Incidentally, I am from Wyoming and I had NO IDEA what a farrier was. I always like to point out that Wyoming's industry is coal and oil, not ranching. Hahah, I almost felt defensive,too, when I read that Fisher&Ivy's comment about how content teachers felt about teaching reading--I was thinking of how I had written essays about science concepts and about historical concepts. But I believe I know where these teachers are coming from, especially as we all know how dry textbook material can be ('how can I expect my students to read something that I don't want to read') It is more difficult to integrate math (numerically, not conceptually) into reading, but I have been thinking about how this can be accomplished....
Anyway, I was pleased that you mentioned the importance of "exposure of concepts in multiple concepts" because I think this is where we can avoid that "boring repetition" notion. Yes, we are eating chicken every day this week, but we are eating it in many different dishes.
I like that you point out how reading by itself does not provide meaning, however we must bring meaning to what we read. Our individual experiences and knowledge we have prior to reading will give each of us a unique perspective.
Do you feel like liberal arts teachers are more diverse as far as subjects they have to know a little about? Math teachers may know a lot about a little but liberal arts teachers know a little about a lot?
I agree that self selected reading materials are a great idea. I remember having the choice when I was in school to do book reports on whatever I wanted, but I never wanted to pick. I ended up reading something that a teacher chose for me any way because I couldn't decide. I ended up reading books that I didn't like any way because I was too lazy to choose. How are you going to make sure that students are going to choose books that they will like or want to read? Or do you just let those students choose something that they may not like and hope that it doesn't ruin their view of reading? It is an interesting topic, especially for a lazy stubborn reader like myself.
Dave - I think all secondary teachers know a lot! I just think that it's an unfair assumption that Liberal Arts teachers don't instruct on many subjects, just like other content area teacher (intentionally or not) teacher many things. From social skills, literacy, team building and more, content teachers outside the Liberal Arts should not view their job as narrow or limited. It's only limited by the teacher and real world contraints.
Aaron - it isn't that students need to apply knowledge to understand it, but through the process of applying it another level of understanding is gained and it is easier to assess comprehension.
Jeremy - I definitely know students who have difficulty choosing. My daughter's friend Chloe took 15 minutes to decide on water at Starbucks last month. Choice is not for everyone, but for those students, engaging with them and understanding what makes them tick and what they enjoy will be crucial in guiding them to the right reading material!
Incidentally, I am from Wyoming and I had NO IDEA what a farrier was. I always like to point out that Wyoming's industry is coal and oil, not ranching.
ReplyDeleteHahah, I almost felt defensive,too, when I read that Fisher&Ivy's comment about how content teachers felt about teaching reading--I was thinking of how I had written essays about science concepts and about historical concepts. But I believe I know where these teachers are coming from, especially as we all know how dry textbook material can be ('how can I expect my students to read something that I don't want to read') It is more difficult to integrate math (numerically, not conceptually) into reading, but I have been thinking about how this can be accomplished....
Anyway, I was pleased that you mentioned the importance of "exposure of concepts in multiple concepts" because I think this is where we can avoid that "boring repetition" notion. Yes, we are eating chicken every day this week, but we are eating it in many different dishes.
I like that you point out how reading by itself does not provide meaning, however we must bring meaning to what we read. Our individual experiences and knowledge we have prior to reading will give each of us a unique perspective.
ReplyDeleteDo you feel like liberal arts teachers are more diverse as far as subjects they have to know a little about? Math teachers may know a lot about a little but liberal arts teachers know a little about a lot?
Being able to apply knowledge...does that infer that they need to apply that knowledge to understand it?
ReplyDeleteContext is also important. Gallagher's "book flood" can help with the understanding of vocabulary in multiple contexts.
I agree that self selected reading materials are a great idea. I remember having the choice when I was in school to do book reports on whatever I wanted, but I never wanted to pick. I ended up reading something that a teacher chose for me any way because I couldn't decide. I ended up reading books that I didn't like any way because I was too lazy to choose. How are you going to make sure that students are going to choose books that they will like or want to read? Or do you just let those students choose something that they may not like and hope that it doesn't ruin their view of reading? It is an interesting topic, especially for a lazy stubborn reader like myself.
ReplyDeleteDave - I think all secondary teachers know a lot! I just think that it's an unfair assumption that Liberal Arts teachers don't instruct on many subjects, just like other content area teacher (intentionally or not) teacher many things. From social skills, literacy, team building and more, content teachers outside the Liberal Arts should not view their job as narrow or limited. It's only limited by the teacher and real world contraints.
ReplyDeleteAaron - it isn't that students need to apply knowledge to understand it, but through the process of applying it another level of understanding is gained and it is easier to assess comprehension.
Jeremy - I definitely know students who have difficulty choosing. My daughter's friend Chloe took 15 minutes to decide on water at Starbucks last month. Choice is not for everyone, but for those students, engaging with them and understanding what makes them tick and what they enjoy will be crucial in guiding them to the right reading material!