Teresa,
I actually composed a reply earlier today, but my Internet service provider
had it's fiber optic cable severed and we have had limited service.
Thanks for the link, I've begun reading it, and the accompanying links
suggested by the author in an effort to grab hold of what you are talking
about. I wonder how my class discussions would rate on this scale? One thing
I've always thought I did well was have good discussions with my students. One
thing I've always thought I needed improvement with was systematically
presenting information to my students. I'm not always sure my students are
using their metacognition to recognize the strategies they are using, although
I can tell that they are inferring, visualizing, etc. through our discussions.
So my question is: Is it so important for them to be able to DO the strategy,
know that they are doing it, and be able to identify what they are doing? (Or
be able to use a strategy on demand?) Is it ok if they can do the strategy, but
not do the rest? I know if they can do all three they have a deeper
understanding, but for some kids this might not be possible. For example, the
kids in my class who are identified with learning disabilities in decoding seem
to be better at using the strategies, but not at identifying them or being able
to do it on demand; they do it automatically!
I'm just posing these questions for discussion. I don't know what the answers
are, but am hoping to learn more through further discussion on this list.
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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