Monday, July 20, 2015
Monday, July 13, 2015
- "Each day they used a new tool because it fit their need or purpose at that moment."p. 28
- "They were using s particular piece of technology when it made sense for their learning." p. 28
- "I use tools in ways that extend, expand, analyze and record my reading." p. 29
- "Focusing on the learning rather than the tool created a more authentic workshop" p. 32
- "Students need us to help them navigate the strategies and habits..." p. 47
- "Sometimes the best strategy for a teacher is to simply get out of the way." p. 63
Knock me over as I read Ann Marie's tips....the idea of integrating tech tips into your weekly schedule. I have read about this concept in different formats and still don't find time in our classroom schedule. Last year, I did a much better job of building a Digital Menu. Introducing our class to a new tool allowing time for exploration and practice then allowing choice in the lesson. It was 50/50 some students went back to their favorite (Keynote, Explain Everything,Comic Life) others would try the new tool. This year I plan to do a combination of new digital tools and allow the students to choose which one they are an expert in and letting them teach it to their peers. Less reliance on me and more ownership on them.
Saturday, July 11, 2015
My professional book: READERS FRONT & CENTER by Dorothy Barnhouse is a grand slam for me. I've been struggling with my reading conferences and here are several ideas I'm lifting from this book which is why it s a home run.
- "I had fallen into the trap that if a student retells a story that means they are getting it" p. 16
- "So you're rereading to try to figure it out. That's a great strategy. What makes you think it's a ----" p. 18
- "Oh you're changing your mind: How come? What information in the text is telling you it could be a ----" p. 19
- Staying in a researcher mode is key to a conference. "What can I find out about this student as a reader?" p. 20
- "Every text has an opening that allows us to notice how our students are comprehending." Accepting this takes an enormous shift in attitude, frankly a text does have right and wrong answers. p. 22