Jennifer,
You noticed and named the students' process for solving the problem of lining
up and empowered your students as problem solvers. Johnston's views of
providing specific feedback are similar to the views of Grant Wiggins
(specific, timely feedback is more valuable than a simple "good job"). After
reading Choice Words, I have tried to reframe "I am proud of you" to "You
should be proud of yourself". Although t is hard to do after so many years in
the field, it is important to teach children that their success is not always
measured by praise from others. It will not always be available to them.
Great conversation!
Lynne
________________________________________
From: Mosaic [mosaic-bounces+lkenny=cohassetk12....@literacyworkshop.org] on
behalf of mosaic-requ...@literacyworkshop.org
[mosaic-requ...@literacyworkshop.org]
Sent: Tuesday, February 19, 2013 3:00 PM
To: mosaic@literacyworkshop.org
Subject: Mosaic Digest, Vol 78, Issue 16
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Today's Topics:
1. Re: Opening Minds (wr...@centurytel.net)
2. Elementary Programs (Garibay, MaryJane)
3. Opening Minds (Palmer, Jennifer)
4. Re: Opening Minds (Palmer, Jennifer)
5. Opening Minds Chapter 3 (Palmer, Jennifer)
6. Chapter 4 : regarding feedback (Palmer, Jennifer)
7. Re: Opening Minds Chapter 3 (wr...@centurytel.net)
8. Re: Elementary Programs (Megan Dorsay)
----------------------------------------------------------------------
Message: 1
Date: Mon, 18 Feb 2013 19:55:23 -0500
From: wr...@centurytel.net
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] Opening Minds
Message-ID: <20130218195523.1m2q9wrdpeu8k...@webmail2.centurytel.net>
Content-Type: text/plain; charset=UTF-8; format="flowed"
I was a reluctant reader of Opening Minds because I tried to read
Choice Words, and I didn't like that book at all. I couldn't finish it.
At Jennifer's urging, I bought Opening Minds. I have started it. I'm
in chapter five.
And... wouldn't it be ironic for me to be closed minded about a book
called opening minds? :)
Either the two books are very different, or I'm at a completely
different place in my understanding. (or both)
Our school's next book group book is How Children Succeed by Paul
Tough. So far I think that book is about what to do. Opening Minds is
more about how to do it. I often need more help on the how.
One thing I've noticed in Opening Minds is that the teachers restate
what the student has said. When I do that in my classroom, my students
(8th graders) tell me that is NOT what they said. I think they
recognize that I polished their words, and they seem to be angry with
me. I think I must be doing something the wrong way, and I'd love to
hear how some of you successfully work with restating with middle
schoolers.
Earlier this year, I had them read some sample dialogues of students
discussing books. I thought that if they could read something more
sophisticated, they could follow the examples. Instead some (not all)
of the students seemed upset that they were expected (1) to stay on
topic (2) to try to discover the meaning of the text.
I am at a mostly middle class school, and I am not asking these
students to do anything beyond their abilities, but this is a school
where everyone is expected to succeed. I think we're a school that
tries to shield the kids from anything that is hard. I'm looking for
ideas from other middle school teachers.
------------------------------
Message: 2
Date: Tue, 19 Feb 2013 02:26:12 +0000
From: "Garibay, MaryJane" <mgari...@wall.k12.nj.us>
To: "mosaic@literacyworkshop.org" <mosaic@literacyworkshop.org>
Subject: [MOSAIC] Elementary Programs
Message-ID: <a12497aa-80f5-4dc7-be9f-384baedd7...@wall.k12.nj.us>
Content-Type: text/plain; charset="us-ascii"
Good evening,
My district in New Jersey is currently exploring literacy programs for possible
implementation next year. We are currently looking at Reading Wonders, Making
Meaning, Reading Street, and Harcourt's Journeys and Literacy by Design.
Any input or feedback to the aforementioned programs is greatly appreciated.
MaryJane Garibay
------------------------------
Message: 3
Date: Tue, 19 Feb 2013 13:14:39 +0000
From: "Palmer, Jennifer" <jennifer.pal...@hcps.org>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: [MOSAIC] Opening Minds
Message-ID:
<mailman.2.1361304002.1170.mosaic_literacyworkshop....@literacyworkshop.org>
Content-Type: text/plain; charset="us-ascii"
Here is another pertinent resource in our discussion of Opening Minds. We are
reading a lot about creating a dynamic learning frame in our kids. Check out
this interview with Daniel Pink. He talks about motivating students is NOT
about us flipping their switch...but creating conditions where the kids FLIP
THEIR OWN SWITCH.
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/02/teachers_as_persuaders_an_interview_with_daniel_pink.html
It seems to me, when we create a dynamic learning frame, we are creating those
conditions.
Jennifer
------------------------------
Message: 4
Date: Tue, 19 Feb 2013 12:44:50 +0000
From: "Palmer, Jennifer" <jennifer.pal...@hcps.org>
To: "wr...@centurytel.net" <wr...@centurytel.net>, "Mosaic: A Reading
Comprehension Strategies Email Group" <mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] Opening Minds
Message-ID:
<mailman.3.1361304002.1170.mosaic_literacyworkshop....@literacyworkshop.org>
Content-Type: text/plain; charset="us-ascii"
Hmmm... Do you think that the teachers in Johnston are restating what the kids
say? I think she is simply labeling for them why what they said is important. I
think that the language the teacher uses is more about process...focusing kids
attention on the how...and the why...but not polishing their words. Example: A
middle schooler states that she re-read a passage and when she did, she
discovered that the character was really unhappy. The teacher doesn't restate
in prettier words about the inference and the character, she focuses on the
rereading...maybe with a question like "how did that rereading help you?"
Maybe you can give us some examples of dialogue in Johnston or in your
classroom that we can analyze together. I think there is value in looking at
REAL student/teacher interactions together as a group and think them through...
Jennifer
-----Original Message-----
From: Mosaic
[mailto:mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org] On Behalf
Of wr...@centurytel.net
Sent: Monday, February 18, 2013 7:55 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Opening Minds
I was a reluctant reader of Opening Minds because I tried to read Choice Words,
and I didn't like that book at all. I couldn't finish it.
At Jennifer's urging, I bought Opening Minds. I have started it. I'm in
chapter five.
And... wouldn't it be ironic for me to be closed minded about a book called
opening minds? :)
Either the two books are very different, or I'm at a completely different place
in my understanding. (or both)
Our school's next book group book is How Children Succeed by Paul Tough. So
far I think that book is about what to do. Opening Minds is more about how to
do it. I often need more help on the how.
One thing I've noticed in Opening Minds is that the teachers restate what the
student has said. When I do that in my classroom, my students (8th graders)
tell me that is NOT what they said. I think they recognize that I polished
their words, and they seem to be angry with me. I think I must be doing
something the wrong way, and I'd love to hear how some of you successfully work
with restating with middle schoolers.
Earlier this year, I had them read some sample dialogues of students discussing
books. I thought that if they could read something more sophisticated, they
could follow the examples. Instead some (not all) of the students seemed upset
that they were expected (1) to stay on topic (2) to try to discover the meaning
of the text.
I am at a mostly middle class school, and I am not asking these students to do
anything beyond their abilities, but this is a school where everyone is
expected to succeed. I think we're a school that tries to shield the kids from
anything that is hard. I'm looking for ideas from other middle school teachers.
_______________________________________________
Mosaic mailing list
Mosaic@literacyworkshop.org
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
------------------------------
Message: 5
Date: Tue, 19 Feb 2013 14:36:51 +0000
From: "Palmer, Jennifer" <jennifer.pal...@hcps.org>
To: "Mosaic: A Reading Comprehension Strategies Email Group
(mosaic@literacyworkshop.org)" <mosaic@literacyworkshop.org>
Subject: [MOSAIC] Opening Minds Chapter 3
Message-ID:
<mailman.4.1361304002.1170.mosaic_literacyworkshop....@literacyworkshop.org>
Content-Type: text/plain; charset="us-ascii"
I'm a little behind in our scheduled discussion but let's see if we can catch
up this week.
Johnston writes: " These "how did you..." and "what are you thinking..."
conversations invite agentive narratives, increase the available strategic
information, reduce the likelihood of fixed performance theories and at the
same time invite dynamic learning theories."
Bev has shared with us some rather intriguing thoughts about how we can
non-verbally, as well as verbally, encourage a dynamic mindset. Let's see if we
can make this real. Anyone want to share a classroom interaction they have had
or seen that we might look at that encourages either a dynamic or fixed
performance mind frame?
I spent some time looking at some old video of some of the lessons I have
taught over the years. (Old National Board portfolio video...!) Here is one
interaction I'd like to get everyone's take on...
I was working with first graders and we were jointly trying to solve a problem
students had lining up in the cafeteria. My students all had a classroom job.
One was to be line leader. Another was to be second in line...and the second in
line held open doors for the class as we traveled. Once lunch was over,
students were to line up behind a taped mark on the cafeteria floor. But the
line leader and second did not always finish lunch first and therefore had to
push their way into their spots...causing all kinds of issues. So, I held a
class meeting. Here is a part of the interaction:
Me: So, let's see if we can figure out the problem. Here is the spot where we
line up. Let's pretend that Jessica is finished lunch first and she lines up on
the tape line where she is supposed to. John, Audra, Jennie and Geoff line up
behind... Now, let's pretend that the line leader and second in line are trying
to get to their spot. Watch what happens and tell me what you notice...
(much laughing and giggling as the two children try to get in their spots and
one child steps on another's foot)
Me: So what do you notice?
Student 1: There's pushing!
Student 2: Everyone is doing what they are supposed to but it doesn't work.
Student 3. Someone might get hurt!
Me: So, let's get some ideas. What could we do?
Student 4: We could have the first person to line up start the line back
farther?
Me: So how would that work?
Student 4: The first person to get in line could take two steps back.
Student 5: And the line leader and second in line could say "please move back."
Me: Let's try this out.
(kids line up...and practice. It works...)
Me: So what did you notice this time?
Student 6: That worked!
Me: Why do you think it worked?
Student 6: There was not any pushing.
Me: So, what did we do to figure this out?
Student 7: We tried it.
Me:What else?
Student 2: We acted it out
Me: What else?
Student 3: We made a plan?
Me: Excellent job. You listened to each other. You got ideas from each other.
You cooperated and tried out your plan. I'm proud of you all. Great job. Now
let's practice this, all of us, right now before we go to lunch.
Can you see places where I worked to build a dynamic learning frame? Do you see
places where I could have done better? Thoughts? I'm not sensitive...so go
right ahead and critique.
Jennifer
------------------------------
Message: 6
Date: Tue, 19 Feb 2013 14:43:19 +0000
From: "Palmer, Jennifer" <jennifer.pal...@hcps.org>
To: "Mosaic: A Reading Comprehension Strategies Email Group
(mosaic@literacyworkshop.org)" <mosaic@literacyworkshop.org>
Subject: [MOSAIC] Chapter 4 : regarding feedback
Message-ID:
<mailman.5.1361304002.1170.mosaic_literacyworkshop....@literacyworkshop.org>
Content-Type: text/plain; charset="us-ascii"
Johnston writes "we have to remember that we are not just giving students
feedback, we are also teaching them to provide it...Increasing the
responsiveness of the classroom by actively teaching students how to respond to
each other's efforts magnifies the effects of our teaching?"
How might we accomplish this?
------------------------------
Message: 7
Date: Tue, 19 Feb 2013 11:35:20 -0500
From: wr...@centurytel.net
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] Opening Minds Chapter 3
Message-ID: <20130219113520.ysxkldfavvok0...@webmail2.centurytel.net>
Content-Type: text/plain; charset=UTF-8; format="flowed"
Hi Jennifer,
I think Johnston says NOT to tell students that you are proud of them
(which you did at the end). I understand why, but it seems to me that
is such a sweet and personal compliment that I don't want to give up.
If I'm proud of everything, then I see the praise doesn't mean
anything. But shared privately, I think it's a kind thing to do.
Now that I'm typing this out, I see how this can of praise can become
controlling.
I bet you wouldn't use those words today.
Jan
Quoting "Palmer, Jennifer" <jennifer.pal...@hcps.org>:
> I'm a little behind in our scheduled discussion but let's see if we
> can catch up
> this week.
>
> Johnston writes: " These "how did you..." and "what are you thinking..."
> conversations invite agentive narratives, increase the available strategic
> information, reduce the likelihood of fixed performance theories and
> at the same
> time invite dynamic learning theories."
>
> Bev has shared with us some rather intriguing thoughts about how we can
> non-verbally, as well as verbally, encourage a dynamic mindset. Let's
> see if we
> can make this real. Anyone want to share a classroom interaction they
> have had
> or seen that we might look at that encourages either a dynamic or fixed
> performance mind frame?
>
> I spent some time looking at some old video of some of the lessons I
> have taught
> over the years. (Old National Board portfolio video...!) Here is one
> interaction
> I'd like to get everyone's take on...
> I was working with first graders and we were jointly trying to solve
> a problem
> students had lining up in the cafeteria. My students all had a classroom job.
> One was to be line leader. Another was to be second in line...and the
> second in
> line held open doors for the class as we traveled. Once lunch was
> over, students
> were to line up behind a taped mark on the cafeteria floor. But the
> line leader
> and second did not always finish lunch first and therefore had to
> push their way into their spots...causing all kinds of issues. So, I
> held a class meeting.
> Here is a part of the interaction:
>
> Me: So, let's see if we can figure out the problem. Here is the spot where we
> line up. Let's pretend that Jessica is finished lunch first and she
> lines up on
> the tape line where she is supposed to. John, Audra, Jennie and
> Geoff line up
> behind... Now, let's pretend that the line leader and second in line
> are trying
> to get to their spot. Watch what happens and tell me what you notice...
> (much laughing and giggling as the two children try to get in their spots and
> one child steps on another's foot)
> Me: So what do you notice?
> Student 1: There's pushing!
> Student 2: Everyone is doing what they are supposed to but it doesn't work.
> Student 3. Someone might get hurt!
> Me: So, let's get some ideas. What could we do?
> Student 4: We could have the first person to line up start the line back
> farther?
> Me: So how would that work?
> Student 4: The first person to get in line could take two steps back.
> Student 5: And the line leader and second in line could say "please
> move back."
> Me: Let's try this out.
> (kids line up...and practice. It works...)
> Me: So what did you notice this time?
> Student 6: That worked!
> Me: Why do you think it worked?
> Student 6: There was not any pushing.
> Me: So, what did we do to figure this out?
> Student 7: We tried it.
> Me:What else?
> Student 2: We acted it out
> Me: What else?
> Student 3: We made a plan?
> Me: Excellent job. You listened to each other. You got ideas from
> each other.
> You cooperated and tried out your plan. I'm proud of you all. Great job. Now
> let's practice this, all of us, right now before we go to lunch.
>
> Can you see places where I worked to build a dynamic learning frame?
> Do you see
> places where I could have done better? Thoughts? I'm not
> sensitive...so go right
> ahead and critique.
> Jennifer
>
> _______________________________________________
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> 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
>
------------------------------
Message: 8
Date: Tue, 19 Feb 2013 18:48:08 +0000
From: Megan Dorsay <mdor...@sd735.org>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] Elementary Programs
Message-ID:
<d4c15cc6847e9d47bbfb177af82d6170a0c...@egv-sko-ex-01.skokie735.k12.il.us>
Content-Type: text/plain; charset="us-ascii"
This is our first year in implementing Harcourt Journeys.
You can email directly, off the list serve, and I can give you more information.
Megan Dorsay
District Reading Specialist
Skokie District 73.5
8000 E. Prairie Rd.
Skokie, IL 60076
McCracken Middle School
847-676-8266
Middleton Elementary
847-676-8035
mdor...@sd735.org
________________________________________
From: Mosaic [mosaic-bounces+mdorsay=sd735....@literacyworkshop.org] on behalf
of Garibay, MaryJane [mgari...@wall.k12.nj.us]
Sent: Monday, February 18, 2013 8:26 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Elementary Programs
Good evening,
My district in New Jersey is currently exploring literacy programs for possible
implementation next year. We are currently looking at Reading Wonders, Making
Meaning, Reading Street, and Harcourt's Journeys and Literacy by Design.
Any input or feedback to the aforementioned programs is greatly appreciated.
MaryJane Garibay
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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
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Skokie School District 73 1/2
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