This blog is for educators using the metacognitive framework - "nothing less than an internal dialogue with oneself. It is the process of bringing past experiences to a conscious level, analyzing them, and determining better ways to think and behave in the future" Roland Barth. I will be continuing to post SEL information on this website because metacognition is the basis for SEL.
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Sunday, November 2, 2014
Teaching is a fine art and is based on the teacher's knowledgge of how students learn. Following is an excellent article on the feedback. Enjoy!
Memories aren't stored in the head or the heart or even the soul, but in the spaces between any two people.
had the privilege of collaborating with a literacy coach recently. At
the end of several days together we were chatting about what we noticed
and next steps. Heidi, the instructional coach, summed up her
observations by noting that in my coaching and teaching I "create spaces
for learning." I have not been able to stop thinking about these words
since she shared them with me.
When I asked her to explain what she meant she added, "I
notice you tend to begin by modeling something, setting up a situation,
asking a question, or sharing an observation. Then you back off and
leave the learner, whether it be a teacher or a student, the space to
practice, reflect, and think." She continued, "This space is important
because it allows the learner to make sense of what they are doing and
gives the teacher an opportunity to observe, assess, and understand
where the learner is in the process. It makes the process more authentic
to both the learner and the teacher. The learner is more prominent in
the instructional process; it feels more productive and respectful."
I love this idea of "creating space for learning." It
invokes an image for me that includes time, response, differentiation,
and openness. Space can be defined in terms of the physical area and in
terms of freedom. Space gives room to make decisions, change direction,
affirm, or reject. Space is something I realize I need in order to
learn, and maybe that is why I offer it when I teach.
I don't think I was making a conscious decision in creating
space, but now that I am thinking more about it I do realize this is
how I learn. I need to think about things for a long time before I can
own them. I take time when I am driving, running, or writing to create
space in which to ponder new ideas. I am not someone who can read or
hear something and then immediately champion the idea. I need to
understand it in relation to my beliefs as an educator. I need to
question the research, consider the point of view of the author, and
talk out my ideas with colleagues. Space gives me the time and freedom
to do this thinking and to make connections between what I know to be
true and new ideas.
Space sends a message to the learner: I am
inviting you in and I want you here. I am thankful to Heidi, who pushed
my thinking by sharing her observations with me. Now that she has
pointed it out, I want to hold myself accountable to it. In the words of
Maya Angelou, &qu
ot;Do the best you can until you know better. Then when you know
better, do better."
This week we look at peers supporting each other in classrooms. Plus more as always -- enjoy!
Contributor, Choice Literacy
Clare Landrigan founded Teachers for Teachers with
Tammy Mulligan. She spends her days helping educators from New England
and beyond do the hard, thoughtful, and rewarding work of improving
schools for young readers and writers. You can read their latest thinking at their Perspectives blog.
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Last chance to join Franki Sibberson for the Text Complexity in Grades 3-5: Minilessons, Nonfiction Text Sets, and Independent Reading online course October 29 - November 9. The course includes three on-demand webinars, a DVD, Franki's book The Joy of Planning, and personal response from Franki tailored to your needs on the class discussion board. Click on the link below for details:
The new online course Supporting Teachers in Writing Workshops: A Course for Literacy Coaches with Ruth Ayres runs November 7-18. The
focus is on conferring, record-keeping, and helping teachers at their
point of need. Click on the link below for more details: