1. Using Think Aloud November 18, 2009
Teaching Inference
Using Think Aloud
November 18, 2009

2. What is a Think Aloud?
"Think-alouds" (Davey, 1983) help students understand the kind of thinking required by a specific task.
The teacher models thinking process by
verbalizing thoughts
processing information
performing a learning task

3. Why Use Think Aloud? Students see how the teacher
constructs meaning
engages in dialogue with the author
recognizes comprehension difficulty and selects a fix-up strategy
Ineffective readers benefit from a skilled reader modeling thinking.

4. How Does It Work? Select a passage to read aloud
Develop plan/script/questions
While students read the passage silently, read it aloud and verbalize thoughts, questions, and processes.
Have students partner to practice "think-alouds.”
Select a passage to read aloud that contains points that students might find difficult, unknown vocabulary terms, or ambiguous wording.
Develop questions you can ask yourself that will show what you think as you confront these problems while reading.
While students read this passage silently, read it aloud. As you read, verbalize your thoughts, the questions you develop, and the process you use to solve comprehension problems.
Have students work with partners to practice "think-alouds" when reading short passages of text.

5. What Does It Look Like?

6. What Does It Look Like? Teaching inference with videos
Watch short video together
Watch again
Teacher will think aloud about connections, predictions, inferences
Students will ask questions and comment on observations of teacher behavior

7. How Many Inferences?
Think Aloud Modeling
Before I begin watching, I know this is a short commercial and I’ll have to pay attention. I also remember that making inferences is at the intersection of what I see or read and my background knowledge. I also know that I tend to make inferences automatically and spontaneously, so I’m going to have slow my thinking down so I don’t miss anything.
As I watch the opening, I see two guys in white jump suits, red hats, and red shoes. They’re dressed alike with the same logo on the backs of their jumpsuits, so I’m inferring they’re members of the same team.
One guy has what looks like a drill or some sort of power tool in his hand, there’s a wheel leaning up against a corrugated metal wall of some sort. Based on these clues, I’m inferring they’re members of a pit crew, and because they’re looking toward the metal barrier, I would also guess they have their backs to the track and are waiting for a car to come into the pit area. Because of the wheel and the tool in one man’s hand, I’m inferring they’ll be changing a tire on the incoming car. I also know that cars travel around a race track in a counter clockwise direction, so I predict the car will enter the picture from the right. In addition to these visual clues, I hear what sounds like racing engines, further substantiating my prediction that this is race track.
The car does, indeed enter from the right and I’m surprised because it doesn’t look like a typical race car. That leads me to think this isn’t a “real” auto race. The guys on the pit crew seem to be moving pretty slowly which is odd, because I know pit crews work really fast so the driver can get out onto the track again quickly. I’m inferring that the driver thinks they’re slow, too, because he’s making a circular motion with his hand as if to say, “Speed it up, fellas!” When I see him pound his hands on the steering wheel and rest his head on them, I infer he is frustrated by their lack of speed.
As one of the crew members tightens the lug nuts on the wheel, I notice there’s no air hose to the “gun” he’s using, further supporting my inference/prediction that this isn’t a real race situation, because I know pit crews usually use pneumatic tools. Finally, when the tightening action flips the car over, this is totally unexpected. You don’t see this in races on TV! This causes me to infer that the point of the commercial is to highlight how powerful Milwaukee cordless tools are.
At least 10 inferences in 33 seconds! Did I miss any?

8. Make an Inference…or two

9. Your Turn Work in pairs Watch video Discuss inferences necessary
Develop think-aloud script
Share

11. For January 6, 2010 Choose a lesson that requires inference
Model inference making with think-aloud
Complete task sheet
Be ready to share and discuss on 1/6/10

12. Resources
Examples from subject areas (from a link on the Teach 21 site) Inference Wiki