Has anyone started to read the book? I am working through chapter one and am completely hooked on it, and certainly it's premise. This is going to be a very interesting read. Please comment.
I completed the book. He brings up some very good points in the first chapter. I agree that the idea of sustained silent reading seems like a thing of the past, but could be the only time during the day that a teenager sits and reads. It seems that if we do take some time and allow students to just read we will in turn be improving their test scores more than just using a worksheet or lecture. Every student in the room must be engaged if they are doing individual reading. We would have more thinking minds in the room as opposed to students just sitting and listening or mindlessly filling in the blanks on a handout.
I read quite a bit while waiting on line for Harry Potter the other night. I love the line that we will get what we teach to, so if we teach go the test that's what we will get. I think it all goes back to what Roxanne had said about solid curriculum and that will drive everything.
This is from Pam: Parent University: We did have a PIE - Parents in Education group that met a few years ago. It was a way for parents to ask questions or share thoughts. It met in the evening in the library.With administrative changes, the group seemed to drop out of sight.Does this type of group need some ground rules or a specific direction? I would hope it could be a positive group, not just a place to air grudges.
Readicide: As a high school student, I disliked analyzing literature, although I loved reading. My favorite thing to do in the summer is still to get " lost" in the flow of a good book. As an adult, I find myself thinking about books I read with an eye toward how I can apply something from the text to my life or how it can give me a different perspective on things in the world. Having a wide range of reading experiences is the best thing that students can bring to my science classroom. This past year in particular, I found a number of instances where students did not have the common knowledge base my students in the past could be relied upon to have. It is much more difficult relating chemistry concepts to the real world when students do not have those common references.
I completed the book. He brings up some very good points in the first chapter. I agree that the idea of sustained silent reading seems like a thing of the past, but could be the only time during the day that a teenager sits and reads. It seems that if we do take some time and allow students to just read we will in turn be improving their test scores more than just using a worksheet or lecture. Every student in the room must be engaged if they are doing individual reading. We would have more thinking minds in the room as opposed to students just sitting and listening or mindlessly filling in the blanks on a handout.
ReplyDeleteI read quite a bit while waiting on line for Harry Potter the other night. I love the line that we will get what we teach to, so if we teach go the test that's what we will get. I think it all goes back to what Roxanne had said about solid curriculum and that will drive everything.
ReplyDeleteThis is from Pam:
ReplyDeleteParent University:
We did have a PIE - Parents in Education group that met a few years ago. It was a way for parents to ask questions or share thoughts. It met in the evening in the library.With administrative changes, the group seemed to drop out of sight.Does this type of group need some ground rules or a specific direction? I would hope it could be a positive group, not just a place to air grudges.
Readicide:
As a high school student, I disliked analyzing literature, although I loved reading. My favorite thing to do in the summer is still to get " lost" in the flow of a good book. As an adult, I find myself thinking about books I read with an eye toward how I can apply something from the text to my life or how it can give me a different perspective on things in the world. Having a wide range of reading experiences is the best thing that students can bring to my science classroom. This past year in particular, I found a number of instances where students did not have the common knowledge base my students in the past could be relied upon to have. It is much more difficult relating chemistry concepts to the real world when students do not have those common references.