Don't teach too much, but don't under teach; extra points for teachers who give time for SSR but slaps on the wrist to those doing test prep; find the "sweet spot" but don't let on that you've found it; don't stop the "flow" but don't just meet them at the finish line; if students end up hating a classic, it is your fault for not framing it right...I suddenly feel like I'm walking on eggshells or in some curricular Jekyll and Hyde situation.
...and I LIKE Kelly Gallagher! I have found this book reaffirming to a lot of the practices I currently employ, and those I have helped write into the 9th grade curriculum. For a giggle, I tried to find some "Gallagher nay-sayers" online but no one has presented themselves. Is this theory too good to be true? It makes a lot of sense...I am not going to lie, I did present the AoW idea to my PLC today.
I am still trying to figure out when to grade students and what I am exactly grading them on? Any ideas on how to authentically assess critical thinking? Isn't that subjective? Shouldn't it be different for everyone? (Perhaps this answer appears in the last 15 pages...I am not quite done :)
Faye, Del and I thought that we'd have more of a sense of community if we'd connect some of our thoughts regarding the book Readicide into a blog. Most of you have already joined this blog that Melissa C. set up during the Summer Institute. I will be inviting the rest of you to join the blog very soon. If you get an invitation to join our blog, please take the time to do so right away. The list of individuals (below) already are 'authors' of the blog and can sign on whenever they wish to do so. You can view the blog (and sign on) at
If anyone has any difficulty signing on to the blog, please email me right away. Thanks.
Practicum members awaiting an Email invitation (from me) to join the blog:
Barbara, Ashley, Jen
I'll send you three an invitation to join very soon, please respond to that invitation. Thanks.
OK, SO HERE'S WHAT WE CAN DO:
PART ONE
Let's divide the book up and each of you can respond to a concept(s) or concern(s) within a specific chapter. (5 chapters, 10 of you . . . ). The idea is to respond to some thing(s) in your chapter that has meaning for you, or triggers thoughts or ideas about teaching, literacy, and/or leadership. How long should these entries be? Just long enough. Please note any specific page numbersif your readers might want to re-read something in Readicide to better understand your point(s).
Chapter 1: Liz, Melissa J.
Chapter 2: Ashley, Joe
Chapter 3: Joe, Erin
Chapter 4: Melissa C., Barbara
Chapter 5: Kristin, Jen
Please note: If you have already read Readicide and kept a journal or responded to specific things in the book, please find a way to simply copy these responses into a blog entry - whether or not this entry "fits" into your assigned chapter. We understand that this idea to connect to one another through blogging comes with short notice. The idea is to connect our thoughts and ideas to one another, NOT to make more work for anyone.
PART TWO:
Leading up to January 9th (when we meet) go back to the blog, sign in, and read your colleagues' entries. Then choose TWO entries to respond to by clicking on "comment" at the end of the entry. That's it!
Please excuse the relatively short notice for this whole blogging thing. When the three of us met, we all agreed that we need to (as gently as possible) work toward connecting to each other - our thoughts and ideas - regarding some of the crucial issues that people like Kelly Gallagher continue to bring up. Thanks for your good energy and your patience.
Just some initial thoughts on Gallagher:
ReplyDeleteDon't teach too much, but don't under teach; extra points for teachers who give time for SSR but slaps on the wrist to those doing test prep; find the "sweet spot" but don't let on that you've found it; don't stop the "flow" but don't just meet them at the finish line; if students end up hating a classic, it is your fault for not framing it right...I suddenly feel like I'm walking on eggshells or in some curricular Jekyll and Hyde situation.
...and I LIKE Kelly Gallagher! I have found this book reaffirming to a lot of the practices I currently employ, and those I have helped write into the 9th grade curriculum. For a giggle, I tried to find some "Gallagher nay-sayers" online but no one has presented themselves. Is this theory too good to be true? It makes a lot of sense...I am not going to lie, I did present the AoW idea to my PLC today.
I am still trying to figure out when to grade students and what I am exactly grading them on? Any ideas on how to authentically assess critical thinking? Isn't that subjective? Shouldn't it be different for everyone?
(Perhaps this answer appears in the last 15 pages...I am not quite done :)