Dictogloss
Description
The Dictogloss strategy encourages students work in cooperative groups
to recreate a text that has been read aloud to the class. It can be used to
introduce key words at the beginning of a work sequence or to encourage
students to focus on meaning when listening to a text. It helps students to
develop effective listening, proof reading and editing strategies and provides
an authentic opportunity for cooperative learning.
Procedure
Step
One
Find a suitable text -
usually one that is short and cohesive. Divide the class into groups.
Step
Two
Ask students to write down
the key words as the text is read.
The text might need to be read more than once.
Step
Three
Have students work in
cooperative groups to recreate the
text. Groups proof read and edit their texts before presenting them to the
class in spoken or written form.
Step
Four
Students compare their texts
with the original, attempting to justify the differences between them.
Teachers and students might
be able to collect information about each student's ability nise key words
§
retell word
meanings/definitions
§
effective speaking
and listening skills
§
work cooperatively
§
share information
with a group
§
create a written
retelling
§
extend proof
reading/editing skills
Link to Outcomes
Students use language to understand, develop and communicate ideas and
information and interact with others.
Dynamic Strategies
Application/Production, Evaluation/Reflection
Tips
Students might be given title
of the topic and asked to predict the key words. Some of the groups could be
given copies of some or all of the key words before the text is read. Ask
groups to work out definitions of the key words
Adapted from Tasmanian
Education Department,
Dictogloss (DIC)
Text
Title Key
Words Text
Recreation Compare
Recreation with the Original