Clay states clearly that young children learn by going from the known to the new. As a reading teacher, I have observed this hundreds of times. Children who can not learn by rote memory in tiny chunks, can indeed make the leap from known chunks to new words, building a strategy that propels them into reading. AHHA!
Today I found this article and it really clarified my thinking. I am sharing it with you because I think it is perhaps the missing link.
Reasoning and Learning with Analogies: Making Metacognition "Natural" by, Duncan Sibley, Center for Research on College Science Teaching and Learning, Michigan State University
This reasoning process is developed by feedback scaffolded by his question rubric included in the article - and the sequence of content explored in his course.
AHHA!! This made sense to me. In my years in the classroom (my own) as a teacher and then as a coach, I have never observed this type of direct instruction and scaffolding. And yet - it is so similar to how I coached my beginning readers! I had come full circle.
Physics taught by analogy above:)
Thinking about the 21st century and the amount of new information our students will be bombarded by, I suggest it is necessary for us as educators to explore thinking strategies and identify a core to be taught explicitly and consistently across content areas. Science has always been built on inquiry. If we look closely at their practices, I am sure we can draw parallels - or make analogies!