Chapters 5 and 6 were interesting and eye opening. These chapters emphasized the importance and value of teaching students to think critically vs factually. The author gave examples of strategies using the inquiry model to take students to that higher level of thinking. He gave examples of how he uses a three-level reading guide to get his students to think about the questions they are asking and their level of sophistication. He discussed the power of making connections through questioning. "If our students do not learn to do this kind of work, they will be mired in information, instead of empowered to create and use knowledge." (129) I thought this quote was so powerful because we have created a society of fact finders versus deep thinkers and problem solvers. According tho the text, only 6 percent of graduating seniors are able to make geralizations and think in a complex manner (145).
As a group, we discussed the benefits of the inquiry model. We were in agreement that we often allow students to stop short at the factual, literal level when all it would really take is a subtle change in the wording of a question to get students to a higher level of discussion and thinking.
The reading protocol we used was "It says...I say...and so..." I have never used this protocol but really found it helpful. The purpose of the protocol is to extend thinking based on what is said in the reading and what one already knows about the topic. I will use this in my classroom because the three step process requires that students make meaning out of the reading versus pulling out information.
While reading the chapters I found myself reflecting about how to better use the inquiry model in my classroom. I annotated and used stickies to mark examples and strategies used by the author. I am really enjoying this book and have not found myself daydreaming and off task at all.
I really liked the quote you included about being empowered to create and use knowledge. Too often students only deal with what is at the surface, not what's deeper and we need to change that.
ReplyDeleteI wish you had expanded more on the other quote you included that only 6 percent of graduating seniors can make generalizations and think in a complex manner. What are the implications for us as teachers?
I really liked how you included the statistics about graduating seniors. I find that it is interesting to slow down and take a look at where our students actually are statistically.
ReplyDeleteI wish you have included more about the protocol you used, such as the directions or guidelines, because it sounds interesting and is something I would like to possibly use.
I really liked that you talked about the 6% and it made me think that we have a 94% fail rate.
ReplyDeleteI wish you had delved into any suggestions that the author has to why only 6% can think in a complex manner.