Approaches to Teaching Literature PDF

At the end of the lesson, you should be able to: 1. make use of one of the approaches of teaching literature; 2. present chosen literary work using one of the approaches of teaching literature. **\ ** **\ ** **\ ****\ ****\ ** ![](media/image15...

At the end of the lesson, you should be able to: 1. make use of one of the approaches of teaching literature; 2. present chosen literary work using one of the approaches of teaching literature. **\ ** **\ ** **\ ****\ ****\ **  RESPONSE-BASED APPROACH ----------------------- - It involves critical thought that is different from the kinds of thinking students do in other academic subjects. ----------------------------------------------------------------------------------------------------------------- - It involves the consideration of many possibilities requiring a significantly different type of questioning by the teacher. --------------------------------------------------------------------------------------------------------------------------- - Questions should invite multiple answers. ----------------------------------------- - Students should "live through" an experience and "feel" the conditions of that time and place. ---------------------------------------------------------------------------------------------- - It uses students' shared questions and develops interpretations as the primary focus of the lesson. --------------------------------------------------------------------------------------------------- - It is thought-provoking. ------------------------ - It encourages students to consider understandings from multiple perspectives, sharpen their own interpretations, and learn about literary style and analysis through their own insights and responses. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ RESPONSE-BASED APPROACH (Major Sections) ---------------------------------------- - inviting initial understandings ------------------------------- - developing interpretations -------------------------- - taking a critical stance ------------------------ RESPONSE-BASED APPROACH (Guidelines for instruction) ---------------------------------------------------- 1. Use class time to discuss students' understandings, not to teach them what they've left out. ----------------------------------------------------------------------------------------------- 2. Focus on students' understanding through writing as well as through discussion. ---------------------------------------------------------------------------------- To validate their attempts to understand, always begin with their initial impressions. -------------------------------------------------------------------------------------- 3. Instruction must help students move beyond initial impressions by building on their ideas, guiding them to listen to one other, to discuss and think. -------------------------------------------------------------------------------------------------------------------------------------------------------- Teachers need to be listeners, responders and helpers and not merely information providers. ------------------------------------------------------------------------------------------- 4. Encourage speculation and hunches. ------------------------------------- 2. Ask questions that tap students' knowledge. ------------------------------------------- Pick up on what they say instead of following your own agenda or the sequence of the story. ------------------------------------------------------------------------------------------- 5. Remember that questioning, probing and leaving room for other possibilities are at the heart of critical thinking in literature. ----------------------------------------------------------------------------------------------------------------------------------- 6. Encourage mature literary discussions by eliciting responses, asking for clarification, inviting participation and guiding students in sustaining the discussion. -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 7. Guide students to: --------------------- 4. focus their concerns -------------------- shape the point they wish to make --------------------------------- link their ideas with what they've already discussed, read or experienced ------------------------------------------------------------------------- think about their issues in more complex ways --------------------------------------------- RESPONSE-BASED APPROACH (Teaching strategies) --------------------------------------------- 1. Teachers make the reading more understandable to students by creating a personal, historical, cultural or conceptual context for it. --------------------------------------------------------------------------------------------------------------------------------------- 2. After students have begun reading, teachers ask students what they think. ---------------------------------------------------------------------------- 3. They encourage wondering and sharing of these ideas without evaluation. -------------------------------------------------------------------------- 4. They help students to develop their understanding by asking them to: ----------------------------------------------------------------------- - explain their impressions ------------------------- - reflect on how these change as they continue reading ---------------------------------------------------- - use conflicting views to further explore their ideas ---------------------------------------------------- 5. Then, by examining related issues from the text and other literature or life experiences, they examine alternative perspectives and use these to challenge and enrich their own responses. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- - Through discussion and writing, students consider other interpretations and analyze, explain and defend their own. ------------------------------------------------------------------------------------------------------------------ 6. Finally, they generalize, thinking about the human condition and evaluating the moral, message or theme of the reading. -------------------------------------------------------------------------------------------------------------------------- - Key issues are summarized and any changes in ideas are noted. -------------------------------------------------------------