-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Joy
Sent: Sunday, March 23, 2008 7:52 PM
To: [email protected]
Subject: Re: [Understand] Understand Digest, Vol 1, Issue 10
So maybe it is more important for us as teachers to be able to recognize the
strategies our students are using, than it is for them to know the names of
the strategies. Perhaps the strategies should be something we teach our
students to DO, rather than name.
I'm also wondering if questioning isn't the most important strategy of
all? Seems that the strategies are a means to answer any question we may
encounter. Does this make sense?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content
go hand in hand. http://www.responsiveclassroom.org
I am thinking it is way more important for us to teach the kids how to use
the strategies and WHEN to use them than it is for the kids to be able to
name them. I learned to read in the long ago days (back when the earth was
still cooling) of Sally, Dick, and Jane. I'm sure no one had ever thought
of reading as a strategic process then, but I learned to be a strategic
reader anyway, without having to learn the names of strategies.
Not sure one cognitive strategy is more important than the others, but
questioning seems to be woven all through all of the other cognitive
strategies, doesn't it? Seems to me that it is pretty hard to teach any one
of the strategies in isolation from all the others . . . . hmmmmm
Mary M.
1st grade/TX
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