Cornelius- Leo Lionni
what age group is this good for?
rejection at a young age
why does it seem that in children’s books when the main character have an issue, they always leave and runaway?
how does he not want to eat the monkey?
Fascinating: 43 or 45 questions that a group of pre-service teachers came up with were literal. Tony Applegate (the narrator) believes that’s as a result of the experience they’ve had with their own teacher(s).
Many teachers, even today use low level questions that just ask students to recall the text rather than ones that make children think critically. Education students who produced these kinds of questions learned from their own teachers they had as a student.
Studies show that most tasks focus on copying and remembering rather than thinking.
I think this is because students look up to teachers. Students want to please their teacher. What better way then to duplicate the information!? You can’t go wrong.
When the narrator wants the reader to follow along but doesn’t read the text word for word it confuses the reader. Maybe this could have something to do with why reading comprehension is hard for the students to decode the story or recall the text because now they are off track trying to figure out where the narrator is reading from.
i feel like Gough’s model might work better now because students are expected to know so much more now compared to back the. i feel that it would also be useful for assessing students and where they are with their reading and comprehension levels and skills.
It is! It happens a lot more than we would imagine, especially with all of the ways we talk about how to teach comprehension in teacher education programs…
I think people forget what it’s like to start from the beginning again when learning about comprehension. Teachers need to remember to start from the basics.
I really agree with the narrators on this…but I don’t think the way it’s been implemented (e.g. scripted curricula) helps with understanding this concept…
i feel it depends on the reader and what they are reading. some students might be more motivated to read sports magazine, gossip magazines, or any other thing that might interest them. i feel that reading for educational purposes and for pleasure purposes are two different things and categories. some students are really educated on things other that school related topics.
why does gender always play a big part in learning/assessment/motivation/understanding/ etc? to me, that seems to be a common theme in research, they always include gender.
This is an important observation. And I think when considering the fact that gender has clearly moved toward more of a spectrum than a binary, how/when will research account for that sociological shift in defining people’s characteristics? I wonder about this…
Good question! Roxanne raised a similar query… No, they are different. Creating the CCSS was supposed to help move everyone toward a national standard. Now that of course has changed again since the federal government just threw the decision back to the states to determine standards at the state level.
Who makes these tests, though? Often the people making standardized tests were never even teachers so how are they qualified? This makes me wonder how accurate these state and national tests are.
Good point! It’s usually a publishing company…sometimes it’s the Educational Testing Service, or Princeton Review, or a company that’s specifically designed to create assessments.
#yassssssssss You would think it would make sense for teachers to be involved in creating the tests, right? Sometimes it happens, but as a general rule of thumb, it does not.
Most questions asked in classrooms by teachers are not ‘thoughtful,’ and instead focus on low-level thinking.
“Assumption: Recall is equivalent to comprehension”
thoughtful literacy is anything but teaching it??
William James- father of psychology- ask questions merely to recall what they read (long time ago, interesting that this was an idea back in 1890)
Sarah, are you quoting the narrator? I’m curious to know more about your question! (And I’m glad you captured who they were referring to with James).
i believe so, i was a little confused as to what it was exactly and why he made that point
Gotcha. I think he was saying that it doesn’t come easily, but it’s more effective to be ‘thoughtful’ when teaching literacy.
that makes sense!
Did anyone else notice that the fable the narrator read differed from what was on the screen?
I noticed this too and I wonder why she did that.
Hey! email me pellegre2@hawkmail.newpaltz.edu
Cornelius- Leo Lionni
what age group is this good for?
rejection at a young age
why does it seem that in children’s books when the main character have an issue, they always leave and runaway?
how does he not want to eat the monkey?
Fascinating: 43 or 45 questions that a group of pre-service teachers came up with were literal. Tony Applegate (the narrator) believes that’s as a result of the experience they’ve had with their own teacher(s).
Many teachers, even today use low level questions that just ask students to recall the text rather than ones that make children think critically. Education students who produced these kinds of questions learned from their own teachers they had as a student.
Studies show that most tasks focus on copying and remembering rather than thinking.
FASCINATING, right??? I see it time and time again — we often replicate what our teachers did…I’m curious to know more about WHY this happens…
I think this is because students look up to teachers. Students want to please their teacher. What better way then to duplicate the information!? You can’t go wrong.
That’s a good point! There’s something to be said for this phenomenon from a sociological perspective…
Yes Dr. Greene, i was wondering why the narrator improved most of the story. She seemed to follow the basics however left out a lot! I wonder why?
improvisied* most of the story.
So curious, right?!
In future modules, they promise to help us think about HOW one becomes a thoughtful teacher…
When the narrator wants the reader to follow along but doesn’t read the text word for word it confuses the reader. Maybe this could have something to do with why reading comprehension is hard for the students to decode the story or recall the text because now they are off track trying to figure out where the narrator is reading from.
Iiiinteresting. I wonder if this is why the narrator used this technique when reading aloud…
it is also an example of how students fill in words that are not there, it is like invented spelling but invented reading (it still makes sense)
Teachers who implement the “simple view” believe that reading comprehension is based on decoding and listening ability.
Exactly.
i feel like Gough’s model might work better now because students are expected to know so much more now compared to back the. i feel that it would also be useful for assessing students and where they are with their reading and comprehension levels and skills.
In case anyone is interested in knowing more about Gough’s model, here’s a link:
http://www.education.com/reference/article/bottom-up-theories-reading-process/
It’s crazy that teachers just assume that comprehension just happens.
It is! It happens a lot more than we would imagine, especially with all of the ways we talk about how to teach comprehension in teacher education programs…
I think people forget what it’s like to start from the beginning again when learning about comprehension. Teachers need to remember to start from the basics.
CCSS states that its all about the teachers knowledge!
I really agree with the narrators on this…but I don’t think the way it’s been implemented (e.g. scripted curricula) helps with understanding this concept…
Does “sounding great” really mean that you are a strong reader? what about silent reading
Good point!
Kids who are able to respond to thought-provoking questions are more motivated to read…
i feel it depends on the reader and what they are reading. some students might be more motivated to read sports magazine, gossip magazines, or any other thing that might interest them. i feel that reading for educational purposes and for pleasure purposes are two different things and categories. some students are really educated on things other that school related topics.
Does engaged reading start with motivating the students?
Good question! It seems like a little bit of a chicken-and-egg problem, right? Does engagement motivate students, or does motivation engage students?
Exactly!
why does gender always play a big part in learning/assessment/motivation/understanding/ etc? to me, that seems to be a common theme in research, they always include gender.
If its not gender it’s ethnicity or broken down into both…..
This is an important observation. And I think when considering the fact that gender has clearly moved toward more of a spectrum than a binary, how/when will research account for that sociological shift in defining people’s characteristics? I wonder about this…
Are these state tests the same?
Good question! Roxanne raised a similar query… No, they are different. Creating the CCSS was supposed to help move everyone toward a national standard. Now that of course has changed again since the federal government just threw the decision back to the states to determine standards at the state level.
These test results on proficiency can’t be completely accurate if every state’s test is different.. couldn’t Georgia’s test be easier than Ohio’s?
Each state could also prepare differently as well. So how accurate are the results really?
That’s why the NAEP exists — so that there can be a benchmark assessment. You’re both right: clearly, the state exams are different!
When comaparing states you reallly have to take into condiseration about background and culture.
Exactly!
Who makes these tests, though? Often the people making standardized tests were never even teachers so how are they qualified? This makes me wonder how accurate these state and national tests are.
I agree. I do not think any of these results are accurate
Good point! It’s usually a publishing company…sometimes it’s the Educational Testing Service, or Princeton Review, or a company that’s specifically designed to create assessments.
Don’t teachers grade state standardized tests? Why don’t they create the tests rather than a 3rd party?
#yassssssssss You would think it would make sense for teachers to be involved in creating the tests, right? Sometimes it happens, but as a general rule of thumb, it does not.
I agree Roxanne makes me wonder too
“engaged readers learn more”