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Directed paraphrasing: Tell it back!

In directed paraphrasing the students create their own definition or explanation of a concept shown in the class. The teacher synthesizes the collected data to verify the understanding of the student and to determine the lesson effectiveness.

Students "translate a topic, a concept or core idea with language and examples that are suitable for a particular audience. For example, students could summarize important points that are learned during a lesson as they would be with a younger one Brother or a sister sister speak. Or at a higher level you can write down your understanding as if you were talking to an expert on the field.

If you have to explain something to others, your own learning increases. directed paraphrasing offers an interesting, creative and demanding way to summarize the students what they learned in their own words, use appropriate terminology and consider to communicate their understanding of a particular audience. Explain what to learn others, in examples and words familiar to the respective audience, a metakognitive opportunity for the learner to examine his own understanding and think about how he translates it to translate it to understand others can. Other students hear their paraphrases share and offer peer feedback increases the learning of the student.

Listen to students to hear what they have learned offers an opportunity to create the teacher, whether the most important points in the lesson of students have been identified and understood, indicating that the need for revision or additional possibilities to learn the most important ideas. If you hear in the way students talking to students talking about their ideas, the teacher can also convey useful information about scientific communication capabilities of the students.

Implementation

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1. choose a reasonable place to break the lesson so that the students can summarize what they have learned so far without interrupting the river.
2. encourage students to individually include their ideas that summarize the lesson or part of the selected lesson before developing a paraphrase for their audience.
3. assign an audience or let the students choose one and challenge them out to create their summary for the particular audience. Examples of the audience could be younger students, parents, students in the same class, which were absent, when the lesson were absent, adults with different careers, famous people, people whose work is related to the topic, or teachers at school Other topic teach areas.
4. give time for the students to think about how they put the summary in words and examples that are suitable for the intended audience.
5. ask them to speak their directed paraphrase, maybe to another student.
6. (optional) degree the answers
7. are looking for samples of clarity and confusion to guide future instructions.

Assessment

Either you or the other students can rate the paraphrase as:

• confusing
• minimal
• adequacy
• Excellent

Ask them to examine and maneuver the answers according to the following categories on a scale of 1 to 5.

• Accuracy (of information)
• fitness (for the intended audience)
• effectiveness (in the fulfillment of the purpose)

Or you can simply enter the clearest (best) point of the student and underline the worst (muddy) point.

Classroom Management

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• It may be necessary to model an example of the class used for the first time.
• The directing of the paraphrase towards a particular audience increases the cognitive needs of summary information.
• make sure your students are familiar with the intended audience before asking them to translate what they have learned for this audience.

extensions

Another way to use directed paraphrasing is to assign small groups to another audience. Leave each group with a directed paraphrase , which you can share with the teacher and the entire class for feedback.

Variations

Assign the partners to the students. Determine a person in the couple to the spokesman and a person in the couple to be the listener. Both people get the chance to be the speaker.

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