Jean, I'm really wondering about during the actual teaching of the lesson. My lessons are planned in a series (or maybe a rough sketch of possible lessons is more like it) and I am trying to figure out if they are critical points within the lesson where I drop my plan and go with the kids. I'm thinking that there are definitely times where you go with the kids and times when you stick with your plan. If my role is to help them construct meaning can I more effectively navigate the lesson based on their responses?
I'm trying to pinpoint those actual moments where you maneuver within your teaching--are there certain signposts or indicators? Can we name them? Are they predictable enough that we may be able to start anticipating them? Thanks for you helping in trying to uncover this. So...what do you think? Autumn -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Sunday, August 24, 2008 6:18 AM To: [email protected] Subject: [Understand] sign posts Autumn, That's a great question. I think being able to read the kids is the best sign of how the lesson is going and when they are ready to move to the different stages (which is not always easy), but one thing that has really worked for me is observation during the independent stage--who is mastering the lesson and who is not--that is the time for setting up mini-lessons for those who need a little more work. Gradually, they are able to catch up. Vygotsky's ZPD dovetails very nicely with the gradual release model of instruction because, unfortunately, they don't all "get it" at the same rate, do they? Does this help answer your question? Jean -------------- Original message -------------- From: [EMAIL PROTECTED] > Send Understand mailing list submissions to > [email protected] > > To subscribe or unsubscribe via the World Wide Web, visit > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > > You can reach the person managing the list at > [EMAIL PROTECTED] > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Understand digest..." > > > Today's Topics: > > 1. Signpost questions (Autumn Vavoso) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 22 Aug 2008 14:21:51 -0700 > From: "Autumn Vavoso" > Subject: [Understand] Signpost questions > To: > Message-ID: > Content-Type: text/plain; charset="US-ASCII" > > Do you think there might be signposts for a teacher to look for or follow as > she maneuvers through the lesson? When we come to these teaching junctures, > how do we know which route to take? Which route is most efficient (or > effective) for staying on that path of gradual release leading to student > independence? If there are signposts, are they identifiable and nameable? > > > > Thanks, > > > > Autumn Vavoso > > Growing Strong Teachers, Inc > > 651-260-1780 > > > > ------------------------------ > > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > End of Understand Digest, Vol 6, Issue 10 > ***************************************** _______________________________________________ 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
