OK
I have been considering the question I posed to all of you a few days ago...how 
has my thinking changed since I started reading To Understand? What do I know 
now that I didn't know before? How have I changed as a reader, or teacher, or 
as a person...
Here's what has come to mind so far...
I used to think this book was about reading comprehension. There is more to 
comprehension than strategies... Now I think this book is about creating 
intrinsic motivation to learn. - it is about keeping those internal fires lit!
I have a better understanding of the three surface and 3 deep structures and I 
am thinking that when I work with kids who struggle, I need to think about 
where that child is out of balance. I think this may fundamentally change how I 
diagnose reading difficulties
I now realize the importance of the language we use with kids...simple changes 
can really help.
I have redefined in my own mind what it means to live an intellectual 
life---and I am resolved to broaden my horizons.
Goals that result from my changes in thinking:
 I will really consider Ellin's list of what is essential when planning 
Spend one evening each week doing something that will broaden my horizons 
beyond the school walls 
Infuse my lessons with discussions about what it means to understand...
Questions that remain in my mind:
How do I share what I have learned with colleagues? 
How do I use the list of what is essential in my coteaching situation...where I 
have limited time each day with students 
How do I decide what parts of my school work get left undone when I leave early 
to live the life of a Renaissance person? Do I need to create a "What's 
essential?" list for myself?
Okay everyone...you're turn. React to my list or create your own! Writing is a 
tool for learning. What will you discover today?
Jennifer



Jennifer Palmer
Reading Specialist, National Board Certified Teacher
FLES- Lead the discovery, Live the learning, Love the adventure.
"Children grow into the intellectual life around them."
                                                               -Vygotsky
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