One of the areas we have to work on is getting our teaching more focused, and we're thinking Ellin's work is going to provide major assistance in that area. So, I'm wondering if 'signposts' may be another way of thinking about learning to carefully observe children rather than talking so much/so long. Watching for evidence the kids are 'getting' the strategy we're focusing on, who might be ready to take it further, and who needs more assistance.
I met with a group of colleagues throughout the summer, reading and discussing To Understand. We rather rushed our reading because there was such interest in talking about putting theory into practice. Now, we're going to restart the discussion, (and I'm glad this online discussion is going to do the same thing). However, its a daunting task - taking theory into practice! I'm wondering how some of you started - what suggestions you might have. Although we tried some few things last spring, we're ready to do so much more! Phyllis Hinerman --- On Mon, 8/25/08, Palmer, Jennifer <[EMAIL PROTECTED]> wrote: > From: Palmer, Jennifer <[EMAIL PROTECTED]> > Subject: Re: [Understand] sign posts > To: [EMAIL PROTECTED], "Special Chat List for "To Understand: New Horizons in > ReadingComprehension"" <[email protected]> > Date: Monday, August 25, 2008, 9:28 PM > 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 > > > > > > > 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 > > > _______________________________________________ > 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
