Patti Gage and Althea Danielski Saint Paul College CRLA Conference 2014.
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Transcript of Patti Gage and Althea Danielski Saint Paul College CRLA Conference 2014.
![Page 1: Patti Gage and Althea Danielski Saint Paul College CRLA Conference 2014.](https://reader035.fdocuments.net/reader035/viewer/2022081519/56649f255503460f94c3bb37/html5/thumbnails/1.jpg)
Learning Annotation through Group Negotiation
Patti Gage and Althea DanielskiSaint Paul College
CRLA Conference 2014
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Highlighting in the text Making comments in the margins Marking text Talking to the text
What is annotating?
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Making meaning from a text by interacting with it and noting your interaction on the page (i.e. Talking to the Text).
Our Take on Annotation
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Students… Read actively Find and focus on the main ideas Understand and turn the main ideas into
workable knowledge Create personal study guides & summaries
Teachers… Can use it as an assessment tool
Benefits of Annotating
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1. Preview/survey the text, noticing the title, headings, subheadings, visual aids, key words, etc.
2. Read through once quickly to get an idea of what the text is about and how it is organized.
3. Start reading carefully, working section by section as you annotate.
Preparing to Annotate
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1. Make up questions2. Highlight/underline the main ideas in
each section3. Paraphrase the main ideas4. Mark major supporting details5. Circle vocabulary and define6. Note any personal reactions7. Be selective: Stay focused on the main
ideas and answers to your questions
How to Mark Text
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Have students read an excerpt from a textbook
Do a “think-aloud” to demonstrate an annotation on an overhead projector
Demonstrating Annotation
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Compare these two versions of an annotation. Share with a partner:
What do you notice about them? Which one do you think is better, and why?
Individual versus Group Annotations
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Individual vs. Group AnnotationsIndividual Weak students may
struggle Some students may tune
out Some learners may not be
able to form effective questions
Some may have trouble focusing on main ideas & highlight too much
Some may not be able to paraphrase
Group Weaker students learn and
gain confidence Students must participate
actively The dialogue that students
have in their group mirrors the kind interaction we want our students to have with the text
Promotes deeper learning Fosters learning through
multiple perspectives
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1. Get into groups 2. Choose a writer/scribe3. As a group, go through the
annotation steps4. Negotiate with your group members:
the scribe will do the group’s writing
Group Annotation
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1. Make up questions2. Highlight/underline the main ideas in
each section3. Paraphrase the main ideas4. Mark major supporting details5. Circle vocabulary and define6. Note any personal reactions7. Be selective: Stay focused on the main
ideas and answers to your questions
Group Annotation
![Page 12: Patti Gage and Althea Danielski Saint Paul College CRLA Conference 2014.](https://reader035.fdocuments.net/reader035/viewer/2022081519/56649f255503460f94c3bb37/html5/thumbnails/12.jpg)
Hang up your annotation on the wall. Get one peer evaluation form for your group.
As a group, evaluate another group’s annotation.
Post your evaluation. Go back to see how other groups evaluated your work.
If time, look at the other annotations.
Group Peer Evaluations
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How did it go? Do you think your group produced a good annotation?
What was difficult about the negotiation process?
What was helpful about the
negotiation process?
Annotation through Negotiation
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Do you teach annotation? How do you teach it? What’s working? What’s not working?
Share Your Experience
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Questions and Comments?
Please fill out an evaluation form and help us make our workshop even
better.
Thanks and happy teaching!