Comprehension Going Forward: Ch. 2

Join Teachers.Net

Chatboards

Recent Groups

Prof Readings

MEMBERS

2 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Professional Readings Chatboard

Comprehension Going Forward: Ch. 2

by judy5ca

Jun 17, 2011

Well, blow me down! I'd never liked Zimmermann as much as Keene, but I love the insight and thoughtfulness she displays here along with some solid recommendations. I agree with her fully that it's all about encouraging "daring thinking." I love that and am stealing it: daring thinking.

I am thrilled to hear her take on 21st century learning and warn us not to become "trivial."

I like her recommendation to "slow down" and her citing of Outliers and Gladwell's 10,000 hours of practice (thanks, Kim-wherever-you-are for recommending Outliers to me). I am so guilty of rushing and trying to fit more in. Slow down, Judy.

I especially like her reminder, "The thinking strategies are not an end in themselves. They are a means to an end. The end is avid reading and good thinking." (39)

Zimmermann said many of the same things Keene did, but somehow I felt more relevance in her thinking. Keene made me nod; Zimmermann inspired me.

Comment

(3)

report post

Teri On 6/17/11, judy5ca wrote: > Well, blow me down! I'd never liked Zimmermann as much as > Keene, but I love the insight and thoughtfulness she > displays here along with some solid recommendations. I > agree with her fully that it's all about encouraging "daring > thinking." I love that and am stealing it: daring > thinking. > &...See More

Jun 17, 2011

report post

nina This chapter is almost like a pep talk for teachers. It describes the kind of teacher most of want to be, for me, there is a great deal of conflict between Zimmerman's teacher and the reality of the 43 min. seven periods schoolday. The section, "Teacher Really Matter," brought on the same feelings that I had reading Keene, that there is no time for...See MoreThis chapter is almost like a pep talk for teachers. It describes the kind of teacher most of want to be, for me, there is a great deal of conflict between Zimmerman's teacher and the reality of the 43 min. seven periods schoolday. The section, "Teacher Really Matter," brought on the same feelings that I had reading Keene, that there is no time for all this digging deeper, that the students don't care anyway, and that society seems to prefer doers to thinkers. I also felt some conflict with Zimmerman's First, Do No Harm chapter vs. all the strategy teaching. Is the strategy instruction doing the harm, keeping the students from simply enjoying the reading experience? Also, we do have a curriculum to follow. I don't really get to choose what we read. We also have mandatory midterms and finals that the reading we do "is tied to." I want to teach the strategies, my students need the strategies. I want to slow down. I'm wondering, how is this reading connected to the idea of "rigor."

On 6/17/11, Teri wrote: > On 6/17/11, judy5ca wrote: >> Well, blow me down! I'd never liked Zimmermann as much as >> Keene, but I love the insight and thoughtfulness she >> displays here along with some solid recommendations. I >> agree with her fully that it's all about encouraging "daring >> thinking." I love that and am stealing it: daring >> thinking. >> >> I am thrilled to hear her take on 21st century learning and >> warn us not to become "trivial." >> >> I like her recommendation to "slow down" and her citing of >> Outliers and Gladwell's 10,000 hours of practice >> (thanks, Kim-wherever-you-are for recommending >> Outliers to me). I am so guilty of rushing and >> trying to fit more in. Slow down, Judy. >> > I thought this was a really good point too. I think we're all > guilty of trying to do too much too fast. > > >> I especially like her reminder, "The thinking strategies are >> not an end in themselves. They are a means to an end. The >> end is avid reading and good thinking." (39) > > This is the point I need to make sure gets through to my > students. Many do the strategies superficially and then > wonder why their reading skills aren't really improving. "I'm > doing all the work." They think they can go through the > motions in class and then somehow, magically, on the day of > the state test, their scores will magically improve. > Frustrating to say the least. >> >> Zimmermann said many of the same things Keene did, but >> somehow I felt more relevance in her thinking. Keene made >> me nod; Zimmermann inspired me. > > My favorite part of chapter two, however, was the First, Do No > Harm. "Do nothing that makes a child feel ignorant or > inferior; nothing that bores children so they turn off to > learning; nothing that underestimates their gifts and > potential; nothing that values a test score over a child's > imagination." In today's educational, high-stakes testing > world, I think this is such an important issue for us, as > teachers, to remember. (Not to mention that I'd like to force- > feed it down my state legislature's throats!)

Jun 20, 2011

report post

PMo I have always enjoyed the way Zimmermann writes, and this chapter confirmed it for me - so much passion, compassion and caring for what students can do and how they can be inspired to do it. I agree with Nina that it would make a terrific pep talk - not much new here for me, but did love Ellin's sidebar that..."Increasingly, good teaching becomes a...See More

Jun 25, 2011

report post