Greetings, all;
Sorry to be long in responding. I think Jennifer is absolutely right in making this distinction and it is one I didn't consider when crafting the outcomes and dimensions of understanding. This is actually exactly what I hoped would happen with this book. I LOVE to see the readers (and their students) refining, revising and actually creating (as Jennifer has done here) new dimensions and outcomes - I think intellectual efficacy is an outcome and should be added to the list!! Thanks, Jen! ellin Hi Ellin You are so right about this being a life-changing experience. It has already been that kind of experience and I am just starting this doctoral program. Five years ago I would never have thought myself capable of what I am doing now. Last summer when I read what you wrote about the outcome "confidence"... I had really just applied it to a particular topic that I might be reading or learning about. For example, if I felt confident talking about variability and standard deviations to our school psychologist now after reading about them and coming to understand them, that would be showing confidence. Are you saying this outcome applies more generally to ALL topics? What I am trying to convey is a more general sense of intellectual efficacy. Perhaps a better way to describe it is a willingness or an interest in seeking out new intellectual challenges with a feeling that I will be able to handle them too. It kinda fits in with that cognitive stamina piece too but not exactly there either. Maybe it is the recognition that there has been an 'intellectual" of sorts hidden inside of me that I hadn't realized was there. OR maybe it is what we want from kids...that high level of drive and engagement that brings kids back for more. Make sense? Or am I missing the boat? Jennifer Palmer Reading Specialist, National Board Certified Teacher FLES- Lead the discovery, Live the learning, Love the adventure. "Ancora Imparo." (Translation: I am still learning.) Michelangelo at 87 years of age
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