Jan brings up her own experience and I also resonate with that. I remember being frustrated in HS with teachers that tried to get you to find more in a book or short story than was on the surface level. I also remember my Master's Program where someone said to me for the first time "what do YOU think" and expected me to have my own thoughts. It was really the first time that I had the amazing thought that I could actually have original thoughts! I often wonder if this is developmental and so when I hear complaints coming from kids about looking for deeper levels of meaning I just have to accept that they "can't think that way yet..." What do you all think?
Janice Oh... and Hi! I am Janice Friesen a Campus Technology Coordinator in Austin, Texas. I was close to getting my Reading Specialist's credential early on in my career, but have ended up doing technology, which I think is VERY related to Literacy. I am very interested in the connections between learning to read and technology and am a member of the TILESig at IRA (Technology in Literacy Education Special Interest Group). On Sep 21, 2008, at 2:42 PM, danbaker wrote: > >> 1.After Ellin shares Jamika's story, Ellin writes on page 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? >> > > I definitely agree with Ellin. Thinking back to my own experiences > with > intellectual engagement, they were few and far between. As I try to > evaluate why, I'd say it was that I was always pushed for time, > never really > involved in a discussion with others' opinions, and hadn't > experienced the > "joy" of understanding. During my masters program, I throughly > enjoyed > discussions we had about relevant issues, so that prompted me to > think and > dig a little deeper. As for applications to the classroom, I think > I'll > have to make a priority for sufficient time (sounds good now, > doesn't it?), > much more discussion, positive feedback for intellectual > engagement, and > more expectation for those "ah ha" moments. Certainly this book is > challenging me, so I would also add very thoughtful consideration > of text > used. > Jan > > > _______________________________________________ > 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
