Hello Understand list members!
We have been pretty quiet since the holidays. I am going to try again to
stimulate a little discussion. We didn't have much to say on Chapter five so
feel free, if the urge hits you to go back to those pages and share your
thoughts.
In the meantime, let's focus as a group on chapter six for the next two
weeks.
On page 136 Ellin writes:
" I began to wonder if the decline in that initial curiosity and energy for
learning must be inevitable. I know that some students seem likely to lose
their interests and passions, but also that some never do. Why do these few
retain the freshness of desire to learn?"
What are you theories about this? Let's go one step further and apply it to
teachers...why are there some of us that are eager to learn and improve and
are passionate about improving instruction while others are satisfied with the
status quo?
A second question...
On page 149 Ellin argues for a more "moderate approach to book selection."
She says she understands how students who consistently read things that are too
easy or too hard can lose interest in reading but also believes that
readability formulas are very limited in utility and do not account for
student
schema and interest. What are your views on book selection and how do you
handle
this in your classroom? What is your belief system and how do you use what
you believe to make decisions about what reading materials you use?
Choose either or both to respond to ....OR start your own thread.
Jennifer
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