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Thinking to Learn: The Effects of Discussion-based Instruction on Literacy Achievement

Thinking to Learn: The Effects of Discussion-based Instruction on Literacy Achievement. Aoife Pacheco Brooklyn College School of Education Ed. 702.11 Dr O’Connor Petruso December 20, 2007. Table of Contents. Introduction -Statement of the Problem Purpose of the study Need for the study

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Thinking to Learn: The Effects of Discussion-based Instruction on Literacy Achievement

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  1. Thinking to Learn: The Effects of Discussion-based Instruction on Literacy Achievement Aoife Pacheco Brooklyn College School of Education Ed. 702.11 Dr O’Connor Petruso December 20, 2007

  2. Table of Contents • Introduction • -Statement of the Problem • Purpose of the study • Need for the study • -Review of Related Literature (recent sources) • -Statement of the Hypothesis

  3. Introduction • Statement of the Problem There are many elementary school children who are successful in their class work but are not scoring 4s on ELA exams. These students are loosing points because they are not using higher order thinking skills such as analysis, synthesis and evaluation • Purpose of the Study • Need for the Study • Statement of the hypothesis

  4. Statement of Hypothesis • Discussion based literacy instruction using accountable talk will cause 4th and 5th grade students to employ higher order thinking skills (analysis, synthesis and evaluation) in response to the literature they are studying.

  5. Discussion • Talk talk talk talk…

  6. Collecting and organizing the data

  7. References

  8. Appendix • Tables • Graphs • Questionnaires • Surveys • Tests • etc

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