Hi Dave You do a nice job of articulating the many processes/skills that are involved in learning/reading. How do you think this relates to you as a content area teacher? Is it a content area/math teacher's responsibility to create learning environments where students get to practice those skills to make sense of the course text? JIll
I like your reference to the processes that go on in the brain (I minored in psych). Knowing that there is a multitude of processes happening when a student reads is important, especially if you may suspect a student is struggling.
Your description of the thought process during reading is also nice. These things unfortunately make me daydream while I read, but they happen nonetheless.
You echo the McLaughlin text very articulately when speaking of the best readers.
You did a really good job describing the learning process. You don't really think too much about how many steps you go through to process information during the learning process. It makes learning sound so much more intimidating.
You made a good point in saying that if a student doesn't care about the content they are reading that they won't be as likely to learn from it and remember what they read. I can relate to that. I have had trouble in school at times because of a lack of interest and motivation. Even though I knew I wanted to be a teacher since I was 20, I am just now getting to take my first teaching classes. I never had the opportunity to take any classes on teaching even though that is what I wanted to do. It made me go through the motions in a lot of classes without actually having the content stick with me because I had a hard time relating certain classes to what I wanted to do in the future.
Ditto above comments(in regards to the way in which you articulated the thinking process in terms of what is going on inside of your head, simultaneously). You made a good point mentioning that fluency, competancy and vocabulary are all invlolved in reading; that vocabulary does not necessarily need to be "words" but concepts--or the base knowledge to which you refer later--the knowledge that people build upon to create knowledge.
You talked about the kinds of mental activity happening as we read, I believe you used the word "simultaneously". I think it's an important point that you make about all that is transpiring as we learn along side our reading. It isn't just about a linear sequence of events, we are reading, learning, questioning, comparing, recalling, and more! Amazing we can do that and walk!
Hi Dave
ReplyDeleteYou do a nice job of articulating the many processes/skills that are involved in learning/reading. How do you think this relates to you as a content area teacher? Is it a content area/math teacher's responsibility to create learning environments where students get to practice those skills to make sense of the course text?
JIll
I like your reference to the processes that go on in the brain (I minored in psych). Knowing that there is a multitude of processes happening when a student reads is important, especially if you may suspect a student is struggling.
ReplyDeleteYour description of the thought process during reading is also nice. These things unfortunately make me daydream while I read, but they happen nonetheless.
You echo the McLaughlin text very articulately when speaking of the best readers.
Great analysis of the topics!
You did a really good job describing the learning process. You don't really think too much about how many steps you go through to process information during the learning process. It makes learning sound so much more intimidating.
ReplyDeleteYou made a good point in saying that if a student doesn't care about the content they are reading that they won't be as likely to learn from it and remember what they read. I can relate to that. I have had trouble in school at times because of a lack of interest and motivation. Even though I knew I wanted to be a teacher since I was 20, I am just now getting to take my first teaching classes. I never had the opportunity to take any classes on teaching even though that is what I wanted to do. It made me go through the motions in a lot of classes without actually having the content stick with me because I had a hard time relating certain classes to what I wanted to do in the future.
Ditto above comments(in regards to the way in which you articulated the thinking process in terms of what is going on inside of your head, simultaneously). You made a good point mentioning that fluency, competancy and vocabulary are all invlolved in reading; that vocabulary does not necessarily need to be "words" but concepts--or the base knowledge to which you refer later--the knowledge that people build upon to create knowledge.
ReplyDeleteKey to reading: practice and desire.
You talked about the kinds of mental activity happening as we read, I believe you used the word "simultaneously". I think it's an important point that you make about all that is transpiring as we learn along side our reading. It isn't just about a linear sequence of events, we are reading, learning, questioning, comparing, recalling, and more! Amazing we can do that and walk!
ReplyDelete