I have had so many experiences similar to the one Cindy describes with her 6th graders where we talked about what it means to understand and it becomes very circular or very author-based rather than reader-based. Finally I started to ask kids to recall a time when it had been very difficult for them to learn something -- in school or out and I give a few examples. Then I ask them to think about the moment when the fog began to clear and they were first able to begin to understand. What happened right then, in their minds? in their lives?
As you'll see later in the book, the chapters are divided up by the kinds of things we may experience in our lives (behaviorally) when we're understanding and (in the last chapter) what may happen in our minds as a result of using the comprehension strategies. I love to co-create a class definition with kids -- some of my ideas, some of theirs. Nancy makes a key point, though, and that is that there is no one list, no one definition -- it really is something that I imagine will change each year for different groups of kids. My list of Dimensions and Outcomes isn't the "right" list at all. It's just based on my observations and reading as well as scrutinizing my own reading and understanding in other areas of my life. I loved Amy's idea at the end of this post. I think it's great just to collect their emerging ideas on chart paper throughout the year, whenever new observations about the nature of understanding dawn on them! ellin -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Wednesday, March 19, 2008 10:00 AM To: [email protected] Subject: Understand Digest, Vol 1, Issue 6 Send Understand mailing list submissions to [email protected] To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org or, via email, send a message with subject or body 'help' to [EMAIL PROTECTED] You can reach the person managing the list at [EMAIL PROTECTED] When replying, please edit your Subject line so it is more specific than "Re: Contents of Understand digest..." Today's Topics: 1. an intellectual history ([EMAIL PROTECTED]) 2. Re: Understand Digest, Vol 1, Issue 5 ( Cindy & Ryan Pickering) 3. Re: Understand Digest, Vol 1, Issue 5 (Nancy Hagerty) 4. Re: what does it mean to UNDERSTAND? (Amy Swan) ---------------------------------------------------------------------- Message: 1 Date: Tue, 18 Mar 2008 20:29:52 EDT From: [EMAIL PROTECTED] Subject: [Understand] an intellectual history To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="US-ASCII" Wow! Some great discussion so far! I have been thinking about some of my own "intellectual history" and I really can think of only two episodes before my college days. I had a young, male (a real novelty in my elementary school) student teacher who was experimenting, I think, with writer's workshop. For the first time in my schooling, I had a choice about what to write about and I can remember being very frustrated as Mr. Colbert kept sending my back to rewrite and rewrite again. It was a struggle to understand what was wrong with my work. I realize, now, that Mr. Colbert was trying to get me to make decisions about my writing...not tell me what to write. I can remember the satisfaction I felt when I turned in my final piece, even before Mr. Colbert told me I could be a writer someday. I didn't need the complement...I already KNEW I had done well. In college, I had a freshman seminar with a classics professor, Dr. Sider. We were to develop our own philosophy of education and then design our college education (what courses to take) based on our own philosophy. I can remember loving and yet being very frustrated by Dr. Sider. He was always questioning, taking things deeper by asking me always to justify and explain myself. He would send us away with a writing assignment and then we'd always come back to discuss and take our ideas deeper. I always left that class feeling both elated and exhausted. Recently, I have a professional colleague who, I realize now, does the same thing for me...gentle nudges to think more deeply about things I am passionate about...things I thought I understood. Emails fly back and forth and this colleague very patiently reads them all and answers, sometimes extensively...other times with an article to think about or a question or two...a nudge that keeps me thinking. There are some commonalities in these experiences for me... I realize that writing figures heavily in my most memorable learning experiences. There is struggle...but it is supported struggle. There is/was quiet time to think, reflect and write and then someone to talk to about my thoughts. And yes...there is joy....after the struggle...a feeling of accomplishment that I finally do, at last, understand at least a little better than I did before. I think we, as teachers, need to think about these times in our own lives and the conditions our teachers set up for us when we felt that joy which comes from deep understanding. Armed with this information, I think we have a great chance for really improving our schools in a meaningful way. Keep the posts coming! Jennifer **************Create a Home Theater Like the Pros. Watch the video on AOL Home. (http://home.aol.com/diy/home-improvement-eric-stromer?video=15?ncid=aolhom0 0030000000001) ------------------------------ Message: 2 Date: Tue, 18 Mar 2008 20:44:10 -0700 From: " Cindy & Ryan Pickering" <[EMAIL PROTECTED]> Subject: Re: [Understand] Understand Digest, Vol 1, Issue 5 To: <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="us-ascii" I asked my 6th graders today what it means if a book "makes sense" or "do you understand". The majority thought it wasn't a good question :) Most of their answers involved things like: Do you know what the book is about? Does the book stay on topic? Is it too easy or too hard? Do I get the point of the book? The person asking doesn't understand the book. I tried to pinpoint them more on what "understand" and "getting it means", but we mostly went in circles. It was interesting to hear their thoughts. I'd like to find a way to word the question better and see if I can get them to think deeper about it. Cindy ------------------------------ Message: 3 Date: Wed, 19 Mar 2008 07:23:50 -0400 From: "Nancy Hagerty" <[EMAIL PROTECTED]> Subject: Re: [Understand] Understand Digest, Vol 1, Issue 5 To: <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=US-ASCII Cindy wrote: I'd like to find a way to word the question better and see if I can get them to think deeper about it. Cindy, I think that is the beauty of the question, it can't be reworded. It has to stand as is. "Understand" means different things to each of us at different times. THINK about how many times we, as teachers say those words...to our children...to our peers...colleauges, etc. The complexity of it lies within its simplicity. Jamika wa s "right on." Many of my first graders answered with ideas surrounding decoding. For many of them the struggle is still just figuring out what the word actually says. They really believe that if they could just "read" it they would be able to understand it. Now we all know that isn't true. My more sophisticated readers attempted a more complex response, but they kept coming back to the word UNDERSTAND. After much discussion they finally were able to articulate that it meant knowing what the author was trying to tell them. Now that is a loaded statement and they certainly don't yet understand the different levels of the author's message, but the conversation was priceless. My kiddos know that there is a certain expectation with reading now. It is not enough to word call. The Reader must engage with the text before, during and after reading. We all shine at different parts of this process, but together we come to "understand" just a little it better each day. Nancy ------------------------------ Message: 4 Date: Wed, 19 Mar 2008 09:19:50 -0500 From: "Amy Swan" <[EMAIL PROTECTED]> Subject: Re: [Understand] what does it mean to UNDERSTAND? To: <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=US-ASCII Cindy wrote: I'd like to find a way to word the question better and see if I can get them to think deeper about it. Nancy wrote: I think that is the beauty of the question, it can't be reworded. It has to stand as is. "Understand" means different things to each of us at different times. --- As a result of reading those posts, I'm thinking how interesting it would be to pose this question to students at different times throughout the year and to keep their responses in a portfolio. I'm sure we would uncover some fascinating patterns of thought and intellectual growth! Children are our very best teachers! :) Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ ********************************************************************** CONFIDENTIALITY NOTICE: This message is from the Olathe District Schools. The message and any attachments may be confidential or privileged and are intended only for the individual or entity identified above as the addressee. If you are not the addressee, or if this message has been addressed to you in error, you are not authorized to read, copy or distribute this message or any attachments. We ask that you please delete this message and any attachments and notify the sender by return email or by phone (913) 780-7000. ------------------------------ _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org End of Understand Digest, Vol 1, Issue 6 **************************************** _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
