I think it's partially a function of learning style. I am also a reader. I
read a LOT before I implement. But I've known many outstanding teachers who
dive in and learn by doing with very little reading/professional development.
I do believe, however, that there needs to be the professional development at
one point or another. If something is implemented at a shallow level and
professional development never comes, the implementation doesn't last. I don't
think teaching deeply can come from shallow thinking.
Bev
> Lest you think I'm not trying, we had our first Collaboration on Thursday and
> we came up with our first cycle's focus: How does shared reading deepen
> comprehension? We plan to work on it with them, but it's hard for all of us.
> Do you think we should just push them into comprehension strategy instruction
> when they have NO prior knowledge and have done NO reading? Do you think
> they'll learn better by doing?> > Thanks,> Judy>
_________________________________________________________________
Stay up to date on your PC, the Web, and your mobile phone with Windows Live.
http://clk.atdmt.com/MRT/go/msnnkwxp1020093185mrt/direct/01/
_______________________________________________
Understand mailing list
[email protected]
http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
