2) I was intrigued by the idea that there is too much "skillification" going on. I think that like everything else, there must be a balance. My district began using the Calkins units of study for reading last year and I am curious to find out what the teachers think about that balance.
3) Problem-based approach to reading - interesting to think about that it is the move from extracting to transacting (from both this book & Disrupting Thinking)
5) Do we get lost in the teaching of the skill or strategy and forget that the goal is really to understand the text?
6) Again - high degrees of scaffolding means that students aren't thinking.
8) There's been a lot of talk about creativity - thinking about applying it to reading was new to me. Seems almost opposite of what they Common Core is focusing on, but I'll have to learn a little more about this.
9) Surprised by the notion that text dependent means teacher dependent.
10) Loved the thoughts about critical thinking and creativity - they very much follow the Guided Inquiry Design model and what I am learning about in terms of science with the NGSS. Very similar processes - universals.
11) Loved the flip of the words - close reading vs. reading closely. This seems like a very subtle shift, but I think it is huge.
12) The process of reading being circular - see #10.
14) DEEP!!! - I really thought about deeper learning in terms of my library classes. It is so difficult to see students 45 min. per week (if I'm lucky) and to really have deep learning. What can I do to improve the learning for my students?
15) Ahhh - choice! As a librarian, choice is imperative. This spring my students and I participated in the #readingwithoutwalls challenge from author Gene Luen Yang, our National Ambassador for Young People's Literature this year. Even within this challenge there is choice. While I understand the need for all students to work with the same text at times, it seems to me that shorter pieces can be used and then move on to where students have choice.
16) Dylan Wiliam's work has been very influential on me and I was glad to see him referenced in chapter 4. I love the idea of impactful feedback that occurs just in time, not at the end of something. By then, it is almost meaningless, especially because usually, that feedback won't be used in any way. It's just there.
17) Teacher as learner! That's what we each are doing and I do show my students the learning I do over the summer. Vinton writes about how important it is to model how to BE, not just how to do. Give up that control!
Throughout these chapters, the peek into classrooms and conferences with students has been a great way to ground the learning we are doing. I especially loved the mud in the tea example - you just never know what they will be thinking!