MODULE 5
The Four-
Pronged
OVERVIEW
One of the most valuable study skills is to ability to
learn from reading. The most common method is to read
from cover to cover. The four- pronged approach is another
method. The four- pronged approach to reading takes
much less time than reading from cover to cover also helps
you to learn and remember the material.
OBJECTIVES
Narrate how the four-pronged approach was developed
Explain the rationale of the approach
Discuss the relevance of this approach to the present
curriculum
PRE – TEST
1. It is another foundation of the four-pronged
approach
2. It argues that humans construct meaning
from current knowledge structures.
3. A general outline of a subject survey,
summary or having a briefly browsed the
material.
4. ________ Assert that thematic teaching can be defined
as the process of integrating and linking
multiple elements
5. ________ is a key reading skill and is an excellent
preparation for various studies. It gives you
an overview of the material and helps you to
prepare your mind.
39
Module 5 – The Four – Pronged Approach
CONTENT
The four-pronged approach is the preparation, overview, the
closer reading and the review.
Preparation is the process of reading that, read to our extend
knowledge, relating the innate knowledge, already know or the
knowledge that we gather from our society. In the first three minutes of
holding a subject material our mind allows us to prepare for new knowledge
that we gain from reading. Browsing is a key reading skill and is an excellent
preparation for various studies. It gives you an overview of the material and
helps you to prepare your mind.
Overview a general outline of a subject survey, summary or having a
briefly browsed the material. Read any summaries. It is looking the reading
material not word by word it is like having conclusion. By the end of the
overview, you will know what the chapter or the reading material is about and
have taken in its main message. But if you need to study the material in detail,
you may need to carry out a closer reading.
The closer reading even for a closer reading you may not have to read
the material word by word, from beginning to the end; nor must reread
material you have already read. After the overview you can decide what you
already know and don’t need to study and what you do not know.
Understanding difficult passages: While reading, everyone comes across
parts he does not understand. This may be because the material is inherently
difficult or because the message has not been clear. Don’t spend hours trying
to understand a difficult for two reasons.
1. If you leave difficulty on one side, your subconscious mind will set to
work on it.
2. What comes after the difficult bit may help you to understand.
Review an early review of what you have read and learned is a key step
both in organizing the material and in remembering it in the long term. Thirty-
five minutes study periods incorporate this.
Rationale of four-pronged Approach
CBI (Content-Base Instruction) is a teaching method that emphasizes
learning about something rather than learning about language as Davies was
stated.
40
Module 5 – The Four – Pronged Approach
CBI is the incorporation of a particular content with language teaching
aims- the synchronized teaching of academic subject matter and second
language skills. It views the target language largely as a tool through which
the area under discussion is learned unconsciously rather than as the
immediate object of study
This also aims at the development of used-oriented ‘second and
foreign language skills’ and is ‘distinguished by the concurrent learning of
specific content and related language skills’ (Wesche, 1993).
CBI is an approach to language instruction that integrates the
presentation of the topics or tasks from subject matter classes (e.g., math,
social studies) within the context of teaching a second or a foreign language
(Crandall & Tucker, 1990)
Thematic Approach to Teaching is another foundation of the four-
pronged approach. This is a way of teaching and learning, whereby different
areas of curriculum are related together and integrated to a central theme. It
allows learning to be more relaxed and less scrappy than when school day
time is divided into different subject areas and practices exercise which
frequently related to nothing other than what the teacher think of, as he/she
writes them on the chalk board. Thematic approach allows literacy to grow
progressively, i.e., vocabulary is linked, spelling and sentence writing are
being frequently, but smoothly, reinforced. Lastly. It guides connected ideas to
follow on easily.
Loughran (2005) similarly reiterates that the ideas of teaching with
themes as a means of integrating curriculum can be traced back to the
reforms of the 1930s (Lipson et al. 1993).Dewey(1990,140) discussed
“meaningful learning for young children as there attempt to “seek wholes,
varied through episode, enlivened with action, and operation-inspection of
things separated from the ideas by which they are carried.
Piaget and Vygotskywere strongly proponents of the constructivist
approach. Piaget (1926) believed that knowledge is a built in a slow,
continuous construction of skills and understanding that each child brings to
each situation and when the student cooperate and interact with one
[Link] (1997,175) suggest thatsocial interaction and collaboration
were powerful resources of transformation in the child’s thinking.
Piaget asserts that thematic teaching can be defined as the process of
integrating and linking multiple elements of a curriculum in an ongoing
exploration of many defferent aspect of a topic or subject.
41
Module 5 – The Four – Pronged Approach
As discussed earlier, Thematic Teaching is based on constructivism,
where Piaget, Vygotsky became popular: Constructivism became one of the
principles considered in the development of the four-pronged approach.
Constructivism argues that humans construct meaning from current
knowledge structures. It is a philosophy of learning based on the idea that the
construction of one understands of the world we lived in in is through
reflection of one’s experience
Wilsons (2003) define reading from constructivist’ point of view.
Constructivist see reading as a social practice which affect when you read,
what you read, where you read, who you read, and why and hoe you read.
Interacting with text can involve practices as diverse as reading instruction,
scanning a newspaper or reading an academic article.
DEVELOPMENTAL ACTIVITY
Make a 4 group and each group it should have 5
members show to the class how Loughran, Piaget, Vygotsky
and Wilson discuss the Thematic Approach to Teaching.
POST – TEST
1. What is CBI?
2. Who defines reading from the constructivist point of view?
3. They became popular because of constructivism?
4.
5. How does teacher knowledge of the language of
6. Acquisition theory helps in the teaching process?
7.
8. What are the four-pronged approach discuss it
9. One by one?
10.
42
Module 5 – The Four – Pronged Approach
KEY – TO –
CORRECTION
PRE-TEST
1. Thematic Approach to Teaching
2. Constructivism
3. Overview
4. Piaget
5. Browsing
POST-TEST
1. Content-Base Instruction
2. Wilson
3. Vygotsky and
4. Piaget
5. Teacher has a knowledge, a knowledge that may be better than the
6. knowledge of the student they are capable to teach a student because
of the knowledge that they have (in own opinion)
7. Preparation is the process of reading that, read to our extend
knowledge, relating the innate knowledge, already know or the
knowledge that we gather from our society.
8. Overview a general outline of a subject survey, summary or having a
briefly browsed the material
9. The closer reading even for a closer reading you may not have to read
the material word by word you can decide what you already know and
don’t need to study and what you do not know
10. Review an early review of what you have read and learned is a key
step both in organizing the material and in remembering it in the long
term
43