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Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds

Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds

Sharon M. Pratt
Copyright: © 2020 |Pages: 23
ISBN13: 9781799802068|ISBN10: 179980206X|ISBN13 Softcover: 9781799802075|EISBN13: 9781799802082
DOI: 10.4018/978-1-7998-0206-8.ch009
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MLA

Pratt, Sharon M. "Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds." Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, IGI Global, 2020, pp. 171-193. https://doi.org/10.4018/978-1-7998-0206-8.ch009

APA

Pratt, S. M. (2020). Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds. In R. Karchmer-Klein & K. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 171-193). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch009

Chicago

Pratt, Sharon M. "Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds." In Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, 171-193. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0206-8.ch009

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Abstract

This chapter shares an instructional practice that has been used with undergraduate pre-service teachers to help them become consciously aware of their own cognitive processes for literacy tasks, as well as how to prepare think-aloud demonstrations for elementary age students. Using asynchronous online discussions, pre-service teachers were given a pre-writing or reading comprehension prompt and asked to think-aloud during their own work with a task. Secondly, after instruction in research-based components to include in think-alouds, pre-service teachers prepared a recording of how they would model a related literacy task for elementary age students. The asynchronous format with peer critique allowed pre-service teachers to try out think-aloud practices within an uncritical space, thus encouraging them to take greater risk in sharing their thought processes aloud with others.

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