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The Cognitive Engagement Model has been used over the past 10 years to help elementary teachers reflect on reading instruction and the growth and achievement of their students from diverse backgrounds. The model provides guiding questions about the balance of instructional strategies that have been correlated with accelerated growth in reading. These strategies include: teaching that fosters higher order talk and writing about text, explicit strategy instruction, teaching with a student-support stance (i.e. modeling, coaching, listening/watching and giving feedback), encouraging active responding from students (i.e. every student is reading, writing, or talking with a partner rather than oral turn-taking, reading turn-taking and listening), and explicitly stating the purpose of the lesson or activity to the students. Through reflection on instruction, the research, and student assessment data, teachers have made changes to their reading programs that have significantly impacted students’ reading growth. The poster will include demographic data from the Minnesota schools, graphs depicting the changes in teaching that have been documented across three years, and student assessment data demonstrating accelerated growth in reading achievement.
Author(s)/Presenter(s): Debra Peterson, Michelle Chein, Bobbie Burnham

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