I am already considering how to use the spiral with kids to help them develop the concept of what it means to understand. First thoughts: Draw a big spiral on a large sheet of paper. In the center, before reading, what we think the author is trying to tell us. As we read, write on the spiral---going out---the strategies we use and document the changes in thinking...also, somehow, the dimensions of understanding. At the outside ring of the spiral, finally document how our thinking is changed. THEN, actually cut out the spiral...holding it from the largest loop so that the initial thoughts about the book fall out to the floor and how our new understanding is better---held higher. OR maybe the initial thoughts should be on the outer spiral so when we get to the center spiral we have the deepest understanding so that when the spiral is cut out, the most recent insights are closer to the floor....deeper. Hmmm....is this making sense? Jennifer In a message dated 4/20/2008 1:27:46 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
Jennifer, I LOVED your "3-D-ing" of the circular process into a spiral. That's really kind of a metaphor for what Ellin was trying to show us, I think: The more dimensions a concept/model has, the deeper the understanding. So, just as in rich characterization in novels, the richer (deeper) our understanding of anything becomes, as it becomes more multi-dimensional. Our computer geeks in this discussion really need to mess around with a 2-D computer model of this 3(or more)-D concept, with perspective and all. **************Need a new ride? Check out the largest site for U.S. used car listings at AOL Autos. (http://autos.aol.com/used?NCID=aolcmp00300000002851) _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
