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09 July 2015 @ 01:47 pm
Thinking Aloud  
I have been drafting something on the nature of response for some time. Originally, it was for one project, a project that has morphed into something else. But I still am thinking about response and about some of the ideas in this piece. So, here is a small portion of the thinking. I post it here in hopes that it might spur some thinking for you as well.

Response includes interactions within the classroom which serve as opportunities to join what Smith (1988) terms the “literacy club.” Within the literacy club, there is opportunity for learning, for practice, and for mastery. Response also includes feedback, a response from the lead learner in the room. How can we ensure that response is an effective condition of learning? Researchers (Bransford, Brown, & Cocking, 2000; Cambourne, 1995; Hattie, 2008; Marzano, Pickering, Pollock, 2001, & Wiggins, 2012) have discussed various attributes of response as a condition for learning. Some of the salient attributes for response and some guiding questions and suggestion for teachers wishing to incorporate response into their classrooms follow.

Attributes of Response and some suggestions for addressing them.

Relevant: How can I ensure the reading is relevant to the lives of my students. Conducting surveys to determine topic of interest to students.

Readily Available: What do I need to do to ensure my students stay connected to books at all time? Classroom libraries, open passes to the school library, signing up students for public library cards.

Effective: What can I say that will help the student move forward in her or his reasoning/learning? Along with students, create some reading ladders (Lesesne, 2010) that build from books that are popular and connect to other titles.

Evaluative: What might I do to motivate students to think more critically and evaluatively about their reading? Provide students with open ended questions they can ask about any fiction and nonfiction texts (i.e., Peck’s questions, questions from Carter & Abrahamson).

Focused: How can I demonstrate to students how to hone in on the most important aspect of a particular piece of reading material? Make clear genre, form, and format attributes that will allow students to use during independent reading when needed.

Goal Referenced: What is an appropriate goal for reading for my students? Consider how much time will be provided inside of the classroom.

Non-threatening: How might this text challenge readers? Discuss strategies for tackling tougher text with students.

Appropriate: What developmental issues do I need to consider when providing book suggestions? Consider where students are intellectually, morally, and socially.

Your responses?
 
 
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