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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Thursday, February 26, 2015
Many teachers do not see the value of conferencing one on one with students. However, it is during these moments that teachers scaffold students to give them insight into their own process. Once students can artculate the process, they can direct it. Here are some great articles on conferring. Courtesy of Choice Literacy. Enjoy!!
When I was 10 years old, I loved books, and I used to haunt
the secondhand bookshop. And I found a little book I could just afford,
and I bought it, and I took it home. And I climbed up my favorite tree,
and I read that book from cover to cover. And that was Tarzan of the
Apes. I immediately fell in love with Tarzan.
One of our favorite picture books is Me...Jane.
In this book, Patrick McDonnell tells the story of Jane Goodall as a
little girl. He paints a portrait of a child who plays outside, watches
animals, writes notes about what she sees, and reads books about things
she finds interesting. Of course, knowing that Jane Goodall grew up to
live a grown-up version of her childhood makes the book even more
magical, and whenever we read it, we are struck by the way her girlhood
seems to embody what it truly means to be "college and career ready."
While the national conversation about college and career readiness seems
to focus on things like close reading, lexile levels, and text
complexity, we can't help but wonder what the world would be like if
more children lived their childhoods the way Jane Goodall did--exploring
their passions in ways that give, rather than drain, them of energy.
Spurred to action by this question, we recently devised a
simple two-part experiment where we asked children to talk about what
they love and then invited them to read books about those interests.
When children were reading books that were connected to their passions,
we observed them clamor to read hard passages, naturally engaging
sophisticated reading strategies. Those children who usually go to great
lengths to avoid reading time begged for "just a little bit more time"
to read. Students who professed to "hate reading" hugged books to their
chests and waited in line to share with us the parts that inspired
them. Not only was there a whole lot of happy in these classrooms,
there was also a whole lot of productivity.
There is a strong cultural belief that hard work is the
answer to everything that ails us. This belief has resulted in "close
reading" of horribly dry passages, antiquated comprehension workbooks
sporting snazzy new covers with shiny "Common Core Aligned" stickers,
and a lot of tired (and bored) teachers and students. However, Jane
Goodall's life story, coupled with what we've witnessed when teachers
tap into the interests and passions of students, make us believe that
perhaps the more certain path to future college and career success is
the one less often taken: joy.
This week we look at conferring. Plus more as always -- enjoy!
Franki Sibberson is offering two online courses next month, The Tech-Savvy Literacy Teacher (March 4-15) and Text Complexity in Grades 3-5 (March 18-29).
Each course includes three webcasts, a book, DVD, and personal
responses from Franki on the class discussion board. For more details or
to register online, click on the link below: