Chapter+3+Thoughts+and+Reflections

Chapter 3 - Learning to See What's There​ March 15 I am struck by the depth of information Tim has about the 2 students described in this chapter. The descriptions of them as readers was of particular interest to me. I think Tim views assessment as an inquiry into each learner.

What can this reader(writer, mathematician, scientist, thinker, learner)do? What is this reader reading? What sense is he/she making of what is read? What is he/she thinking about the text? Are there any suggestions I might make? What does this reader need in order to grow? Who is this reader?

These are the kinds of things Tim wants to know. They strike me as questions worth asking and worth finding answers to. Tim is asking a much bigger question than, "What level are you at?".

I was moved to write by the authors comments about the importance of writing to learn. Writing, along with talking, helps us figure out what is important to us as teachers. It helps us see what is there.

Brenda

March 18 I really enjoyed the presentation by the Donwood teachers about their trip to the Center for Inquiry. Seeing something in action is so powerful. The focus on the language of inquiry was of particular interest to me. The teachers at the Center make it so explicit. Do you think it is just that contributing to how well the students can talk about their learning or is there more to it? Brenda