Buehl - Classroom Strategies for Interactive Learning

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Copyright 2017 by Doug Buehl

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ISBN: 9781625311702

Manufactured in the United States of America

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This edition is dedicated to Doug Vancethe other Douga long-time colleague, collaborator, and mentor.

Thanks for setting me off on this exciting journey as a literacy educator. Ahh, we were quite a team.

D oug Buehl is a teacher, professional development leader, and adolescent literacy consultant. During his 33 years in the Madison Metropolitan School District in Madison, Wisconsin, USA, Doug was a social studies teacher, reading teacher, and reading specialist at Madison East High School and a district literacy support teacher for 12 middle schools and four high schools. In addition to presenting literacy workshops, his experiences include collaborating with teachers as a school literacy coach, teaching struggling readers, coordinating a schoolwide content area tutoring program, teaching college-preparatory advanced reading, and teaching night school students returning for their high school diplomas.

Doug is the author of Developing Readers in the Academic Disciplines (International Reading Association [IRA], 2011). In recent years, he coauthored the second edition of Reading and the High School Student: Strategies to Enhance Literacy (Pearson, 2007) and the third edition of Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms (Pearson, 2007). He was the first editor of the adolescent literacy newsletter The Exchange, published by the IRA Secondary Reading Interest Group.

Doug has been an active literacy professional at the local, state, and national levels. He was a founding member of IRAs Commission on Adolescent Literacy and was a member of the interdisciplinary task force that drafted the national Standards for Middle and High School Literacy Coaches (2006), a joint collaboration between IRA, the National Council of Teachers of English, the National Council of Teachers of Mathematics, the National Science Teachers Association, and the National Council for the Social Studies. He served terms as president of the Wisconsin State Reading Association, the IRA Secondary Reading Interest Group, and the Madison Area Reading Council. Doug was the 1996 recipient of IRAs Nila Banton Smith Award and was inducted into the Wisconsin State Reading Associations Friends of Literacy Hall of Fame in 2000. Doug also served as cochair of the Wisconsin Department of Public Instruction Adolescent Literacy Task Force, which issued its policy recommendations in 2008.

Doug is currently an educational consultant and works with school districts to provide professional development for teachers. He is an instructor of undergraduate- and graduate-level courses in adolescent literacy at Edgewood College in Madison and is the parent of two sons: Jeremy, a social studies teacher at Madison East High School, and Christopher, a biochemist currently pursuing a doctorate in cell and molecular biology at Michigan State University. Doug lives in Madison with his wife, Wendy, a professional violinist and former middle and high school orchestra teacher. Their 2-year-old grandson, Thomas, relishes a read-aloud from a good book.

Doug can be contacted at .

T he first edition of Classroom Strategies for Interactive Learning (Buehl, 1995), published as a teacher resource by the Wisconsin State Reading Association, was an outgrowth of an ongoing collaboration with the Wisconsin Education Association Council. From 1990 through 2008, I served as the author of the strategies column The Reading Room in the councils monthly publication, WEAC News & Views, which was circulated to all Wisconsin public school teachers. This fourth edition continues to adapt and rework many of those strategies, which were culled from a variety of sources, including professional journals, books, and teacher variations. Newer strategies have also been folded into the mix. The book is not intended to be an exhaustive compendium of classroom strategies but aims to streamline strategy presentation so teachers can readily discern benefits to their students and implement these ideas in their instruction. Teachers who want a more in-depth treatment of a strategy can consult the resources listed at the end of each strategy description.

This fourth edition, unsurprisingly, has been notably influenced by the adoption of the Common Core State Standards by most of the states. It is now not enough to describe an effective classroom strategy and detail how the strategy develops the capacity for literacy growth; we also need to relate very specifically how the strategy can help students meet these new rigorous literacy expectations. So, a major change from previous editions is the examination of how each classroom strategy intersects with the literacy development mandated by the Common Core.

As a result, has been reconceptualized in a number of respects, in particular to explore how the Common Cores literacy standards relate to the rich research on embedding comprehension instruction into the teaching of content as well as how instructional practices like these strategies can nurture increasingly independent and proficient readers and learners.

continues to examine what some observers have referred to as the ultimate scaffold: background knowledge. We know that strategy instruction falls flat when students lack the requisite knowledge that enables them to comprehend complex texts and to build new knowledge. It is quite intentional that so many of the strategies outlined in this book emphasize prior knowledge variables as key to effective application.

introduces a major theme of this book: reading as an act of inquiry. Mentoring students on how to question a text is central to the rhythms of working a complex text to gain understanding. The chapter explains text frames and how questioning naturally follows author choices for organizing a text. In addition, it stresses teaching toward essential questions and choosing tasks that help students prioritize how to engage in a wealth of information and detail.