Hi Rachel, I really liked what you pointed out about broadening the definition of reading, the example you gave was blind people reading braile and deaf people "speaking" sign language. Very insightful.
I'm glad that you were able to keep an open mind during the class activities last week and to allow yourself to see something very familiar in such a different way.
You mention the importance of teaching children active reading. Good point. I'm hoping that you will learn how to do this for students during this class. And, yes, encouraging students to ask questions, find relevant books, and to love reading are all essential to learning to read!
I also chose to go straight to the dictionary first to know what reading is! Your comment on beginning to see reading as amore abstract process is interesting too. I like the idea of assessing "Active Reading" or "reading Engagement" by the quality of questions the students are motivated to ask, inspired by the material they are exposed to.
Hi Rachel, I really liked what you pointed out about broadening the definition of reading, the example you gave was blind people reading braile and deaf people "speaking" sign language. Very insightful.
ReplyDeleteI'm glad that you were able to keep an open mind during the class activities last week and to allow yourself to see something very familiar in such a different way.
ReplyDeleteYou mention the importance of teaching children active reading. Good point. I'm hoping that you will learn how to do this for students during this class. And, yes, encouraging students to ask questions, find relevant books, and to love reading are all essential to learning to read!
I also chose to go straight to the dictionary first to know what reading is! Your comment on beginning to see reading as amore abstract process is interesting too. I like the idea of assessing "Active Reading" or "reading Engagement" by the quality of questions the students are motivated to ask, inspired by the material they are exposed to.
ReplyDelete