[Notes from a session with Gravity Goldberg, Renee Houser, Jan Burkins, Kim Yaris, and JoAnne Duncan]
Book: Who’s doing the work? (Yaris and Burkins)
Book: Preventing Misguided Reading (Burkins)
Book: Now I get it
Goal
How do I say less across instructional contexts?
How do I make instructional decisions responsively?
What is the impact on children?
Peter Johnson: Words matter:
Raise your hand if you need help.
vs.
Raise your hand when you figure something out. I want to hear how you did it.
Conventional Guided Reading
- The teacher introduces text.
- The teacher primes the tricky parts.
- Teacher prompts students when they encounter tricky parts.
- TP at the end.
Next Generation Guided Reading
The students do the intro work with the text
Teacher lets students work through the tricky parts without priming them
The teacher generally prompts or otherwise supports (“What are you going to try?”)
Lesson closes with a teaching point based on the student strategy use during the book.
Cross-Checking Prompt:
Is that right? How do you know? How else do you know?
Prompting funnel:
Start with questions that require kids to do the most work.
- What can you try?
- What do you know?
- How can you figure it out?
- How can you check?
Wow! How did you do that? - Sound it out.
Get your mouth ready. - What would make sense?
- What would sound right?
- Look at the picture.
“The brain the does the work is the brain that does the learning.”
-David Sousa
Practice makes permanent.
Self-regulation:
The grandmother effect. “Wow! How did you do that?”
http://blog.microtask.com/2011/02/grandma-knows-best-experiments-in-distributed-education/index.html
Decisions need to be made in the presence of students. Our students are not data on the wall.
We have to recognize our subconscious ability to recognize patterns.
“Thin-slicing refers to the ability of our unconscious to find patterns in situations and behavior based on a very narrow slice of experience.” -Malcom Gladwell
For example, we know which kids are fake reading or which kids are engaged with their book without collecting any data.
To Thin Slice:
- Look at notebook entries and name what the reader can already do.
- Listen to conversations and name what the readers can already do. (Actually listen to our kids! Be present. Don’t start thinking about what you want to teach.)
- Identify the type of thinking each reader is mostly doing. (We don’t need to try to figure out the book.)
- Decide what type of thinking to teach next.
In order to reduce the amount of teacher talk and increase the amount of student talk, we need to simplify the number of teaching points to choose from.
“The Fab Four”
Focus areas when reading and teaching fiction:
1. Understanding Characters
2. Interpreting Themes
Focus areas when reading and teaching nonfiction:
3. Synthesizing Information
4. Understanding Perspectives
Anything you could teach can connect to these 4 simple ways.
We think about characters like we think about people in our lives.
Example of thinking from a guy she dated:
1. Right-now Thinking
Ex:1st date. She really likes this guy. He talks about his mom. It’s sweet.
2. Over-Time Thinking (Bringing in more information)
Ex: He’s sweet. He’s also a bit of a momma’s boy.
3. Refining Thinking (Go back to your first thought and think deeper, possibly changing your mind.)
Ex: He is immature and needy. He wants her to be his mom.
When students’ voices are a part of the decision-making process in schools it helps increase:
- self-worth
- engagement
- purpose
From Student Voice: The Instrument of Change, 2014
Begin with the end in mind
Goal: We want self-regulated learning. We want kids to be joyful readers.
4Rs:
- Relationships
- Responsive
- Reflection
- Resilience
Trust is at the heart of an admiring lens.
Readbox: Several throughout the school. Kids can take as many books as they’d like. Take them home and read with the family. Just put them back when you’re done. No checkout.
Encourage parents to come in during the morning before school and read with your child at the Readbox
“As educators we must practice being brave as if our very lives depend on it because the lives of our students do.” -Pernelle Ripp
No comments:
Post a Comment