Re: [MOSAIC] Heineman on-line class
The HeinemannU campus has closed. We are no longer offering online courses. If you are awaiting assessment on a course you recently completed, you may expect to receive course completion feedback by May 25. If you have any other inquiries, please contact [EMAIL PROTECTED] We appreciate your patronage and invite you to browse pd.heinemann.com for information about other Heinemann Professional Development offerings that may be of interest to you. To view information regarding course credit for courses you have taken please click here. - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Tuesday, August 07, 2007 10:08 AM Subject: [MOSAIC] Heineman on-line class > does anyone still have the information that was posted from Heineman about > the online classes available for MOT2? I looked on the website and can't > seem > to find it. I was asked to forward the info to our Title 1 director. You > can > send it to me off of the listserve if you'd like @ [EMAIL PROTECTED] > (mailto:[EMAIL PROTECTED]) . > Thanks, > Cheryle Estala > NM > > > > ** Get a sneak peek of the all-new AOL > at > http://discover.aol.com/memed/aolcom30tour > ___ > 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. > > ___ 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.
Re: [MOSAIC] retention versus early entry
Hi Lori, I don't think you sound harsh at all. I agree with what you say here. Sometimes, we are the immature ones. Now, that may sound harsh. Sorry if it does but I think that is the plain truth. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada I don't mean to sound harsh, but I have readiness issues. Every child is ready to learn, they just may not be so keen on what we want to teach them. Lori ___ 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.
[MOSAIC] (Mosaic) On-line class
I am confused about this online class, too. When we were discussing MOT2, someone from Heineman, said Ellin Keene was going to have an online class for people who bought 25 copies. I remember because I was upset that we all bought our own copies instead of purchasing 25 together. Maybe the person from the company can contact this list and clarify. It would be nice if anyone on the list could take that class. Linda ___ 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.
Re: [MOSAIC] (Mosaic) On-line class
I've taken the online classes with Heineman, you basically read the text, write your thoughts, and that's about it. Not a lot of give and take. This listserve is much more helpful and interactive... Bill - Original Message - From: "Linda Buice" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Listserv" Sent: Tuesday, August 07, 2007 10:28 AM Subject: [MOSAIC] (Mosaic) On-line class >I am confused about this online class, too. When we were discussing MOT2, >someone from Heineman, said Ellin Keene was going to have an online class >for people who bought 25 copies. I remember because I was upset that we >all bought our own copies instead of purchasing 25 together. > > Maybe the person from the company can contact this list and clarify. It > would be nice if anyone on the list could take that class. > > Linda > ___ > 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. > ___ 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.
Re: [MOSAIC] Heinemann/ was (Mosaic) On-line class
I may be wrong, but I thought I recently read that Heinemann was bought out by someone. Does anyone else remember reading this? When I read it, I thought oh-oh, there goes our voice. I thought the email about the class I recently read said, There is no more Heinemann U. Maybe that is the result of the buyout? Does anyone else have any info on this? Nancy Creech ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
Hello Patrick, Within your post, what I see is a basic question: "Why throw out the baby with the bathwater?" In a classroom, there are many choices a teacher needs to make, and many different teaching methods and strategies to choose from. Since all children do not learn the same way, or at the same pace, it's important to do everything we can to meet every child's needs. At the base of these choices, for me, is a question to myself: What does this really teach? For example, you mention copying vocabulary and definitions from a dictionary. It is my opinion that this does not really teach vocabulary in the most efficient way. It does address dictionary skills and something we used to call "near point copying" and maybe even penmanship. Do I think it harms anyone? No. Do I think it's the best use of time? Also, no. You also mention self-esteem. For me, self-esteem is something far deeper, broader, and more far-reaching than making a child feel good "at this moment" (although that may be part of it). I also know that considering a child's self-esteem and teaching content are not mutually exclusive. I think you are asking good questions, and hope you will continue to do so. Renee On Aug 6, 2007, at 10:53 AM, [EMAIL PROTECTED] wrote: > > > > Here is my Question For Mosaic Listserv Group. Thank you very > sincerely. > -Patrick J. Monette > When I was a kid, I had very little interest in reading and making > rich > contextual connections, but now I love to read and I don't know why > this > happened. Though I'm mostly ignorant of the reasons behind this > outcome, I'm almost > certain that what happened was in virtual absence of most of the > inscribed > methodologies - in their calculated form - presented in Mosaic. My > question, > thus, is, How do we discard things that we might consider to be > antiquated or > outdated methods of instruction when they clearly worked for so many > in the > past? For example, reading groups that were divided by different > reading > ability levels. I was part of many a lower reading level in my day and > I feel like > I came out of these mostly unscathed. Further, I don't think that my > self-esteem suffered all that much, but it's my opinion that > self-esteem is immensely > overrated anyway. Some of most terrible and evil tyrants in history, > including Hitler and Mussolini, and some of the most notorious mob > bosses and gang > leaders, had - each of them - VERY high levels of self-esteem. I > believe that > one's values are a much greater determinant of one's character and > goodness, > and should anything be given higher precedents than these? Also, if my > self-esteem did take a hit, who's to say that this didn't benefit me > in any way? - > that it didn't give me thicker skin, make me stronger, build character > in me, > etc.? But back to the regularly scheduled program… Although I’m not > sure if > I enjoyed looking up vocabulary words in the dictionary and writing > down > their definitions when I was a young bucking bronco, I’m not quite > ready to > dismiss this method of instruction as unprofitable because I think > that much of > the learning that was impressed on us in our younger days did so in > such subtle > ways that it would be impossible - indeed, unprofitable and maybe even > harmful - to say, simply, that this and other methods are either > great or > worthless. Further, I don’t think that they necessarily have to be > one or the other. > Each alone may just serve as another piece of the puzzle that, > combined with > the many other pieces, contributes to the mosaic, but by no means > completes > it. That being said, in all its presumptive vigor, I love what I've > read of > Mosaic thus far ;). > > > > > > > > ** Get a sneak peek of the all-new > AOL at > http://discover.aol.com/memed/aolcom30tour > ___ > 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. > > "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ___ 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.
Re: [MOSAIC] Heinemann/ was (Mosaic) On-line class
On Aug 7, 2007, at 8:35 AM, [EMAIL PROTECTED] wrote: > I may be wrong, but I thought I recently read that Heinemann was > bought out > by someone. Does anyone else remember reading this? When I read it, I > thought > oh-oh, there goes our voice. I thought the email about the class I > recently > read said, There is no more Heinemann U. Maybe that is the result of > the > buyout? > Does anyone else have any info on this? Nancy, I just traveled an intricate maze of Google searches which intertwined the names Harcourt, Houghton-Mifflin, Heinemann, Riverdeep, and Reed Elsevier. From what I gather, Heinemann was purchased by Harcourt maybe last year, and now Harcourt is being purchased by Houghton-Mifflin, which is owned by Riverdeep (an Irish company). Perhaps you can unravel it starting here: http://dealbook.blogs.nytimes.com/2007/07/16/houghton-mifflin-to-buy- harcourt-for-4-billion/ First few paragraphs: Houghton Mifflin said on Monday that it would acquire the Harcourt unit of Reed Elsevier for $4 billion in cash and stock, uniting two of the biggest names in educational publishing. Houghton Mifflin will buy Harcourt Education, Harcourt Trade and Greenwood-Heinemann for $3.7 billion in cash and $300 million in stock, the company said in a statement. As part of the agreement, Reed Elsevier will hold about 11.8 percent in Houghton Mifflin’s parent company, the Houhgton Mifflin Riverdeep Group. The combined company will be run by Anthony Lucki, the chairman and chief executive of Houghton Mifflin and the former chief executive of Harcourt Education and Harcourt Inc. The sale is the latest transaction in the world of educational publishing this year. Earlier this year, Thomson agreed to sell its education unit to two private equity firms as it prepares to combine with Reuters. In April, Reed Elsevier sold two of its Harcourt units to Pearson as part of its effort to refocus on its science, medical and business information businesses. Have fun Renee When you have only two pennies left in the world, buy a loaf of bread with one, and a lily with the other. ~ Chinese Proverb ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
>Within your post, what I see is a basic question: "Why throw out the baby with the bathwater?"< Then again, how do you know what works? That's a question that has appeared on this listserve over and over again. If the students all pass the test, does it mean they learned the content? If a student reads aloud perfectly, does that mean he or she comprehends what they are reading? It's a question of what goals you have for your teaching Do you want your students to be better readers? Pass the state test? Is your goal the ability to use a dictionary? Or is it to learn new words? I don't remember much of my spelling tests from school other than the fact that I could pass the tests easilynot because I learned the words from the lessons, but because I already knew them from reading them in books. My most memorable lessons as a student were the ones where the teacher unlocked my mind and showed me how to look at deeper meanings of literature, how to make connections between items, and - most importantly - showed me how to think. Set yoiur purpose first for teaching a lesson, then figure out how to achieve it. That's the key to teaching. Don't just teach a lesson because it's in the book or because it's fun. Don't follow the book chapter by chapter. Figure out the needs of your kids, then decide your desired outcome. If the kids don't learn it, figure out other ways to get the lesson across. Bottom line, if a lesson isn't going to help you or your kids, why do it? Bill ___ 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.
Re: [MOSAIC] Heinemann/ was (Mosaic) On-line class
Nancy, This is what's on Heinemann's web site. I did a copy paste. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada About Us Heinemann's Philosophy and Company Mission Statement Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college. We strive to give voice to those who share our respect for the professionalism and compassion of teachers and who support teachers' efforts to help children become literate, empathetic, knowledgeable citizens. Our authors are exemplary educators eager to support the practice of other teachers through books, videos, workshops, online courses, and most recently through explicit teaching materials. Our commitment to our work and customers' enthusiastic response to our offerings has made us the leading publisher in this area. Our passion for publishing works by professionals for professionals also informs our trade publishing, which includes books for theatre professionals, general books on education, and quality works of world literature. Heinemann's History Heinemann, a member of the Reed-Elsevier family of professional and educational publishers, is today the leading name in professional development books and resources for teachers. Heinemann Publishing was established in the spring of 1978 on New Hampshire's seacoast, as a U.S. subsidiary of Heinemann UK. In 1996, Heinemann merged with another member of the Reed-Elsevier portfolio, Greenwood Publishing Group, to create Greenwood-Heinemann. After its initial founding, Heinemann quickly became the national leader in the publishing of professional books for teachers of language arts K-12, and has impressive and growing lists in math, science, social studies, and art education. In 1987, Boynton/Cook, the leading publisher of professional books for English teachers at the middle and high school levels and for college English teachers, joined Heinemann. The company also has an active and highly-respected presence in several niche markets, most notably in theatre and arts, and Third World writing, with literature lists in the Caribbean, Asia, Middle East, and Africa. Heinemann's authors are leaders in their fields. Many are award-winners for their work in education and are frequent speakers and keynoters at major national conferences. Besides its book and video lines, Heinemann also has a professional development division, which presents its authors and educational experts at workshops and seminars. It maintains a speakers' bureau that represents many of its well-known authors. Heinemann Professional Development also includes Seminars where Heinemann Consultants deliver the content of Heinemann's expert authors in schools and districts around the country. While there are several companies carrying Heinemann in their names and using similar logos, the businesses are separate. Our particular focus is on bringing quality professional development to teachers. We are proud to carry the name Heinemann and to fulfill our mission to support teachers in their professional growth and in the important work they do to further the growth of children. Joining Heinemann: Employment Opportunities Occasionally we have positions open that support the Heinemann business directly, and sometimes positions become available that support the corporate whole -- Greenwood Publishing Group -- which includes Heinemann, Greenwood, and Libraries Unlimited. For more information please contact George Goldberg, Vice President of Human Resources [EMAIL PROTECTED] The Journey to Heinemann: Travel Directions Heinemann, located in a stunning reconditioned mill dating back to the mid 1800s, is just a short walk from the historic downtown district of Portsmouth, NH. The building offers wonderful large windows and interesting appointments throughout, while the nearby downtown offers the best restaurants and shops in the area, and waterfront views. Heinemann's address and phone are: 361 Hanover Street Portsmouth, NH 03801 603-431-7894 I may be wrong, but I thought I recently read that Heinemann was bought out by someone. Does anyone else remember reading this? When I read it, I thought oh-oh, there goes our voice. I thought the email about the class I recently read said, There is no more Heinemann U. Maybe that is the result of the buyout? Does anyone else have any info on this? Nancy Creech ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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. ___ Mosaic mailing list Mosaic@literacyworkshop.or
Re: [MOSAIC] Heinemann/ was (Mosaic) On-line class
It makes me nervous--so many eggs in one basket. Where is the voice and individuality of the publishing houses going? Lori On 8/7/07 9:56 AM, "Renee" <[EMAIL PROTECTED]> wrote: > > On Aug 7, 2007, at 8:35 AM, [EMAIL PROTECTED] wrote: > >> I may be wrong, but I thought I recently read that Heinemann was >> bought out >> by someone. Does anyone else remember reading this? When I read it, I >> thought >> oh-oh, there goes our voice. I thought the email about the class I >> recently >> read said, There is no more Heinemann U. Maybe that is the result of >> the >> buyout? >> Does anyone else have any info on this? > > Nancy, I just traveled an intricate maze of Google searches which > intertwined the names Harcourt, Houghton-Mifflin, Heinemann, Riverdeep, > and Reed Elsevier. > > From what I gather, Heinemann was purchased by Harcourt maybe last > year, and now Harcourt is being purchased by Houghton-Mifflin, which is > owned by Riverdeep (an Irish company). > > Perhaps you can unravel it starting here: > http://dealbook.blogs.nytimes.com/2007/07/16/houghton-mifflin-to-buy- > harcourt-for-4-billion/ > > First few paragraphs: > > Houghton Mifflin said on Monday that it would acquire the Harcourt unit > of Reed Elsevier for $4 billion in cash and stock, uniting two of the > biggest names in educational publishing. Houghton Mifflin will buy > Harcourt Education, Harcourt Trade and Greenwood-Heinemann for $3.7 > billion in cash and $300 million in stock, the company said in a > statement. > > As part of the agreement, Reed Elsevier will hold about 11.8 percent in > Houghton Mifflin¹s parent company, the Houhgton Mifflin Riverdeep > Group. The combined company will be run by Anthony Lucki, the chairman > and chief executive of Houghton Mifflin and the former chief executive > of Harcourt Education and Harcourt Inc. > > The sale is the latest transaction in the world of educational > publishing this year. Earlier this year, Thomson agreed to sell its > education unit to two private equity firms as it prepares to combine > with Reuters. In April, Reed Elsevier sold two of its Harcourt units to > Pearson as part of its effort to refocus on its science, medical and > business information businesses. > > > Have fun Renee > > > When you have only two pennies left in the world, buy a loaf of bread > with one, and a lily with the other. > ~ Chinese Proverb > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Patrick's comments
Reply to Patrick: I, too, have struggled mightily with what works/helps/teaches best. This summer I am reading Richard Allington's "What really matters for struggling readers". He spends much of the book going over what the research in reading shows. It has been very helpful in clarifying what I should be spending the day doing with the students. I hope you get a chance to read it. This is a never ending journey of discovery; welcome aboard! Chris Message: 1 Date: Mon, 6 Aug 2007 13:53:24 EDT From: [EMAIL PROTECTED] Subject: [MOSAIC] Question from future teacher-Patrick To: mosaic@literacyworkshop.org Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="UTF-8" Here is my Question For Mosaic Listserv Group. Thank you very sincerely. -Patrick J. Monette When I was a kid, I had very little interest in reading and making rich contextual connections, but now I love to read and I don't know why this happened. Though I'm mostly ignorant of the reasons behind this outcome, I'm almost certain that what happened was in virtual absence of most of the inscribed methodologies - in their calculated form - presented in Mosaic. My question, thus, is, How do we discard things that we might consider to be antiquated or outdated methods of instruction when they clearly worked for so many in the past? For example, reading groups that were divided by different reading ability levels. I was part of many a lower reading level in my day and I feel like I came out of these mostly unscathed. Further, I don't think that my self-esteem suffered all that much, but it's my opinion that self-esteem is immensely overrated anyway. Some of most terrible and evil tyrants in history, including Hitler and Mussolini, and some of the most notorious mob bosses and gang leaders, had - each of them - VERY high levels of self-esteem. I believe that one's values are a much greater determinant of one's character and goodness, and should anything be given higher precedents than these? Also, if my self-esteem did take a hit, who's to say that this didn't benefit me in any way? - that it didn't give me thicker skin, make me stronger, build character in me, etc.? But back to the regularly scheduled program? Although I?m not sure if I enjoyed looking up vocabulary words in the dictionary and writing down their definitions when I was a young bucking bronco, I?m not quite ready to dismiss this method of instruction as unprofitable because I think that much of the learning that was impressed on us in our younger days did so in such subtle ways that it would be impossible - indeed, unprofitable and maybe even harmful - to say, simply, that this and other methods are either great or worthless. Further, I don?t think that they necessarily have to be one or the other. Each alone may just serve as another piece of the puzzle that, combined with the many other pieces, contributes to the mosaic, but by no means completes it. That being said, in all its presumptive vigor, I love what I've read of Mosaic thus far ;). _ Messenger Café open for fun 24/7. Hot games, cool activities served daily. Visit now. http://cafemessenger.com?ocid=TXT_TAGHM_AugHMtagline ___ 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.
[MOSAIC] retention question
I wrote my dissertation on retaining students - I wanted to know if superintendents believed in the practice and if their beliefs matched their actions - especially in relation to low income students. My findings showed that low income students are retained at a high rate even though the majority of superintendents who were surveyed did not believe in the validity of this practice! My review of the literature did not reveal ANY evidence that retention at ANY grade level resulted in long-term success for the student. LONG TERM is the key phrase here. It may appear, especially to teachers, that a kindergartner or first grader may do better the next year if they are retained but the research shows that these gains are SHORT TERM and taper off quickly. A longitudinal study showed that of the cohort of students followed, 70% of those who had been retained once in their life dropped out of school by age 16 and this percentage increased if they were retained twice in their school career. Retention does not work. Sometimes I feel it's just an easy (not easy for the student, however) answer to a complicated problem. An entire year done over is not the answer to helping our struggling students and it's not an appropriate punishment for not doing work. Good teaching IS the answer! Carrie ___ 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.
Re: [MOSAIC] retention question
That's interesting. We held my son back in kindergarten because he wasn't "developmentally ready". He's now going into 3rd grade and he hates school, hates reading and is still probably one of the lower kids in his class. But...this is a smart kid when it comes to anything other than school work. He doesn't have a learning disability, it's more attitude. I'd be interested in more of your findings. Michele ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
Bottom line, if a lesson isn't going to help you or your kids, why do it? Bill AMEN!! _ More photos, more messages, more storageget 2GB with Windows Live Hotmail. http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migration_HM_mini_2G_0507 ___ 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.
[MOSAIC] retention
Carrie...I have a question, since you did your dissertation on retention, are there any studies of a child in K or 1st who was a candidate for retention, but was not retained, how that child did as they went through the grades? And this in comparison to a K or 1st who was retained and in comparison to other "low" students who weren't candidates for retention. I've said good teaching is the answer too, but I even think that sounds to simplistic. I would wonder if these students did have good teaching but there are so many variables in a students life, that even good teaching can't overcome everything. I don't know how I feel about retention. I do everything I can to make sure my students succeed. Out of 23 kids last year, I had 9 on intervention plans right from the beginning of the school year. Of those nine, by the end of the year, only 2 qualified for summer school. Which means the intervention plans worked. Of the 2 that went to summer school, I know what one went up several levels in her reading. I don't know about the other student. I've had retention students in my classroom and they did very well. I don't know how they are doing now because I'm not in that school and who knows where they are. I've sent kids on to 2nd that were low, but you should have seen where they came from. I did retain one child this last year, but it was a child who came to our school in May. He started school last July in CA. and then in Sept. moved to Washington State, and then in May moved to our school. When I tested him, he was a beginning first grader. He was very immature (okdon't start that discussion again) and we had behavior problems, but I think that was due more to fact that he as so far behind my other kids. He was even smaller in statue than my littlest 1st grader. I can't help but think that another year of maturity on this kid will do him a world of good; he'll start the year right where he should be. I don't know what kind of teaching he had in his other 2 schools. I'm sure they would say "good teaching"...but I don't know. Have I done this child a disservice? I don't think so. Maybe it's just we don't believe in retention, and we'll do everything possible to prevent it, but sometimes, it may be the best thing? I don't know. Thinking out loud. Just wondering. Sandi 1st/2nd ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
On Aug 7, 2007, at 1:35 PM, Beverlee Paul wrote: > Bottom line, if a lesson isn't going to help you or your kids, why do > it? > > Bill > > AMEN!! Well. yes. But how can we really know? We can *think* something won't help students and yet there may be two or three who benefit. My guess is that there is little that is totally useless, although some things are certainly more useful than others. That's where making decisions comes in. :-) Renee "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright ___ 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.
Re: [MOSAIC] Ginger
Ginger Well now , This is so shocking only because I am selfishly immersed in MOT Thanks to You I wish you all the best I have modelled your techniques and followed your encouragement for all of my teaching career I cant wait to hear about your new adventures You have filled a much needed void in professional development with MOT I can only say what a lucky person I am to be apart of the MOT Family Much Much continued Successes to you and Family Have A Sun Filled August Regards Susan Donnelly CPS/Matteson IL Gr 9 gina nunley <[EMAIL PROTECTED]> wrote: Dear Ginger, I am so sad to see you leave because you have led this group with such passiion and patience. But I am thrilled to see a woman, a teacher..recognize that she needs to take care of herself. That is admirable! Happy Journey and hope we still hear from you. Gina _ Puzzles, trivia teasers, word scrambles and more. Play for your chance to win! http://club.live.com/home.aspx?icid=CLUB_hotmailtextlink ___ 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. - Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
>> Bottom line, if a lesson isn't going to help you or your kids, why do >> it? >> >> Bill >> >> AMEN!! > > Well. yes. > But how can we really know? > We can *think* something won't help students and yet there may be two or > three who benefit. > > My guess is that there is little that is totally useless, although some > things are certainly more useful than others. That's where making > decisions comes in. :-) I think it's the fact that each child is different and has different needs that should direct instruction. Some lessons will be geared for the most kids with similar needs (like introducing strategies), but some lessons are gonna be more geared for individual students. If 26 of 29 are fluent, it's a waste to spend a lot of whole class time on fluency, but taking the 3 students who need the help while the rest of the class is working on something else, is probably more effective. The only way to know if a lesson is effective is to know your kids The only way to plan a lesson is to know your kids... In other words, know your kids. I think any lesson is ineffective if you don't know the WHY of it. Are you looking up words in a dictionary for the alphabetizing skill? Or vocabulary? If you are just doing it because that's the way its always been done, then don't do it. If it is to build research skills, then you can see if the students are improving. If the purpose is to build vocabulary, you can check and see if they've learned the words. There may be some residual learning on the side (a kid might look up a word like Paleontolgy and discover that's what they want to be when they grow up, but that's not the purpose of the lesson), but you have to keep your eye on the prize. If you have a goal, you can check its progress. That's how you know... No lesson is a waste because someone's gonna learn something from it. The students might learn the intended outcome, but also the teacher might learn that it's a bad lesson and not do it again. Or maybe learn a better way to teach that lesson. The only way a lesson is a waste of time is if it's busy work because the outcome is just to keep the kids occupied. Or if the teacher doesn't know what they are doing. I've noticed more people the last few years who come into teaching from other careers because they think teaching is easy and don't do a thing to help their kids or worse, they make the kid hate school or the subject or kill their self esteem Bill ___ 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.
Re: [MOSAIC] Question from future teacher-Ben
In a message dated 8/7/2007 7:13:25 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: they make the kid hate school or the subject or kill their self esteem Which brings me to Ben's question. ( I have been posting for some of the students because of HTML issues). What do you do to make kids interested in subjects they couldn't care less about? For example, how do you get a dinosaur lover to care about space? Ben ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] retention question
I would agree, especially if the same teaching happens in the repeated grade. In teaching, if a student doesn't get it the first or second time, we need to find alternative ways to approach the content. Before the child is retained, administration needs to determine if the learning environment for the year is any different, are there alternate approaches. Or does the child just need the learning in a different way? Students are NOT THE SAME! This is one of education's problems because that's the way the general public sees us. Students are not empty vessels waiting to be filled. Students are individuals with different backgrounds, different needs, different learning styles. No wonder teacher is so exhausting. I know everyone on this list wants to touch every one of their students, and that takes time, patience, and hard work. Just wish the public would see how hard we all work to make learning for each and every student. Carol > I wrote my dissertation on retaining students - I wanted to know if > superintendents believed in the practice and if their beliefs matched > their actions - especially in relation to low income students. My > findings showed that low income students are retained at a high rate > even though the majority of superintendents who were surveyed did not > believe in the validity of this practice! My review of the literature > did not reveal ANY evidence that retention at ANY grade level resulted > in long-term success for the student. LONG TERM is the key phrase here. > It may appear, especially to teachers, that a kindergartner or first > grader may do better the next year if they are retained but the research > shows that these gains are SHORT TERM and taper off quickly. A > longitudinal study showed that of the cohort of students followed, 70% > of those who had been retained once in their life dropped out of school > by age 16 and this percentage increased if they were retained twice in > their school career. > > > > Retention does not work. Sometimes I feel it's just an easy (not easy > for the student, however) answer to a complicated problem. An entire > year done over is not the answer to helping our struggling students and > it's not an appropriate punishment for not doing work. Good teaching IS > the answer! > > > > > > > > Carrie > > > > ___ > 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. > > ___ 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.
Re: [MOSAIC] Question from future teacher-Ben
> What do you do to make kids interested in subjects they couldn't care less > about? For example, how do you get a dinosaur lover to care about space? > > Ben Easy. Find the connections. Dinosaurs died because of an asteroid from space. How do we know meteors have hit the planet? Show craters on the planet. How is that important to us? What would happen if an asteroid hit us today? Dinosaurs ruled the Earth for over 200 million years; man has only been on the planet - at most - 3 billion and then only at about 2 or 3 feet tall. 65 thousand years if you're talking about people who look like us. Will we have 200 million years? Bill ___ 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.
Re: [MOSAIC] Question from future teacher-Patrick
This is where balance, differentiation, and professional judgment are paramount. Research can only take you so far. Considering your student's ability, behavior, learning style, and interests always need to be on the forefront whenever you plan instruction. Understanding their social/emotional needs is important, as well. We also have to recognize that the children today are different than the children we were when we were in school. Children today don't have the freedom to roam and explore that I had. This is an important part of development that I don't see children getting outside of school. I had experiences I could connect to my learning in school that kids don't have today. As educators, we have to build much of this into our instruction to meet the developmental needs of our students. We have to consider the benefits for the whole, then tailor them for the individual. Am I making sense? I'm so tired today. Someone help me define what I am saying. We have to treat the whole child. Renee <[EMAIL PROTECTED]> wrote: On Aug 7, 2007, at 1:35 PM, Beverlee Paul wrote: > Bottom line, if a lesson isn't going to help you or your kids, why do > it? > > Bill > > AMEN!! Well. yes. But how can we really know? We can *think* something won't help students and yet there may be two or three who benefit. My guess is that there is little that is totally useless, although some things are certainly more useful than others. That's where making decisions comes in. :-) Renee "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Got a little couch potato? Check out fun summer activities for kids. ___ 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.
Re: [MOSAIC] Question from future teacher-Ben
How many dinosaurs piled up to reach the moon? the sun? What would it take for a dinoaur to survive on another planet? Which dinosaur was best equipped for space travel? ;)Bonita > What do you do to make kids interested in subjects they couldn't care less > about? For example, how do you get a dinosaur lover to care about space? > > Ben ___ 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.
Re: [MOSAIC] Question from future teacher-Ben
Through inquiry. Make the topic relevant to what they are interested in. Right now I have a class that is itching to mix chemicals. Chemistry is not part of the goals and objectives set forth by my state. But rocks and minerals are - we'll get into the chemistry of how rocks are formed. Electricity and magnetism are - we'll create electricity using chemistry (lemons, apples, potatoes). I have to stay one step ahead, and think outside the box. I have to think "How can I connect what they are interested in to what they need to learn?" Sometimes I can make the connection, sometimes I can't. When I can't I appeal to their learning style and hook them that way. [EMAIL PROTECTED] wrote: . . . What do you do to make kids interested in subjects they couldn't care less about? For example, how do you get a dinosaur lover to care about space? Ben Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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.
