Mary Anne Britt
Many of us assume that the instructions for tasks we give students are clear and will help them begin the development of the thinking and reading skills expected within our discipline. My research in the lab and classroom, however, shows that this is not always the case. What I have found is that students need more direction about instructors’ specific goals, which are rarely conveyed directly to students. In this talk I share a model of reading for a purpose that I have developed with my colleagues, including evidence that helping students more clearly understand the disciplinary goals for reading can help students learn. I also discuss how you might use this model to help students learn more autonomously.
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