I deeply agree, Renee but...I have seen teachers, in a well-intentioned zealous fervor, force the use of manipulatives past the point of need. Again, an example of misuse of the useful.
Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > From: [email protected] > Date: Wed, 11 Nov 2009 07:31:29 -0800 > To: [email protected] > Subject: Re: [MOSAIC] philosophical wonderings > > I am going to play Devil's Advocate on the manipulatives front: > > What about the child who can rattle off multiplication tables, or who > has memorized the steps for "borrowing" and "carrying" (in quotation > marks on purpose), but who has absolutely no clue what it means to > multiply, or why he/she is crossing out those numbers and writing in a > smaller number/putting a one next to a number? > > When I taught third grade, oh these many years ago, and adding and > subtracting with regrouping was actually part of the third grade > standards (not first grade), I spent the first six weeks of school with > base ten blocks, doing activities with trading and regrouping. > > Just a thought.... > Renee > > > On Nov 10, 2009, at 7:00 PM, thomas wrote: > >> I so agree!!! This describes what happens perfectly. >> >> sally >> >> >> On 11/10/09 4:13 PM, "Beverlee Paul" <[email protected]> wrote: >> >>> A very wise college prof I had says, "Anything that can be used, can >>> be >>> abused." >>> >>> I feel the same about cooperative learning a la those extremists or >>> extremists with math manipulatives, etc. My favorite example is from >>> a >>> teacher in Colorado, who had a zap right as she heard herself say, >>> "Boys and >>> girls, shush up! No talking!! It's time for oral language!!!" I'm >>> glad >>> she could laugh at herself and share because I think about that >>> statement a >>> lot. >>> >>> If you have to break apart a group functioning beautifully and assign >>> cooperative roles, think again. If you have to keep dumping out those >>> unifix cubes onto the table of a child who's trying to explain to his >>> near >>> neighbor how you can mentally do "that" in at least 2 different ways, >>> and >>> "let's see if there's even another," think again. If you take a >>> group of >>> book lovers who have come to you starving for literature to feed their >>> passion and who thoughtfully and collaboratively discuss at a higher >>> level, >>> don't get out the role sheets, for heaven's sake. Think again. >>> I agree with my old college prof. And we in education could do with a >>> little benign neglect in our teaching methods and a good pair of eyes >>> and >>> ears to observe with. Sometimes our kids slip past us. >>> On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L >>> <[email protected]>wrote: >>> >>>> "In my experience, strategy instruction works. For all kids, not just >>>> strugglers. I do not believe it is only for struggling readers. I >>>> would >>>> like to see the list discuss what aspects of strategy instruction, >>>> as it is >>>> currently being implemented, turns kids off from the love of reading >>>> so >>>> that we can all learn what to avoid." >>>> >>>> I never meant to imply that only struggling readers need strategy >>>> instruction. Certainly all of my students need experience >>>> determining theme >>>> and author's craft, etc. But I think if I hear one more child say I >>>> can >>>> make a text-to-self connection and then make the most minimal >>>> connection to >>>> the text they are reading I may go crazy! I hear mind-numbing >>>> conversations >>>> and weeks of instruction on one strategy in multiple classrooms >>>> across >>>> multiple grade levels. I certainly think children should find ways >>>> in which >>>> they relate to text but that will come with more exposure to text >>>> and a lot >>>> more CONVERSATIONS with peers as well as teachers. Strong readers >>>> don't >>>> think about the strategies in isolation. Our school is advocating a >>>> model >>>> where the child reads with me in a small guided group for maybe 20 >>>> minutes >>>> once or twice per week and then reads their independent reading book, >>>> attempting to utilize the same strategy we discussed in guided and >>>> then >>>> writes about it in a letter to me. Sorry Fountas and Pinell...I >>>> just don't >>>> think that is what authentic reading is about. I don't follow the >>>> plan. I >>>> do pull guided groups, but afterwards my kids go back and read a >>>> book with a >>>> small group of their peers and talk about it and they may or may not >>>> discuss >>>> the strategy they practiced with me. Writing about reading flows >>>> naturally >>>> after conversations about reading. The teachers on this site all >>>> love >>>> reading and teaching reading. What about those teachers who don't? >>>> I think >>>> the model can be deadly and it is difficult to implement by even the >>>> most >>>> experienced teacher. I know that I am not supposed to have read the >>>> books >>>> my children are reading, but how can I comment and model if I don't >>>> know the >>>> text? So, I have five reading groups and they are all in different >>>> texts. >>>> I don't get a lot of sleep, but so far I don't think I've lost any >>>> future >>>> readers of America to the reading war and I am proud of that. >>>> >>>> Leslie R. Stewart >>>> (203)481-5386 X310 FAX (203)483-0749 >>>> [email protected] >>>> >>>> Be who you are and say what you feel because those who mind don't >>>> matter >>>> and those who matter don't mind." >>>> ~ Dr. Seuss >>>> >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> [email protected] >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/ >>>> mosaic_literacyworkshop.org. >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >>>> >>>> >>> >> >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > When you have only two pennies left in the world, buy a loaf of bread > with one, and a lily with the other. > ~ Chinese Proverb > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 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