The celery example was a good way to show that reading can be more than just understanding letters and words on paper. It is also understanding people, pictures and scenarios, and understanding is clearly related to learning.
You went on to explain just how many inferences we can make from looking at something as simple and ordinary as a piece of celery on your plate. It must come from the ground, you probably eat it, etc. Then, we ultimately learn when our inferences and imaginations are confirmed by somebody we consider an expert in that subject. Until then, it is just a wonder. Nicely done and interesting to listen to!
I wish I didn't know how it felt to read my wife's face and interepret that she was mad at me, but I know it all too well. You did a good job of describing learning in terms of discovering by talking about looking at the celery on your plate and then making assumptions about it (and in a way that is not stereotyping celery). Learning isn't just being told facts and using those to answer questions, it is relating things to each other so that our learning becomes more permanent in our minds. It always help me to learn by relating things that I was unfamiliar with to things that I was more familiar with.
"Figuring out what something means..." Simple and to the point. This definition includes the construction of meaning of anything--not just print. This is important because, we as teachers, need to understand that we are in the business of helping children to figure out what things mean!
You make a good connection between the learning process and the reading process. This is such a good connection for secondary and middle school teachers to make. If, you, as content area teachers can realize that by knowing about how people construct meaning, then we will take seriously the study of the reading process.
I enjoy that your examples are clear, concise, and easy to follow, and additionally, tied in our readings. What it took me hours to articulate, write, and re-write, you have summarized in a piece of celery. Very enjoyable and instructive yodio and I must thank you for it!
Being one of the last to post doesn't lend itself to a lot of original ideas. I'll try to be first next time! Like "D-Mac" I am a very literal person and I love that you brought to light that non-literary parts of reading. I think you also point out the importance of exploring meaning (the what is celery example). I realized through our other reading project that I often "wander" through my learning process by remembering, comparing and questioning.
Also, celery is great with wings and blue cheese. :)
The celery example was a good way to show that reading can be more than just understanding letters and words on paper. It is also understanding people, pictures and scenarios, and understanding is clearly related to learning.
ReplyDeleteYou went on to explain just how many inferences we can make from looking at something as simple and ordinary as a piece of celery on your plate. It must come from the ground, you probably eat it, etc. Then, we ultimately learn when our inferences and imaginations are confirmed by somebody we consider an expert in that subject. Until then, it is just a wonder. Nicely done and interesting to listen to!
By the way, I'm "Mr. Literal" as my wife says, and I'm pretty sure I only connected reading and learning as in "reading words."
ReplyDeleteI wish I didn't know how it felt to read my wife's face and interepret that she was mad at me, but I know it all too well. You did a good job of describing learning in terms of discovering by talking about looking at the celery on your plate and then making assumptions about it (and in a way that is not stereotyping celery). Learning isn't just being told facts and using those to answer questions, it is relating things to each other so that our learning becomes more permanent in our minds. It always help me to learn by relating things that I was unfamiliar with to things that I was more familiar with.
ReplyDelete"Figuring out what something means..." Simple and to the point. This definition includes the construction of meaning of anything--not just print. This is important because, we as teachers, need to understand that we are in the business of helping children to figure out what things mean!
ReplyDeleteYou make a good connection between the learning process and the reading process. This is such a good connection for secondary and middle school teachers to make. If, you, as content area teachers can realize that by knowing about how people construct meaning, then we will take seriously the study of the reading process.
I enjoy that your examples are clear, concise, and easy to follow, and additionally, tied in our readings. What it took me hours to articulate, write, and re-write, you have summarized in a piece of celery. Very enjoyable and instructive yodio and I must thank you for it!
ReplyDeleteBeing one of the last to post doesn't lend itself to a lot of original ideas. I'll try to be first next time! Like "D-Mac" I am a very literal person and I love that you brought to light that non-literary parts of reading. I think you also point out the importance of exploring meaning (the what is celery example). I realized through our other reading project that I often "wander" through my learning process by remembering, comparing and questioning.
ReplyDeleteAlso, celery is great with wings and blue cheese. :)