Are all of you ready to begin thinking about Chapter 3???
Here are some initial discussion points to get us started. There is a lot to
think about once again. Feel free to pick just one point that resonates with
you...or several.
* Think about Ellin's story of Kevin....do you have a Kevin story of
your own to share? What dimensions or outcomes of understanding did you
student(s) display? If you could go back in time to that moment in time, what
would
you do differently to help your Kevin learn more about the nature of
understanding?
* Ellin asks us to reconsider our definition of what 'intellectual
pursuits' are. She asks us to think back on when we were fervent learners and
consider sharing those times and experiences with our students. Maybe we can
help each other broaden our definitions of intellectual pursuits. Think about
a
time you were fervent in a particular activity and share it with us. How and
when might you share that with students?
* In Figure 3.1, 3.2, 3.3, 3.4 Ellin gives us more detail about her
Literacy Studio Model: Crafting, Composing, Invitational Groups and Reflection
sessions. Think about what elements you are already using with success but
also how some aspects of this model might differ from your current workshop.
Consider sharing what is working well already in your classroom so that we can
all learn from your success. Also consider what areas might be more
challenging for you and ask about them. While we can't get into each other's
classrooms to see how colleagues work with students, I do believe that we have
the
advantage of a broad range of experiences and perspectives on this list. We
have
much to learn from each other.
* On page 68, Ellin writes: "To think aloud is to show how readers,
writers and learners think, but to model is to show and describe how
readers,
writers and learners live." What is your reaction to this thought? I am
personally struggling to understand this idea and would love some feedback
from
the list.
* React to the diagram on page 66...the elements of a classroom that
fosters fervent learning: Rigor, Inquiry, Environment and Intimacy. These
elements seem to relate to many of the threads we have discussed in Chapters
one
and two.
Naturally, I would welcome any discussion starters from anyone else on this
list as well. What resonated with you as you read this chapter? What questions
do you have? What were you thinking about as you read about Van Gogh?
Looking forward to the discussion...
Jennifer
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