Hi Autumn,
I have been pondering this for a few days. My first reaction was to say no,
there are no signposts. Each class and each individual teacher is so
different...how could there be signposts?
But then, as I considered it further, there may be some, but they may be
signposts for me and my kids but not you and your kids.
For example, having taught the strategy of making connections for a while, I
know there are things the students do that signals to me that they need more
modeling. For example, if the connections do not deepen meaning or are
tangential, or they can't make the connections at all, or they don't make
connections between texts without a prompt...If kids react like this, I might
turn the lesson around and do some more modeling. I also know that when the
kids say they are 'bored' with a strategy study, it is time to switch up the
kind of text you are using (thank you ellin!) Maybe your kids don't react the
same way so these signposts wouldn't work for you.
I am also thinking maybe the signposts also vary between strategies.
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
________________________________
From: [EMAIL PROTECTED] on behalf of Autumn Vavoso
Sent: Mon 8/25/2008 5:55 PM
To: 'Special Chat List for "To Understand: New Horizons inReadingComprehension"'
Subject: Re: [Understand] sign posts
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
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> Message: 1
> Date: Fri, 22 Aug 2008 14:21:51 -0700
> From: "Autumn Vavoso"
> Subject: [Understand] Signpost questions
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> 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
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> 651-260-1780
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> End of Understand Digest, Vol 6, Issue 10
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