Advantages of DARTs
• They are engaging and encourage teachers and pupils to tackle difficult texts.
• DARTs are popular with pupils because they seem a bit like games or puzzles.
• They do not require definitive answers, thus enabling pupils to be tentative and exploratory.
• They offer a good focus for group work.
• Some initiative is handed over to the pupils.
Categories of DARTs
DARTs can be grouped into two main categories: reconstruction tasks and analysis activities
Reconstruction tasks use modified text
Pupil tasks: completion-type activities with deleted or segmented text
1 Text completion
Pupils predict deleted words (cloze), sentences or phrases
2 Diagram completion
Pupils predict deleted labels on diagrams using text and other diagrams as sources
3 Table completion
Pupils complete deleted parts using table categories and text as sources of reference
4 Completion activities with disordered text
a Predicting logical order for sequence
b Classifying segments according to categories given by the teacher
5 Prediction
Pupils predict the next part(s) of text with segments presented in sequence
1 Text completion
Pupils predict deleted words (cloze), sentences or phrases
2 Diagram completion
Pupils predict deleted labels on diagrams using text and other diagrams as sources
3 Table completion
Pupils complete deleted parts using table categories and text as sources of reference
4 Completion activities with disordered text
a Predicting logical order for sequence
b Classifying segments according to categories given by the teacher
5 Prediction
Pupils predict the next part(s) of text with segments presented in sequence
Analysis activities use a complete text ‘as found’
Pupil tasks: text marking and labelling or recording
1 Underlining or highlighting
Pupils search for specific target words or phrases that relate to one aspect of content, e.g. words that support a particular view
2 Labelling
Pupils label segments of text, which deal with different aspects, e.g. labelling a scientific account with labels provided by the teacher, such as prediction, evidence, conclusion
3 Segmenting
Pupils segment paragraphs or text into information units or label segments of text
4 Diagrammatic representation
Pupils construct diagrams from text,
e.g. flow diagrams, concept maps, labelled drawings or models
5 Tabular representation
Pupils extract information from a written text, then construct and
represent it in tabular form
Directed Activities Related to Text (DARTs): a summary
Adaptation from Reading for learning in the sciences. Davies, Florence, Green and Terry,
(1984). Oliver and Boyd. ISBN: 0050037684.
