I loved it on Wordle! Where did those 2 hours go, just playing??? But we all need to play, she says. I did it two ways and was interested in the results. One I just entered the words and phrases I thought were the most important. And for the other I just entered in the whole post, and that was fascinating! Then...I decided to go one step further. I had been trying to think of how to make a Pensieve notebook graphic (as in the Sisters' Daily 5 pensieve) cuz everybody wanted to think something up and it was WONDERFUL. So cool!! Since you were so smart to remember Wordle, I'll stand on your shoulders and tell you what ran through my mind next. Would it be fun to have upper elementary/middle kids use Wordle to make a cloud showing The Main Idea and Supporting Details of a passage or article? I wonder. And then...how about using Wordle to enter in words/phrases showing concepts of what makes a fiction text structure and what makes a nonfiction text structure? And then....? Bev in a VERY hot Nebraska
> Date: Thu, 31 Jul 2008 15:58:24 -0700> From: [EMAIL PROTECTED]> To: > understand@literacyworkshop.org> Subject: Re: [Understand] more thinking > about understanding> > Beverly - your reflection was moving. I have saved it. > But I also had the> brilliant idea of putting it on the "wordle" site and > seeing how that> visualization of the important words or thoughts of your > piece came through.> It was quite powerful I thought. So try it??? You do > have the wordle> site??> > Sally> > > On 7/31/08 3:09 PM, "Beverlee Paul" > <[EMAIL PROTECTED]> wrote:> > > I was jolted into thinking about Maya Angelou > this morning as I was trying to> > think with Jennifer and I remembered > another of my favorite Maya Angelou> > quotes: "There's a world of difference > between truth and facts. Facts can> > obscure the truth." I keep being amazed > by her gifts. But this time, I think> > I came to a new understanding of this > quote. And it really proves the point> > of what we've been discussing the > last few days. When I say that we all need> > schema to deeply understand, > this is a perfect example. WHAT I BRING TO THE> > PAGE of Maya's quote is > different today than it was even days ago, largely> > because of the thinking > I've done which was kick-started by Jennifer's initial> > question about main > idea instruction. At the risk of being too trite, I again> > have a favorite > quote for this phenomenon: "Noone ever steps in the same> > river twice." > Have any of you ever known even a single person who hasn't> > finished > reading To Understand by saying, "Now I'm ready to read it again"? I> > > haven't.> > > > And that brings me to something else I've been thinking about > this summer.> > And a breakthrough understanding about Gardner's "It's not > about how smart you> > are; it's about how you are smart."> > > > Ellin's To > Understand made me think about living the intellectual life and our> > own > perceptions of whether we are smart or not. I had a class with several of> > > my favorite teachers and I wanted to see what they thought about themselves.> > > So we wrote a response over a two-week period based on the statement: "When > I> > First Realized I Was Smart." Needless to say, we had wonderful responses > and> > most people published them to share. Wonderful but unexpected - at > first> > blush. Without exception, each person realized they were "smart" not > after> > they'd received great grades, not after they received awards and > accolades,> > not after class rank, not after high scores on standardized > tests (which these> > particular people all had) -- but at some point in > their university experience> > or teaching experience, and they were > universally being smart about> > teaching!!! And, honestly, I proposed the > question highly value-free and did> > not tie the response into teaching at > all. I actually expected that most> > people would answer that by saying they > were smart by comparing themselves to> > something--grades, tests, etc. And > NOT ONE DID. They all defined their> > breakthrough understanding of > themselves as "smart" during their undergraduate> > or graduate education > classes or during their teaching experience. And they> > ALWAYS involved an > "respected other," which is a powerful understanding as> > well. And that > experience, for each of them, became the catalyst, I believe,> > to strive > for understanding. They had to think they were smart before they> > saw > themselves as capable intellects who could push themselves toward greater,> > > deeper, more important understanding. They're all about the struggle.> > > > > I hate to throw out Angelou again, but she's just one of my sheroes! "A bird> > > doesn't sing because it has an answer, it sings because it has a song."> > > > > I believe each of these teachers became, at the moment they understood > they> > were smart, a person capable of struggling for understanding who took > intense> > pleasure not only in the coming to know, but in the puzzle and > struggle to get> > there. And I believe that affects their teaching every day > in every way.> > They were transformed. And we remember again the brilliance > of Ellin' mind,> > and maybe just as important, Jamika's. It's all about the > struggle. And, if> > we never find the one true main idea -- well, we've been > intensely happy on> > our journey to get there.> > > > And finally, I'm > coming to the reason I wanted to post these thoughts. If any> > of you are > still listening, though, I'd be amazed after all my talk.> > > > I realized > the last day of class and all those papers were shared: these> > teachers, > these friends, these folk so worthy of respect, had one universal:> > it > really wasn't about how smart they were; it was all about how they were> > > smart. These particular folk were very, very, very smart - highly gifted - > in> > teaching and learning. And from that moment forward, they were hooked. > They> > saw themselves as capable learners who wanted to basically spend > their life> > continuing to learn--and they came to the right place to do so. > Education.> > WOW. Who'd a thunk it?> > > > Now comes the place where I can > hit it out of the ballpark! Each of these> > people, teased into thinking > about these issues by Jamika and Ellin, began> > behaving as a "smart person" > at that moment they understood they were smart.> > BUT NONE OF THEM KNEW IT > UNTIL THEY WERE ASKED TO IDENTIFY A MOMENT, sometimes> > many, many years > later, in our class thinking about Ellin's thinking. They> > didn't > articulate it, they didn't even realize it. In our discussion, they> > said > that it was only now that they realized when or how it was they came to> > > know/accept that they were smart, and that it had taken a great deal of> > > introspective musing. But the lack of naming it hadn't diminished their> > > understanding of it in this case.> > > > What made the difference was their > perception of themselves as bright. And> > only in retrospect could they even > determine or guess how that perception came> > to be. But...their life as a > learner took on a whole new depth, along with> > the quest to come to > understand, in some way largely because they started> > living life as a > Smart Person. And, fortunately for the dozens of children> > they lived among > after that, they were smart, maybe not every day in every> > way, but smart. > And it truly wasn't how smart these teachers were; it was how> > they were > smart. They were smart teachers!!! Wow.> > > > And I was saddened by the two > people in the class who never shared. To me,> > that was a clue that they, in > their heart of hearts, still hadn't found a> > moment they felt smart. And > that we still had some work to do.> > > > And I'm so jealous of Ellin and all > her friends at the PEBC. And I feel so> > cheated that my years have all > passed without a vehicle to think with the> > support of others. And of all > the late afternoons of washing out> > paintbrushes, and unjamming pencil > sharpeners, and making book orders, and> > filling out forms, and putting up > bulletin boards for God's sake!! I've been> > cheated by being on autopilot > because of the sheer volume of "stuff" we are> > getting bogged down doing.> > > > > And what is the main idea and supporting details of this post, do you > suppose?> > You know what? Even I don't know.> > > > Bev> > > _________________________________________________________________> > Stay in > touch when you're away with Windows Live Messenger.> > > http://www.windowslive.com/messenger/overview.html?ocid=TXT_TAGLM_WL_messenger> > > 2_072008> > _______________________________________________> > Understand > mailing list> > Understand@literacyworkshop.org> > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org> > > > > _______________________________________________> Understand mailing > list> Understand@literacyworkshop.org> > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _________________________________________________________________ Use video conversation to talk face-to-face with Windows Live Messenger. http://www.windowslive.com/messenger/connect_your_way.html?ocid=TXT_TAGLM_WL_Refresh_messenger_video_072008 _______________________________________________ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
