Learning to Predict and Predicting to Learn

Contents 

AN INTRODUCTION TO PREDICTION

            What Is Predicting?
            Predictions Create Purpose
            Predictions for Learning
            The Structure of This Book
            Conclusion 

PART I UNDERSTANDING THE ROLE OF PREDICTING IN LEARNING
                        Scenario 1: Superficial Prediction and Missed Opportunities
                        Scenario 2: Using Clues from the Text to Predict
                        Scenario 3: Incorporating Prior Knowledge into Predictions
                        Analyzing Classroom Instruction: What Worked?

The Benefits of Making Predictions
                        Engagement
                        Activating Existing Knowledge
                        Exercising the Use of Reading Strategies
            Humans: A History of Predicting
                        Predictions Reduce Uncertainty
            Processing Information: A Critical Aspect of Prediction
               Short-Term Memory

                    Working Memory: PulIing Stored Knowledge Forward
                        Long-Term Memory and Existing Knowledge
                                    Types of Long-Term Memory
                                    Schemata and Prior Knowledge
                       Prediction depends on existing knowledge
                Predictions depend on actively transforming knowledge                  
            Developing Expert Predictors
                        Analogies to Help Us Predict
                                    Analogies Clarify Understanding
                                    Analogies Help Us Predict with Greater Detail
                                    Analogies Provide A Bridge to New Learning
                        Comparison Activities as an Expert Skill
                        Are Predictions Enough?
 

Learning From Predictions
 
PART II  LEARNING HOW TO PREDICT: COGNITIVE STRATEGIES FOR STUDENTS
Cognitive strategies and Instructional Routines
 
1) Attending to Text Features: Illustrations
2) Attending to Text Features: Tables, Diagrams, Graphs and Charts
3) Attending to Text Structures
4) Attending to Literary Devices
5) Accessing/activating Background Knowledge
6) Accessing/activating Prior Knowledge
7) Noting Word-Level Cues
8) Making Inferences
9) Asking and Generating Questions
10) Making Connections
11) Summarizing
12) Visualizing
13) Making and Asking for Clarifications
PART III  PREDICTING TO LEARN: INSTRUCTIONAL ROUTINES FOR TEACHERS 
14) Shared Reading
15) Think Alouds and Models
16) Question-Answer Relationships
17) Directed Reading-Thinking Activity
18) Reciprocal Teaching
19) Know-Want to Know-Learn
20) Guided Reading and Summarizing Procedure
21) Cliffhanger
22) Graphic Organizers
23) Anticipation Guides
24) Metacognitive Double-Entry Journals
25) Hot Seat
 
PART IV—USING PREDICTIONS TO INCREASE PRECISION TEACHING
Knowing Students
Kid-Watching.
     Interest Inventory.
     Metacomprehension Strategy Index.
     Assessments
Profiles in Comprehension
Feedback
     Examples
Conclusion