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Reflections on Opening Minds Chapters 4-6

7/18/2012

6 Comments

 
I am enjoying following all of the thinking about Peter Johnston’s Opening Minds at #cyberPD on Twitter. I am new to this form of professional development and am still learning how to navigate through Twitter, but so far it’s been a fascinating experience. I had started reading Opening Minds a few months ago, but felt I really needed to talk to someone about it. Although I knew many others who were reading it, there just wasn’t time for a lingering discussion. Being able to share ideas with so many outstanding professionals and incorporate the thinking of others into my thinking has most certainly helped me to deepen my understanding of the book. Thank you to Cathy, Jill, and Laura for hosting the discussion.

As I read Chapter 4 I kept picturing myself in front of my students and thinking about how many times I tell them they had good thoughts, or said that’s what good readers or writers do, or told them I liked how they did something. I even thought that perhaps Peter had secretly been eavesdropping on my groups because he certainly nailed much of the language I use. Hopefully I’m not too old to change my ways, because now, thanks to Peter, I understand how the use of more process-oriented feedback instead  of person-oriented  praise can make all the difference. Katie Keier (Catching Readers Before They Fall) talked about using a cheat sheet until the language becomes more natural. I love this idea, and will definitely be creating one.

One of my goals with all of the reading groups I see is to make kids more aware of their process. I tell them they need to know lots of strategies for getting unstuck as they read. We make charts of different strategies and I’m always asking them how they figured something out or what they could try. But…once they are successful, I never asked them to go beyond, to think of an alternate strategy. I didn’t build in the opportunity to understand the flexibility I wanted from them. Perhaps that is why I see students using the same strategies over and over again, even when they aren’t working. This was a huge aha moment for me and will influence the interactions I have with my students as I listen to them make sense of text.

Some favorite quotes from Chap. 4-6:

“…the more process talk becomes part of classroom conversations, the more strategy instruction will be occurring incidentally, without the teacher having to do it.”

“The purpose of feedback is to improve conceptual understanding or increase strategic options while developing stamina, resilience, and motivation – expanding the vision of what is possible and how to get there.”

“The heart of formative assessment is finding the edge of students’ learning and helping them to take up possibilities for growth. Assessment isn’t formative if it doesn’t influence learning in a positive way.”

6 Comments
Jill link
7/18/2012 11:26:33 am

Rose,
Your aha moment was also an eye opener for me. I tend to ask for more alternative strategies in certain areas (math problem-solving, spelling a word, etc). However, when students get "stuck" while reading and then fix their issue, I never ask them if there were other ways that they could have solved the problem. I agree that this might be why we see students using the same strategies over and over again. Thanks for bringing this up. I will begin to watch how I handle these situations more carefully from now on.

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Mary Lee link
7/18/2012 11:17:04 pm

“The heart of formative assessment is finding the edge of students’ learning and helping them to take up possibilities for growth. Assessment isn’t formative if it doesn’t influence learning in a positive way.” AGREE!!!

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Karen link
7/19/2012 12:45:29 am

I could not agree more with your thinking about changing your own language -- I've been teaching for 29+ years, and have an ingrained habit of using the phrase "I like the way..." multiple times during the day. After reading this book, it will be well worth my effort to focus on those more "process-oriented feedback" statements you mentioned in your post.
I'm so glad you joined this conversation. Many voices make our thinking more powerful.

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Cathy link
7/19/2012 10:23:59 am

Rose,
For me, teaching literacy has always come more naturally. Training to teach Reading Recovery and work as a literacy coach, I thought I had learned much about language. However, like you, I thought Peter had been listening and was speaking directly to me about changes I should consider.

Interestingly, when you said about reading instruction, "I never asked them to go beyond, to think of an alternate strategy," I knew exactly what you meant. Somehow it seems easier to ask learners to tell me other strategies as they work as mathematicians or scientists. I need to think about that a little as it surprises me.

On another note, I've been thinking a lot about this event. This is our second year. Last year we discussed Patrick Allen's book, Conferring. The numbers of participants has grown a bit. I've been trying to put my finger on what makes this an event in which I learn so much.

I've read books on my own, participated in book talks at my school, and even chatted with others informally about professional reading. There is something about this format and community that brings opportunities to stretch our thinking. Maybe, as you said, in our busy worlds there isn't time for lingering conversation. Maybe it's the opportunity to really "hear" what others think and to have time to thoughtfully consider their ideas. Maybe it's the variety of individuals from around the globe. Maybe it's the time to think about all that we've read and synthesize it in a way that we can share it with others. I'm not really sure. I do know I always look forward to learning from so many different people. Peter's book is packed with ideas I need to consider, but every stop at every blog helps me to come to a deeper understanding of his message.

I'm glad you are joining us and sharing your ah-ha moments.
Cathy

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Laura Komos link
7/20/2012 12:21:03 pm

Thanks so much for jumping in to the conversation! I appreciated being able to read your reflections and a-ha moments. It really is the kind of book that needs to be discussed and shared with others, isn't it?

There were many times during these chapters where I also felt like Peter had to have been listening in on my classroom! It helps to know that others feel that same way, too.
~Laura

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Julie link
7/20/2012 01:40:54 pm

Rose, Like you, I read this book during the school year and desperately wanted to talk to someone about it. That time thing always gets in the way. :) I'm enjoying all the conversations and it has deepened my thinking. You gave me an aha... I never asked them to go beyond, to think of an alternate strategy. I didn’t build in the opportunity to understand the flexibility I wanted from them. Perhaps that is why I see students using the same strategies over and over again, even when they aren’t working. Thank you for that!

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