The other obvious limitation to the "class" release to independence model which has been a subtext of some of the thinking the last decade, is that each of the class members need/receive modeling, etc. all at the same time, need/receive guided practice, whatever, all at the same time, etcetera and that meets all their needs. In truth, rarely are any two members of a class ready for exactly the same instruction at the same time. Yes, the teacher may provide instruction, guide practice, etcetera, but when we consider what is learned rather than what is taught, each path is different. Because of that alone, we know the linear model of the release to independence is incomplete or inadequate. I think the NAEYC'S model of learning aids understanding. I also greatly admire Ellin Keene's thinking in To Understand describing her journey to understand understanding (and implicit comprehension strategy instruction). I also think Jerome Harste and company's thinking when they write about "mucking around" is illustrative.
It's always so hard to try to wrestle something so complex as this topic into boxes and flow charts and graphics. It's almost as hard to corral it in words. And it must be frustrating to write about an understanding which is dynamic at its core and have it remain there in print. Thank God for second editions! _______________________________________________ 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
