Listen-Read-Discuss


 * Listen-Read-Discuss (L-R-D)**
 * The L-R-D method was created as a "starter" method for bridging from traditional instruction to a more interactive approach. More traditional reading instruction typically begins by having students read the assignment, THEN listen to a brief lecture by the teacher, and THEN discuss their responses to questions. L-R-D inverts the first two steps, making it a more interactive method.
 * L-R-D is a simple, hands-on lesson design that can be tried almost immediately and offers several variations that can be phased in as you're ready to do so.

**Steps to Using L-R-D:**
 * 1) Review the reading selection you plan to use and prepare a brief, organized overview that points out the basic structure of the material, relevant background information, and important information to look for. View an example of an overview and the reading selection it's based on --> [[file:Sample L-R-D.doc]]
 * 2) Present the summary orally to students.
 * 3) Have students read the textbook version of the same material. (Since the reading follows the oral summary, students will be reading material they are already familiar with.)
 * 4) Discuss the material students have heard and read. Begin the discussion with the information and ideas students were directed to look for.

**Benefits from Using L-R-D:**
 * When teachers select textual material for an L-R-D lesson, they tend to look at the textbook more carefully and from more points of view than they might otherwise. They begin to sense where students' comprehension is likely to falter and so align the phrasing, facts, and organization of the lecture material to anticipate student need.
 * L-R-D stimulates active reading by preteaching key terms, pivotal questions, and new concepts BEFORE reading.
 * L-R-D helps students to better recall and develop relevant background information and appropriate anticipation, both of which are of great value in effective comprehension.
 * Careful preparation of an L-R-D lesson actually raises students' ability to read information beyond their typical reading and thinking levels.
 * Following the lecture and reading, the lesson design calls for discussion, providing a 3rd repetition and elaboration of the material. This redundancy factor is an important principle of effective learning.
 * Using L-R-D guidelines, teachers begin to restructure class time and expectations from the typical 90% lecture format to one where increasing amounts of time are spent in purposeful reading and informed discussion (increased time on task).