As in, the post-it becomes a tool, not a roadblock, such as a fully written-on post-it might be with an overemphasis on the sticky note as more than a device. > >Maxine, I have cut back on the use of post its. Initially I use them > >frequently to get a feel for the student's ability to be metacognitive > >during reading. No doubt about it, I see a correlation between very limited > >thinking and low comprehension so I want to see who does think and simply > >raise awareness. But I make sure that we get lots of time when we don't have > >to rcord thoughts. Balance is what I am looking for. I also started using > >the post its just to mark a place that grabbed a kid....we coded with a ?, > >or C (connection). V (got a pic in my head) Then we stop at the end of a > >chapter or midway and actually go back and write our thoughts in a dialectic > >(double entry) log. I am finding that the kids do remember why they put the > >post it there and are able later to say more about how that impacted their > >overall understanding. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
