When I began teaching 27 years ago, I was expected to be the expert, the keeper of the knowledge which I imparted to the students. I would assign a reading, along with an extensive set of questions that were often at a knowledge and recall level. Once students had made a half-hearted effort to respond, on their own, we would "discuss" the answers. What this really meant is that I would ultimately refer to my extensive notes to offer my explication. We then moved on to the next piece.
At the end of my third year of teaching grade 7 I began to question why all students had to read the same novel. I do believe in all of us working with a common text so that we can build a foundation, or framework for understanding and analysis. Beyond that, however, I wanted students to have choice in their reading. That year, a new list of recommended texts was published. After reading extensively, I ordered a small number of copies of a variety of novels, so students would be able to choose. Now we call this Literature Circles or Book Clubs. Then we called it...I don't think we even had a name for it.
Today, choice is a foundation of my courses. I still believe that we all need to read some common pieces. Beyond that, however, having some choice in reading longer texts, in particular, creates interest, motivation and curiosity.
In terms of analysis, the format has changed profoundly. I no longer require a standard set of questions to be methodically answered. Instead, I offer a framework for critical analysis that can be used with almost any text. This requires and invites students to think, collaborate and truly engage with the text. I tell my students that comprehension is a verb- it requires them to make meaning. Understanding a text is an active process that is not always straight forward, or simple. It is, rather, a little messy and should "make our brain sweat". I use this metaphor to indicate that thinking is not easy, nor is it meant to be easy . We use mind maps, annotation, responses, and discussion to derive a meaningful understanding of a text.
The most rewarding part of this process is seeing that "light bulb" moment when a student can see their way into a text that has been elusive in revealing its meaning. An enormous aspect of this process is encouraging students to have the confidence in themselves, that they will be able to make meaning, and that their understanding and connections are valid.
The next step in this process has become the "public" sharing that happens as we "publish" our thinking through blogs and discussion forums. The future holds so much promise for our students as they will have further opportunities to make meaning of texts, and to then share that meaning.
At the end of my third year of teaching grade 7 I began to question why all students had to read the same novel. I do believe in all of us working with a common text so that we can build a foundation, or framework for understanding and analysis. Beyond that, however, I wanted students to have choice in their reading. That year, a new list of recommended texts was published. After reading extensively, I ordered a small number of copies of a variety of novels, so students would be able to choose. Now we call this Literature Circles or Book Clubs. Then we called it...I don't think we even had a name for it.
Today, choice is a foundation of my courses. I still believe that we all need to read some common pieces. Beyond that, however, having some choice in reading longer texts, in particular, creates interest, motivation and curiosity.
In terms of analysis, the format has changed profoundly. I no longer require a standard set of questions to be methodically answered. Instead, I offer a framework for critical analysis that can be used with almost any text. This requires and invites students to think, collaborate and truly engage with the text. I tell my students that comprehension is a verb- it requires them to make meaning. Understanding a text is an active process that is not always straight forward, or simple. It is, rather, a little messy and should "make our brain sweat". I use this metaphor to indicate that thinking is not easy, nor is it meant to be easy . We use mind maps, annotation, responses, and discussion to derive a meaningful understanding of a text.
The most rewarding part of this process is seeing that "light bulb" moment when a student can see their way into a text that has been elusive in revealing its meaning. An enormous aspect of this process is encouraging students to have the confidence in themselves, that they will be able to make meaning, and that their understanding and connections are valid.
The next step in this process has become the "public" sharing that happens as we "publish" our thinking through blogs and discussion forums. The future holds so much promise for our students as they will have further opportunities to make meaning of texts, and to then share that meaning.