Teaching and learning are often viewed as two faces on the same coin. As students learn it is important that they are given a chance to teach others the new information they have assimilated into their knowledge base. The process of teaching gives one a chance to reflect, re-assimilate, and re-examine the information once again. This process helps cement knowledge and may help reveal new avenues of inquiry. One way to help students achieve this is by having them create reports or tell stories based on their studies and learning.
Reporting is differentiated from communicating by the fact that it tends to be more formalized, and monodirectional. Where communicating (for the purposes of this module) is characterized by an exchange of information, reporting is intended to allow one person, or a small group, create an information source that may be used by many. Too, while communicating can be asynchronous, for example, threaded discussions, message boards, and email, there is still the opportunity for replies, often a series of replies. In reporting, the information flow is in one direction, from the creator to the consumers. Reporting is more formalized than communicating. When preparing a report, students pay closer attention to spelling, grammar, presentation, style and delivery.
Traditional types of reports include papers and written stories. As new technologies and media have become available, new types of reporting styles have been created. In this lesson you will learn about a variety of technologies that, when integrated effectively, facilitate the student reporting process. Don't forget to review the readings in the resources section before proceeding to the presentation.
Reporting Outline
- Introduction
- Bloom's Taxonomy
- Scaffolding Instruction
- Scaffolding instruction methods
- Text representation
- Metacognitive development
- Schema building
- Contextualization
- Bridging
- Modeling
- Expository Reporting of Information
- Persuasive Reporting of Information
- Narrative Reporting of Information
- Creative Reporting of Information
- Conclusion
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