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Jaime Dial

Reading the Reader | Academic Commons - 6 views

www.academiccommons.org/...reading-reader

shared by Jaime Dial on 15 Mar 11 - Cached
  • The heart of Critical Inquiry is annotation. Students annotate anything they feel is important, confusing, surprising, or inconsistent; anything that connects to previous texts, classes or experiences, or anything that generates a strong positive or negative response. Students annotate with pen or sticky notes. Using their annotations, students generate questions. These form the basis for class discussion and assignments. This process is particularly productive with “inconsiderate texts”--texts that are difficult for reasons such as poor organization, difficult vocabulary, or unfamiliar cultural assumptions, i.e., the type of texts often encountered in their studies.
    • Sean Nash
      Sean Nash on 15 Mar 11
       
      For me, this paragraph alone provides enough impetus to push for an embrace of smart annotation across curricula...
    • Connie Weidmaier
      Connie Weidmaier on 15 Mar 11
       
      students have a hard time critically thinking on the MAP - difficult vocabulary, unfamiliar context
  • Reading is the active construction of meaning.
    • Sean Nash
      Sean Nash on 15 Mar 11
       
      Constructivism in a nutshell...
    • Terri Johnson
      Terri Johnson on 15 Mar 11
       
      Completely agree with this statement. Reading is not and should not be passive.
    • Kris Larson
      Kris Larson on 15 Mar 11
       
      Agree Terri, especially content reading! I told my students that again today.
  • e is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings
    • Diane Kretzinger
      Diane Kretzinger on 15 Mar 11
       
      Alright I got 
  • ...18 more annotations...
  • Unlike writing or speaking
    • carole honeycutt
      carole honeycutt on 15 Mar 11
       
      I agree.
    • Jenny Brown
      Jenny Brown on 15 Mar 11
       
      me too!
    • Jaime Dial
      Jaime Dial on 23 Mar 11
       
      Your both crazy! :)
  • There is no
    • carole honeycutt
      carole honeycutt on 15 Mar 11
       
      If only we had a tool that would do this!
  • mechanism to open their heads and see which neurons are firing while they are reading.
  • we still wouldn’t know how to interpret what we were observing
    • Jaime Dial
      Jaime Dial on 15 Mar 11
       
      I think this is very difficult for many educators, especially at the secondary level.
  • understanding cannot take place.
    • Connie Weidmaier
      Connie Weidmaier on 15 Mar 11
       
      Reading for meaning - we have been teaching that since kindergarten!
  • read them reading. But that is precisely what I am asked to do: it’s my job to shift the focus from product to process and look at the connections between the two.
    • Terri Johnson
      Terri Johnson on 15 Mar 11
       
      This is an awesome article.  It  is amazing how the environment can affect how I can process and read.  I admit, I cannot process well at Pear.
    • Diane Kretzinger
      Diane Kretzinger on 15 Mar 11
       
      Okay I can post my thoughts but we are assuming that I have something to say so I will just write something  :)
    • Connie Weidmaier
      Connie Weidmaier on 15 Mar 11
       
      Nice job Diane!
  • Pre-reading is the foundational stage. If the reader does not have the background knowledge (the schema) to reference the vocabulary, ideas, allusions, etc.; if the reader is unengaged; if the reader has little direction or purpose for the reading; if the circumstances under which he or she is reading the piece are non-conducive--in other words if the reader has no context for or commitment to the text
    • Christie Leigan
      Christie Leigan on 15 Mar 11
       
      This is why book choice is so important!
  • Electronic annotations confirm what research tells us about proficient readers, that they 1) clarify their purpose for reading; 2) activate relevant background knowledge; 3) allocate attention to the important ideas; 4) evaluate content for internal consistency and compatibility with prior knowledge; 5) self-monitor to verify comprehension; and 6) draw and test inferences.
    • Jaime Dial
      Jaime Dial on 15 Mar 11
       
      Interesting. I never thought of annotations as a way to tell whether or not a student is a proficient reader.
  • These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
    • Rusty Schneeflock
      Rusty Schneeflock on 15 Mar 11
       
      hello
  • e student recognizes Washington as a
  • These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
  • MS Word offers an important added bonus that paper and pen never will: the ability to make auditory comments as well as written ones. Asking students to annotate orally can help ESL learners, students with disabilities, or simply reinvigorate the process. Students can easily produce multimedia readings of texts and readings that mirror more traditional think-alouds.
    • Lisa Elifrits
      Lisa Elifrits on 15 Mar 11
       
      I really see this being useful in the classroom.  
  • The proficient reader recognizes when reading is succeeding (metacognition) and has a coping mechanism for when it fails (fix-up or problem-solving strategies).
  • I decided to bring the Critical Inquiry techniques to computer-mediated learning by using Microsoft Word’s comment feature, an easy and powerful tool for annotating texts.
  • Students were placed into my Academic and Critical Reading classes when they failed the reading placement test. These students were ESL students, weak test-takers, uncomfortable with computers, had learning disabilities, were alliterate, older, and/or returning students. Most were unprepared for the rigors of academic literacy. The class followed the Critical Inquiry method developed by the SEEK (Search for Education, Elevation, and Knowledge) Department of Brooklyn College, CUNY. Critical
  • Sean Nash on 15 Mar 11
     
    Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
  • Terri Johnson on 15 Mar 11
     
    Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
  • Kris Larson on 15 Mar 11
     
    Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
Sean Nash

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 1 views

books.nap.edu/openbook.php

education research reading ebook mind literacy annotation SJSD IC

shared by Sean Nash on 15 Mar 11 - Cached
  • Sean Nash on 15 Mar 11
     
    How People Learn: Brain, Mind, Experience, and School
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