I thinking the behaviors or strategies is important to having a means to 
discourse about them.  We can't very well expect kids to know what we are 
talking about if we call them 'thing-a-ma-jigs".  It seems to me a vocabulary 
for learning.  If child know what a traingle is, can drawn that triangle, sort 
that triangle, measure that triangle and yet cannot not say 'triangle' and 
associate it with all those abilities, what happens when next year's teacher 
says, "Tell me what you know about triangles?"  I know I am over simplifying 
this to make a point, but having these sort of intellectual conversations about 
the learning process is something we can expect of children and we need to gift 
ourselves with a common vocabulary for these discussions.  

I haven't read the article, but relate this issue of naming to Peter Johnston's 
Choice Words where he talks about the importance of noticing and naming.  It is 
gifting the child the language to describe the things he or she is doing and 
also shining a bit of light on what the child is doing well.

Lori


----- Original message -----
From: [EMAIL PROTECTED]
To: [email protected]
Date: 2008, 14, Thursday Of February 05:48
Subject: Re: [MOSAIC] Comprehension Strategy vs. Skill

> although discussing strategy vs. skill as pedagogy is interesting.... the  
> question i have is.... if teachers use the terms loosely and don't seem to  
> recognize differences between strategies and skills in their delivery of  
> instruction... why then would it be more effective for students to have the  
> behaviors 
> named?....i would think that the behaviors themselves would be most  
> important... not the terms.Did the article expound on  that?
> 
> 
> 
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