I think we have moved ahead a great deal when it comes to centers. Weren't centers initially intended for children to have lots of time to independently practice strategies that were being taught?
We know so much more about how kids learn from language and the opportunities to play with language. If our goal is to create renaissance thinkers and learners maybe we create learning situations(aka centers of the past??) that provide opportunities for inquiry, rigor, and engagement. (p.30 What's Essential Model #1) All learners need opportunities to talk through what they think they are learning to support the construction of meaning. I see constructing understanding as both social and silent tasks. So that would mean I equally value time to be silent, ponder and consider the construction of an understanding. Isn't this what Ellin is proposing in the What's Essential Model? Learning opportunities that support this? Maybe the old "listening or independent reading center" becomes the new "So What Good Are Sensory Images, Anyway?" center/work station/ inquiry group. Children are still listening to and exploring high quality text in a variety of genre while considering the reasons behind why we are teaching a particular strategy (sensory images). If you are going to set up centers or stations for independent practice maybe you use Ellin's thoughts to guide your creation of the learning tasks. (on p. 31 "teach a few concepts of great import (what's essential), teach them in depth over a long period of time, and apply them to a variety of texts and contexts.") Or even better, maybe these words guide your reflection in helping you determine if centers are what is best for your students with what you (and they!) know now. Autumn -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Ljackson Sent: Monday, October 20, 2008 8:02 PM To: Special Chat List for To Understand: New Horizons in ReadingComprehension" <understand@literacyworkshop.org> Subject: Re: [Understand] My thoughts on Ch. 2 I never used centers in first or second grade except under threat (one quarter of the year, once..) Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ----- Original message ----- From: Robin Hustedt <[EMAIL PROTECTED]> To: [EMAIL PROTECTED]; Special Chat List for \ToUnderstand: New Horizons in Reading Comprehension\ <understand@literacyworkshop.org> Date: Monday, October 20, 2008 5:40 PM Subject: Re: [Understand] My thoughts on Ch. 2 > My belief is that students should be reading independent reading books but the primary teachers believe that it is too long for the students to sit. I would like to do away with centers all together. At what grade do we stop offering centers? > > Thank you for any ideas! > > -----Original Message----- > From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Andrea Lucas > Sent: Monday, October 20, 2008 6:31 PM > To: Special Chat List for To Understand: New Horizons in Reading Comprehension > Subject: Re: [Understand] My thoughts on Ch. 2 > > At my school we have had a bit of training in reader's workshop, but many teachers haven't really taken the initiative to "dabble" in it. I've had teachers on my team move towards centers because they think it will be easier. It is something for the kids to "do" while pulling small groups. It is in their minds easier then having them read self selected books. In some ways I think it is easier, but in other ways it is asking for more of a headache. > > I am intrigued by the discussion about passive learning. I agree that children are raised to be passive and without initiative. It seems like much of my day is spent prodding and training kids to take initiative. It is such a HUGE lesson and it is not one that I find easy to teach. The best readers are usually (but not always) the ones who are active learners. I have several students who are passive during minilessons and it is a challenge for me to change things up enough to keep them engaged. I am going to focus and pay attention to this aspect of my students in the next few weeks during reading and writing workshop time. > > Thanks for your thoughts! > > Andrea ;) > > --- On Mon, 10/20/08, Beverlee Paul <[EMAIL PROTECTED]> wrote: > > From: Beverlee Paul <[EMAIL PROTECTED]> > Subject: Re: [Understand] My thoughts on Ch. 2 > To: understand@literacyworkshop.org > Date: Monday, October 20, 2008, 1:28 AM > > And what is it that they could do at centers that would be more valuable than reading? I can't think of anything!! As an early childhood specialist, I of course believe wholeheartedly in centers, but I'm getting the feeling that these "centers" people talk about bear little resemblance to the open-ended, child-initiated, project-based centers I think of as centers. > > Does this narrow "center-as-assigned-activities" viewpoint come from Reading First or today's basals or what? Or is it part of the Debbie Diller effect? > > What is it that principals and curriculum specialists are requiring when they require "centers"? > > I feel out of touch--and I'm not sure that's all so bad. I do not do centers. I teach 3rd grade. They read read read!!!!!! for 40-45 minutes!!!!!!It is great. I have 60-65 minutes for readers' workshop (depending on the day of the week).Jan _________________________________________________________________ > When your life is on the go-take your life with you. > http://clk.atdmt.com/MRT/go/115298558/direct/01/ > _______________________________________________ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! 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