I love that Cindy says she wishes she could start the year over. I agree, every year at this point I discover new ways of scheduling, new read aloud titles, research, etc. It gives me the charge I thrive on to start the next year. It IS what keeps me coming back year after year. As I write this, a question comes to mind, so yes, writing can be a vehicle for deeper thinking and new learning. Is it ever too late? At what point in the year do we say, I'll wait until next year? Is that accurate, or should we say it doesn't matter let's start now? The light bulb moment for me was when I went back for my masters degree. I was able to to collaborate and discuss with other teachers. It was amazing to see what teachers were doing. I know this sounds ridiculous, but at the time I didn't know there was anything beyond a basal. I will never forgot hearing the first speaker address reading workshop. It was so profound. I without question knew that was the way reading should be taught and wondered why it wasn't done this way by everyone, everywhere. From that moment on, I was never the same teacher again. It isn't about what's easy; it's about what's right. As I discovered this and created bonds with other teachers longing for the same, my professional life became so enriching. Discussion with colleagues is what keeps me questioning what I do, keeps me coming back for more, keeps me willing to try, and my list of "books to read" continues to grow! I love it! Thank you to all who contribute. Beth--when you read this, you're one of them! :-) Now, I'm going to go ask my class what "making sense" means! I'll get back to you!! Melissa Zey Farmington Elementary School Third Grade Teacher ________________________________
From: [EMAIL PROTECTED] on behalf of Cindy & Ryan Pickering Sent: Mon 3/17/2008 11:16 PM To: [email protected] Subject: Re: [Understand] Understand Digest, Vol 1, Issue 3 Hi Everyone, As I've been reading, I've tried to keep Jennifer's questions in mind. Below are some thoughts to address some of her questions. I think my rich intellectual life has mostly been during my teaching years. (Yes, there were probably some moments sprinkled throughout high school and college). As a teacher, I'm always looking for ways to improve student learning, which translates to how can I improve my teaching so they learn more. Every year about this time, I want to start the year over. I know my kids well and have such a better idea of what they need. If I could just do it again they would learn so much more. I think this feeling of wanting to start over is what keeps me going, keeps me reading, and keeps me looking for better ways. As far as classes, I find that on-line courses have been the most rich intellectually for me. The format of the discussions requires me to really think about what I'm reading and what I think. I hadn't found that in other courses before. It's difficult to put my thoughts into words, which makes me think about what I'm writing even more. To me, make sense means I can visualize what I'm reading. If it's fiction I can feel what the characters are feeling and I feel like I'm part of the story. In addition, the story stays with me when I finish it. I don't just close the book and move on. To truly make sense of non-fiction, I need to reread it several times, adding to what I've read before. Also, with non-fiction I have to force myself to slow down and really focus on what I'm reading. It's better if I spend smaller chunks of time reading; otherwise my mind begins to wander. I plan to ask my 6th graders tomorrow what it means for something to "make sense". It will be interesting to hear their responses. Cindy Good afternoon, fellow scholars! :-) In rereading the prelude and chapter one, I have a few "nudges" for the group. My other moderators may chime in with their own ideas/questions as well. Feel free to respond to any or none of these prompts...you can just share your own thoughts and reflections, but please share!!! Ellin writes near the end of chapter one that it takes some struggle and a little intellectual discomfort to really learn. With that in mind, I ask you to consider the following: 1. In the prelude, Ellin talks about the powerful impact writing has on her own ability to understand. Thinking about your own intellectual life, have you found a similar connection between deep understanding and writing? Or has something else been your vehicle toward understanding? 2. I think there are moments in our own personal, intellectual and teaching lives that are pivotal...where a lightbulb goes off and things are never quite the same. It seems, (though I don't want to speak for Ellin,) that the conference with Jamika described in the first chapter became such a moment for her. I am wondering, as we explore the question of what it means to understand, if it may be important to understand the development of our own intellects...what have our own "ah-hah!" or "uh-oh" moments been? Did we wait until college to have a rich intellectual life? Did we leave that life behind in college? Who have been the people that fostered that development of our intellects and what kinds of things did those people do for you? (Think about what Rick did for Ellin...has someone done that for us? Are we being that person for someone else?) 3. What do YOU think "make sense" means? What goes on in your head and in your life as you work to make sense of something? 4. Given our current political climate, "research-based" curriculum and pedagogy, what would our students say if we asked them what "makes sense" means? Okay, scholars, now it is up to you. What are you thinking about? What are you understanding so far about this book? What questions do you have? Jennifer _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
