"These three elements [what we teach, how we teach, authentic literacy] , if even reasonable well-executed, would have more impact than all other initiatives combined.
p. 16 paragraph 3 "leaders resist simplicity; they are often irrationally enamored iwth novelty and complexity, which prevents them from focusing on and implementing their core priorities."
I don't agree with this completely, but through many years and many schools, teachers have often been required to follow mandates (district and/or building) that complicate teaching rather than simplify it. The perception of "doing something" about test scores (for whomever the audience may be) seems to drive some of it. -KEE
What are we teaching and how we teach it are the basic parts of lesson planning the we learned in school and had to show evidence of during student teaching. Authentic literacy is teaching kids how to think and problem solve on their own. In Dr. Suess's in Hooray for Diffendoofer Day when the students were worried about a state test and a Ms. Bonkers says, "And something else that matters more--"We've taught you how to think!"" I believe that this is what authentic literacy is all about and the purpose behind education.
While the quote, at first glance, appears to make sense, I began to struggle with it as it continued onto age 12. To say that it "makes little sense" to bring in new technology or to be otherwise innovative is (to me) contrary to good teaching. Fortunately he salvages things by saying that there is indeed room for innovation if the "big three things" are in place...but I still cringe to think that he thinks innovation might somehow dilute what he feels is "required."
Directly under the discussion quote is this proposition, “Because of this, their (the three elements) satisfactory implementation should be our most urgent, jealously guarded priority – the ongoing focus of every team meeting, every professional development session, every faculty and central office meeting, every monitoring and reporting effort.” What would this look like if everything we were handed as teachers was able to directly impact Schmoker’s three elements. It seems that focusing on the basics might pave the way to allow for greater freedom within our structure to teach effectively.
p. 16 paragraph 3
ReplyDelete"leaders resist simplicity; they are often irrationally enamored iwth novelty and complexity, which prevents them from focusing on and implementing their core priorities."
I don't agree with this completely, but
through many years and many schools, teachers have often been required to follow mandates (district and/or building) that complicate teaching rather than simplify it. The perception of "doing something" about test scores (for whomever the audience may be) seems to drive some of it.
-KEE
What are we teaching and how we teach it are the basic parts of lesson planning the we learned in school and had to show evidence of during student teaching. Authentic literacy is teaching kids how to think and problem solve on their own. In Dr. Suess's in Hooray for Diffendoofer Day when the students were worried about a state test and a Ms. Bonkers says, "And something else that matters more--"We've taught you how to think!"" I believe that this is what authentic literacy is all about and the purpose behind education.
ReplyDeleteWhile the quote, at first glance, appears to make sense, I began to struggle with it as it continued onto age 12. To say that it "makes little sense" to bring in new technology or to be otherwise innovative is (to me) contrary to good teaching. Fortunately he salvages things by saying that there is indeed room for innovation if the "big three things" are in place...but I still cringe to think that he thinks innovation might somehow dilute what he feels is "required."
ReplyDeleteDirectly under the discussion quote is this proposition, “Because of this, their (the three elements) satisfactory implementation should be our most urgent, jealously guarded priority – the ongoing focus of every team meeting, every professional development session, every faculty and central office meeting, every monitoring and reporting effort.” What would this look like if everything we were handed as teachers was able to directly impact Schmoker’s three elements. It seems that focusing on the basics might pave the way to allow for greater freedom within our structure to teach effectively.
ReplyDelete