Thus, finding alternative ways to show
thinking---drawings, role plays etc---while
simultaneously providing rich oral language modeling
and opportunities for practice helps build the
language kids need to express that higher level
thinking.
Just another way of looking at it...
Jennifer
Yes, I agree with this and think it is key when
working with young children. I do believe that in the
name of data collection, we may be asking students for
products that they are not ready to produce, but that
doesn't mean they can't articulate higher level
thinking in some way.
Maybe the idea isn't to "keep" children from that
level of understanding; perhaps Taberski is saying
that maybe not ALL 1st graders are ready to
synthesize, and that we should be patient and keep
modeling and talking with our kids until they are.
Wouldn't this be "zone of proximal development?"
Lisa
2/3 IL
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