Well, today is the day!
If you are new to the discussion, welcome. If you were with us for the first
round, welcome back! :-)
Let me begin with just a couple of ground rules.
1. When you hit the reply button, please delete all information in the
previous posts that do not have anything to do with your response. You could
also
just start a new post and copy and paste only the relevant info from the post
you are responding to. People who get the digest version have a very hard
time following the discussion when they have to read through the same posts
over and over again. Put your new response at the top of the email so it is
easier to find.
2. Seek first to understand and then to be understood. We need to have
honest and open dialogue in order to learn from each other. During such a
discussion, someone might say something you disagree with. Remember that our
opinions
result from our own experiences and not all of us have had those same
experiences. If you disagree, before sharing your own opinions, consider asking
the
person you disagree with to share why he/she holds that opinion before you
share yours. This prevents hurt feelings and ensures that everyone feels safe
to post.
3. While lurking in the background is just fine, the discussion is even
better when we have lots of people contributing.
Please consider sharing your thoughts, questions and ideas. For an on-line
discussion group to work, there has to actually be participants in the
discussion! I hope you will all feel comfortable enough with the online
environment
we will create together to write down your thoughts for us all to consider.
I have at least one other moderator willing to help with the discussion...I
will let her introduce herself to you when she's ready.
Let's begin our discussion of To Understand with the Prelude and Chapter
One.
Here are a couple of prompts you could choose to respond to...choose one, or
start your own! :-)
1.After Ellin shares Jamika's story, Ellin writes on chapter 6 : "I realized
that to understand is in some ways synonymous with the development of the
intellect." What is your reaction to this statement? Do you agree with it? If
so, what implications does that have for our work in classrooms?
or
2. When Ellin writes on page 14 "I began to realize that the only reason
that children weren't thinking consistently at high levels was that I hadn't
consistently asked and expected them to." I wrote "ouch" in the margin of my
book when I read this section. I realized that this sentence was about ME and
that I needed to do something about it. What part of this chapter resonated
with you and why?
or
3. To borrow Ellin's subtitle on page 17:
In what ways can we live our adult lives as intellectually curious leaders
for our students and for our colleagues?
Feel free to post informally as well...write your favorite parts, what made
you decide to read this book and what you hope to learn from it, any questions
you have.
Looking forward to the discussion!
Jennifer
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