Well I was late so I didn't get a chance to do the first think sheet. However, I have had a chance to talk with both my group here and at school about these conversations.
I do see some really interesting things.
1. when I give a prompt, a lot of them speak to it.
2. partners can sort of stifle thinking at times.
3. I think the scaffolds do get them thinking and sometimes, they go deeper as a result.
4. giving evidence is the next step. Grace not only made the case for what her dialogue was doing, but also the evidence for it. Which is the next step in writing papers. So maybe I can use this structure toward students backing up their points with evidence when they start writing papers.
So I guess the question for me is, how do I make these be more authentic conversations? Or, is it more around, how do these conversations help students to deepen their understanding about a book? I mean, what is deep understanding. I think that's something that people are grappling with all over. I follow a bunch of the TC folk blogs and that's what they've been blogging about, what is close reading?
In my interview, one of the things that Grace said is that they don't need to ask as many questions because people are starting to be clearer.
I think my goal is that they can communicate clearly and gain clarity around their book. Maybe I should have them thinking about questions that they have before they go into the partnerships. Or maybe its about having
Closing thoughts: It's really hard to know what you want students to be able to do. Like truly. I need to be explicit with my students about what I'm trying to get them to do bc they seem to actually do what I tell them to. weird.
I do see some really interesting things.
1. when I give a prompt, a lot of them speak to it.
2. partners can sort of stifle thinking at times.
3. I think the scaffolds do get them thinking and sometimes, they go deeper as a result.
4. giving evidence is the next step. Grace not only made the case for what her dialogue was doing, but also the evidence for it. Which is the next step in writing papers. So maybe I can use this structure toward students backing up their points with evidence when they start writing papers.
So I guess the question for me is, how do I make these be more authentic conversations? Or, is it more around, how do these conversations help students to deepen their understanding about a book? I mean, what is deep understanding. I think that's something that people are grappling with all over. I follow a bunch of the TC folk blogs and that's what they've been blogging about, what is close reading?
In my interview, one of the things that Grace said is that they don't need to ask as many questions because people are starting to be clearer.
I think my goal is that they can communicate clearly and gain clarity around their book. Maybe I should have them thinking about questions that they have before they go into the partnerships. Or maybe its about having
Closing thoughts: It's really hard to know what you want students to be able to do. Like truly. I need to be explicit with my students about what I'm trying to get them to do bc they seem to actually do what I tell them to. weird.
No comments:
Post a Comment