literacies that students need to develop.

For example, teachers like us can encourage students to do “paperless” assignments by asking them to submit
their outputs through email. We may also encourage them to use both sides of the paper for their school work. This
way, students learn the value of conservation of natural resources.

In the preface to the 2011 revised edition of his book ‘Out of Our Minds’, Sir Ken Robinson observes that ‘The
more complex the world becomes, the more creative we need to be to meet its challenges’, and this is becoming
increasingly clear in the 21st century education.
Activity on the Critical Attributes of 21st Century Education

For each critical attribute in Column 1, provide Suggested Teaching and Learning Activities to Achieve the
Attribute in Column 2. In Column 3, write the word YES if you are currently doing these suggested activities in your
school, and NO if you are not. Item 8 has been done for you as an example.

Are you currently

doing these
Critical Attributes of 21st Suggested Teaching and Learning
suggested activities
Century Education Activities to Achieve the Attribute
in your school?
(Yes/No)

1. Integrated and Research project draws knowledge from Yes

Interdisciplinary several other fields like sociology,
anthropology, psychology, economics etc.

2. Technologies and Virtual presentations using different Yes

Multimedia multimedia applications such as canva and
MS Teams. Administering online quizzes and
activities by utilizing educational technology
tools.

3. Global Classrooms Pen pal project: students have pen pals who No
are also pre-service teachers overseas.

4. Creating/Adapting to Internships and apprenticeships. Yes

Constant Personal and
Social Change, and
Lifelong Learning

5. Student-Centered Collaboration in doing group work activities Yes

and presentations. Small group discussions
and peer instructions such as Think-Pair-
Share, brainstorming, breakout rooms, and
Concept mapping.

6. 21st Century Skills Present students with real-world scenarios Yes

and ask them to identify possible issues or
problems.

7. Project-based and Identifying, analyzing, and visualizing Yes

Research-driven recurring themes in human history; then
contextualize those themes in modern
society.

8. Relevant, Rigorous, Engage learners in collaborative projects that Yes

and Real-world will challenge them to find ways in solving
real-world problems, such as pollution,
global warming, drug addiction, and the like.
 What 21st century education looks like? What changes does the 21st century bring to the teaching
and learning process? Take a few minutes to reflect on these questions. Write your ideas in the box
provided below.

21st Century Education is student-centered. It focuses on giving students the skills they need to succeed in this
new world, and helping them grow the confidence to practice those skills. As mentioned before in our discussions, 21 st
century education is aligned with creativity, collaboration, critical thinking and communication.

Creativity is about thinking through information in new ways, making new connections and coming up with
innovative solutions to problems. Critical thinking is about analyzing information and critiquing claims.
Communication is understanding things well enough to share them clearly with other people. Collaboration is about
teamwork and the collective genius of a group that is more than the sum of its parts.

Thus, 21st century education is one that responds to the economical, technological, and societal shifts that are
happening at an ever-increasing pace. It's an education that sets children up to succeed in a world where more than
half of the jobs they'll have over their careers don't even exist yet.
LEARNING ACTIVITY 4

Answer the following questions:

1. Are there different skills within inference and deduction?

Inference can be defined as the process of drawing a conclusion based on the available evidence plus previous
knowledge and experience. In teacher-speak, inference questions are the types of questions that involve reading
between the lines. Students are required to make an educated guess, as the answer will not be stated explicitly.
Students must use clues from the text, coupled with their own experiences, to draw a logical conclusion Literacy Ideas,
2021).

In a study conducted by Kispal (2008), she stated that inference skills pre-exist reading skills. This means that
teachers can practise activities to develop inference abilities outside the literacy classroom. Developing inference skills
in all domains will help pupils in drawing their own inferences during reading. This finding is especially useful for
reluctant readers, who may be discouraged when faced with extended pieces of text and for early readers, who may
not have built up reading stamina. It is suggested that teachers should make use of listening activities and story tapes
to develop the inference skills of young pupils.

Meanwhile, Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or deduction, starts
out with a general statement, or hypothesis, and examines the possibilities to reach a specific, logical conclusion,
according to California State University.

Critical thinking is the process of assessing and evaluating information, making it an important deductive skill.
When using deductive reasoning, critical thinking helps you find connections between premises and determine the
validity of your hypothesis. It also gives you the ability to decide what data is relevant to your situation and how you
can apply your knowledge to make improvements in the teaching-learning process. (Indeed, 2011).

Therefore, there are different skills within inference and deduction.

2. How can pupils/students best be taught to use inference and deduction skills?

Learning to apply inference is not easy. For this reason, it is extremely important to make the process as
explicit as possible for our students to gain a firm grasp of it. One effective means of teaching inference is to perform
a kind of reverse engineering process. Begin by ensuring the students understand that: 1) Our answers must be
supported by clues; 2) These clues must be added to what we already know, and 3) More than one correct answer is
possible. (Literacy Ideas, 2021)

Higher-level reading comprehension questions often ask students to draw on their powers of inference,
especially in the why and how questions posed, or what questions that are concerned with the student’s own thoughts
and opinion. (Literacy Ideas, 2021).

On the other hand, Duoblys (2019) stated 7 steps to follow to teach learners deductive reasoning. 1) If asked
to explain, turn the sentence into a how / why question. 2) Find the overall cause. What happens first? 3) Find the
overall effect. What happens last? 4) Start the paragraph with If, followed by the overall cause. 5) End the paragraph
with then, followed by the overall effect. 6) Work out what extra information is needed to fill in the gaps. And 7) Fill in
the gaps using if and then.

3. What strategies are most effective in teaching inference and deduction skills to pupils/students of different
ages / abilities?

Making inferences is an abstract skill. It requires students to take what they already know (in their schema, or
what we like to call their ‘mental filing cabinet’) and add it to what they hear and see in a story to figure out what the
author is NOT saying. It takes students lots of practice to be able to put inferences into words. (Palmaer, n.d.) Thus,
using visual aids is one strategy in effectively teaching students in making inferences. Visual clues tied to information
within the text allow readers to draw strong inferences. And since deductive reasoning is all about critical thinking and
decision making, I think that one of the best strategies for the learners would be problem-based learning approach.

4. What does progression in inference and deduction look like and how can it be supported?

Progress in both inference and deductive skills of the learners will be manifested through their learning
achievement. And to support this, we as teachers, should provide them activities that are appropriate and will enhance
what they have already learned.
To learn more about the strategy of Determining Importance, see Suggested Readings on the link listed here. The
Sample Lesson is “Find Important Information,” (https://readingrecovery.clemson.edu/introduction-to-determining-
importance/).

The Sample Lesson: Find Important Information

Before the Session: Read the Introduction to Determining Importance and Sample Lesson.

Determining importance is a strategy that readers use to distinguish between what information in a text is
most important versus what information is interesting but not necessary for understanding (Allen, 2008).

In introducing the lesson, connect and engage to the learners. Ask them questions regarding what are the
important and interesting details about the topic. Then allow them to give reasons as to why they chose it.

Remind them that Additional details provided by the author make the text more interesting, but being able to
extract the most important details will lead to true comprehension and retention of new information.

During the Session: Be sure that you have read the Introduction to Determining Importance, preferably before
attending the session.

Modeling, guided practice, independent practice, and analyzing student work come during the session.

Determining importance also means that readers have to monitor their thinking as they read in order to notice
when something important has been shared within a text. In a sense, readers “file” these important details away in
their mind and pull them out later in order to see how they all fit together as main ideas and themes. When readers
can sort out the big ideas from the text, they are able to filter and organize all other information gained from the text
around those ideas.

To determine importance in fictional text, students need to hone in on important things a character says and
does, and how those words and actions effect the events of the story. They also need to notice how settings can play
an important role in the story. When reading fiction, students should determine which events and characters make the
biggest impact on the story as a whole. Students should pay attention to a character’s development overtime and
how that development impacts the outcome of the story. They also pay attention to character relationships as well as
problems and solutions. Finally, students use all of these importance details from the text to determine major themes
from the story

In nonfiction texts, students determine the main facts, details, and vocabulary about a topic by noticing text
features such as headings illustrations, graphs, bold words, photographs, and others. These text features are often
included to draw the reader’s attention to the most important information that the author wants to share. As texts
become more complex and dense with information, sorting through important and nonimportant facts becomes even
more essential.

In both fiction and nonfiction, teaching students to determine importance allows them to move through a text
coherently, leaving behind details that clog our retention, keeping only the critical pieces of information needed for
concise comprehension.

Concluding the Session: Be sure to leave ready to implement new learning from the session.

Ask students to summarize what they have learned. This might be done initially as a Think-Pair-Share or one-
minute paper activity and then as a report back to the class.

In conclusion, determining importance means that the reader focuses on what’s most important in the text so
that he/she can develop deeper meaning and overall understanding of the text.
Self-Reflection: Answer the following questions:

1. What does the teacher do to set students up to be successful and engaged with the lesson?

Modeling is a teaching strategy where a teacher explicitly shows the students how to complete an activity or
assignment before the students begin .

Research has showed that modeling is an effective instructional strategy in that it allows students to observe
the teacher's thought processes. Using this type of instruction, teachers engage students in imitation of particular
behaviors that encourage learning.

2. What is accomplished in modeling?

Modelling can be used in all stages to help learn a new skill, undertake a task more effectively in terms of the
success criteria, develop thinking skills, and thought processes etc. Task modelling occurs when the teacher
demonstrates a task students will be expected to do on their own.

3. Do you think it’s helpful to continue adding interesting details to the anchor chart as well as important information?
Why or why not?

Anchor charts provide students with a source to reference when working on their own. They support students
and also save teachers from having to spend classroom time going over concepts multiple times. Adding important
information is a must while adding interesting details depend on the learners’ capacity to absorb information.

4. How might you adapt this lesson for your own students or for children at different grade levels?

Having the opportunity to learn strategies for my students is truly an edge to us as pre-service teacher. I will
adapt and apply this lesson according to the needs, diversity, and levels of my student
Activity To Do: To learn more about the strategies of Summarizing and Synthesizing, see SAMPLE LESSON:
Synthesize Our Thinking in Fiction, Introduction to Summarizing and Synthesizing and Suggested Readings. Use
Debbie Miller’s approach of modeling how her thinking changed from one part of the story. (https://readingrecovery.
clemson.edu/summarize-and-synthesize/)

Fries-Gaither (2010), stated that summarizing and synthesizing are two important reading comprehension
strategies. They’re also skills that students struggle with and often confuse despite the differences.

Into the Book, a reading strategies web site for teachers and students, explains that when readers summarize,
they “identify key elements and condense important information into their own words during and after reading to
solidify meaning.”

We teach summarizing to our student for various reasons. Proficient readers summarise both during and after
reading. During reading, we summarise to be sure we’ve “got it” before we continue. After reading, we summarise for
various authentic purposes. When we want to recommend a book to a friend, we summarise to explain what the book
is about (without giving away the ending). When we do research on nonfiction topics, we summarise to capture what
we want to remember from each source or portion of a source we use. Then we summarise what is important to learn
from our work. (Clemson Website, n.d.)

Teaching young children to summarise is challenging. Summarising requires focusing on what is important,
and as noted in the Determining Importance section, children often think everything is equally important. Because
retelling is also important, and is often used to measure comprehension of young children’s oral reading, children may
get much more instruction and practice in retelling than in summarising. On the other hand, we can ruin students’
enjoyment of and motivation to read if we constantly require that they summarise after they finish. (Clemson Website,
n.d.)

Meanwhile, synthesizing takes the process of summarizing one step further. Instead of just restating the
important points from text, synthesizing involves combining ideas and allowing an evolving understanding of text. Into
the Book defines synthesizing as “[creating] original insights, perspectives, and understandings by reflecting on text(s)
and merging elements from text and existing schema.”

We want our students to do more than parrot back what they’ve read. We want them to grow and change
because of what they discover in texts. To do that, they need to synthesise. Children who have been taught strategic
thinking synthesise on their own initiative because they have internalised the most important part of comprehension:
to combine their thinking with the content on the page in order to understand. They know the importance of their
own thinking. (Clemson Website, n.d.)

In fiction, Debbie Miller recommends teaching children that synthesis is like the ripples made by throwing a
stone in a pond. First there is the small circle, our initial thinking. As we read, our thinking expands, like the ripples that
grow bigger. Our final thoughts are the big ideas that we reach by the end of our reading. (Reading with Meaning, p.
173).

So as we read aloud to children, we model what we are thinking at the beginning, and how our thinking
changes through the story. We use the language, “At first I thought…Then I read…Now I’m thinking…” The Sample
Lesson for this section, “Synthesise Our Thinking in Fiction,” is derived from Debbie Miller’s approach. (Cleamson
Website, n.d.).

In conclusion, learners need to start being aware of when their thinking changes and new thinking comes in.
Kind of like when we delete and re-write when we are typing. Summarizing and synthesizing takes a lot of practice.
Using webs and other graphic organizers to help keep track of thinking is beneficial.
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