"Interpretation of information" hits the nail right on the head! This could be a great catchphrase in a language class too. "Reading" in the context we are using it in IS such a concrete way for students to understand content. Distributing content in more than one form, like you mention (e.g. handouts, textbooks, etc...) provides for different learners as well.
Thank you, thank you, thank you for saying that we need to teach children "how to read" and not to just take tests! It puts a smile on my face to hear that someone else wants more for kids than the ability to take a test.
I agree with Aaron that you make an excellent point about the need for teachers to TEACH children how to interpret a text rather than just test them on the information.
You say that reading is a WAY to learn. Yes this is true. But, how is reading like learning? What processes are involved in constructing meaning from print that are involved in reading? Any thoughts on this anyone?
Three cheers for "interpretation of information" because that really summarizes all the ways in which we "read." Think of how printed material has evolved; books used to be so valuable that to own a libaray was an extraordinary feat, and yet we now hear people who consider the "hard copy" to be obsolete. Teaching interprative skills vs teaching memorization is the problem.--Sarah T.
Well said. I agree that our goal should be to "help them put it into action other ways." Reading alone is not the goal of the teacher, but our goal is to help the students make sense of what they are reading and learn from it so that information can be used to help them in the future.
I also liked hearing your reflection on what kind of work can be produced after the learning process, putting their learning to action in more creative ways. I hope that I can emplore a variety of ways for kids to express their "interpretations"!
"Interpretation of information" hits the nail right on the head! This could be a great catchphrase in a language class too. "Reading" in the context we are using it in IS such a concrete way for students to understand content. Distributing content in more than one form, like you mention (e.g. handouts, textbooks, etc...) provides for different learners as well.
ReplyDeleteThank you, thank you, thank you for saying that we need to teach children "how to read" and not to just take tests! It puts a smile on my face to hear that someone else wants more for kids than the ability to take a test.
I agree with Aaron that you make an excellent point about the need for teachers to TEACH children how to interpret a text rather than just test them on the information.
ReplyDeleteYou say that reading is a WAY to learn. Yes this is true. But, how is reading like learning? What processes are involved in constructing meaning from print that are involved in reading? Any thoughts on this anyone?
Three cheers for "interpretation of information" because that really summarizes all the ways in which we "read." Think of how printed material has evolved; books used to be so valuable that to own a libaray was an extraordinary feat, and yet we now hear people who consider the "hard copy" to be obsolete.
ReplyDeleteTeaching interprative skills vs teaching memorization is the problem.--Sarah T.
Well said. I agree that our goal should be to "help them put it into action other ways." Reading alone is not the goal of the teacher, but our goal is to help the students make sense of what they are reading and learn from it so that information can be used to help them in the future.
ReplyDeleteI also liked hearing your reflection on what kind of work can be produced after the learning process, putting their learning to action in more creative ways. I hope that I can emplore a variety of ways for kids to express their "interpretations"!
ReplyDelete