Learning Response By: Alyssha Prout

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Learning Response By: Alyssha Prout by Mind Map: Learning Response By: Alyssha Prout

1. Video

1.1. The factory mentality doesn't work in education. Grouping kids on their "date of manufacture" seems to destroy the possibilities that could arise from grouping based on skills, interests, ways of learning.

1.2. I wonder how we can adapt reading instruction in ways that would allow more creativity, and room for personal growth. Standardized tests seem to be counter-intuitive to how people read, think, and learn.

1.3. School isn't (or shouldn't) be about acquiring and reciting correct answers.

2. Article

2.1. A paradigm shift is essential. We will get there by having disagreements on "best practice" for reading instruction. If we aren't disagreeing, we aren't moving forward.

2.1.1. My principal and I disagree on approaches to reading instruction. He thinks we shouldn't spend any time reading choice books in class. He's pushing a curriculum centered around a textbook with narrow objectives. Everything inside of me screams no to this. I wonder if he might have some points, and maybe I am missing something.

2.2. Teachers need to back their approaches to reading instruction with theory. Our actions have to be informed and thoughtful if we want to positively impact our students' reading lives.

3. Book

3.1. Information vs. Comprehension. Information can be measured and is quantifiable. There is no way to quantify how much or to what extent a person comprehends a text.

3.2. Differing schemas or differing background knowledge makes it so each person approaches texts differently, and has varying levels of comprehension or difficulty.

3.3. Proficient readers select which information within a text is relevant to them. They can slow down or speed up while reading to maximize their engagement.

4. Questions

4.1. How can we activate prior knowledge in ways that optimize reading experiences and make reading relevant and engaging?

4.2. Honestly, I'm a little frustrated with Smith. As a secondary English teacher, a lot of what he covers does not seem useful to me. How quickly the eye moves, tunnel vision, recognizing letters, etc. all seem like issues students confront at the elementary level. Maybe I'm wrong. I'm wondering how I can apply what I'm reading in ways that will help my students, and help them grow as readers.

4.3. Reading is best when it is done for a purpose. Some students believe there is no purpose to reading, though, because they can obtain information through audio/visual formats. How do we communicate or reveal the purpose of reading to students who are resistant to the idea?