I agree, Renee. Especially in math...but in other areas too. We send our kids a vote of confidence in their ability to think when we give them the time and expectation that they WILL think. On the other hand, demonstrating making inferences and then telling kids to make inferences on their own and expecting them to do it without some coaching might be a bit unrealistic. I am trying to get a picture of some different ways to do "we do" without hand holding. Some real doable ways that help kids become independent...not dependent upon us! I love the idea of kids working in partners or in student led discussion groups. Any other thoughts on what you think some appropriate 'we do' activities might be? Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!!
________________________________ From: [email protected] on behalf of Renee Sent: Tue 9/27/2011 10:56 AM To: Mosaic: A Reading Comprehension Strategies Email Group; [email protected] Subject: Re: [MOSAIC] "we do..." I would say that anytime you have students working in groups, that would be a "we do" situation, whether or not the teacher is involved. Personally, I have a problem with "guided practice" when it gives students too much help or too much information and they are not allowed to struggle on their own a bit (no, not to the point of frustration) to figure something out. I also think it can be a factor in students becoming less creative and less able to think critically on their own. I recall one of my evaluation writeups when I was teaching art and my 1st grade students were doing a collage with geometric shapes. There was a little tricky problem-solving component and some of the students took a longer time to figure it out and that was ok because I was interested more in the PROCESS of creating than I was in the END PRODUCT and the principal wrote on my evaluation that "some guided practice might have helped" those students. Uh..... no..... I would say you didn't understand the art process nor the idea of the lesson. I don't think we should always steer students toward the one right answer, and I think the wrong kind of guided practice does exactly that. My two cents. On Sep 26, 2011, at 2:05 PM, [email protected] wrote: > I don't know if this is "we do," but sometimes I have students work > with a partner or a small group before they work individually. > Sometimes I use the document camera and have students suggest ideas > that I write down for everyone to see. > Are either of those (both of those?) examples of we do? "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers _______________________________________________ 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
