Bev... Good question! That extra ten percent might be the most important...and in light of our other conversations...essential to include in our work with new teachers. It is the "So What" piece we often don't bring to our students. What did the strategies do for us? What do we know now that we didn't know before? That last question I started using after every strategy lesson last May and it made a world of difference. Do you think we cut off that last ten percent because we were teaching strategies as the end goal not understanding? Jennifer In a message dated 9/28/2008 5:43:09 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
As I've been reading TU, I've increasingly considered the possibilities of following through the process Ellin describes on page 11 with The Other Side (one of my all-time favorites) with nonfiction and poetry. I think the process would be much the same, but I'm still thinking. Sometimes I think we get 90% of the way there (teaching to understand) and then lop off the last 10% which would make the whole experience many times stronger. Why do we do that??? I'm going to be considering that as I read this book. Bev **************Looking for simple solutions to your real-life financial challenges? Check out WalletPop for the latest news and information, tips and calculators. (http://www.walletpop.com/?NCID=emlcntuswall00000001) _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
