DISQUS

Arica · 11 months ago

There is a difference between teaching, modeling, and allowing students time to practice a strategy or tool so they can try it out for themselves and forcing one on them as a permanent method that is the "end all" to their learning. I encourage my students to try a tool for one story or practice. Then I offer a new tool, and we work with it. We go back and forth from time to time, and eventually I allow students to choose the strategy or tool they wish to use. It is unfortunate that a whole school is mandating one strategy/tool when none of us learns best the same way. That is sort of the opposite of what educators should be encouraging; it is certainly not addressing learning needs and learning styles or promoting flexibility in our brightest young minds.

AngelaMaiers · 11 months ago

Arica- you are right on! The tools we share with students are there to promote flexibility. Whe we "mandate" active reading- we take away the flexible part and the strategy gets in the way of the reading. It really is unfortunate that the school has missed this point.

Angela Stockman · 11 months ago

Using active reading/comprehension strategies enhances understanding and helps students feel more competent as readers only when teachers are able to model and assess around them with precision-like intention. Understanding how students struggle as readers can help teachers identify which strategies might support them best. Requiring students to apply a random batch of them and penalizing them when they do not serves no one well in the end. Anything we do as teachers should help us come to know our students as learners better so that we can refine--not necessarily expand---our approach and how we ask them to demonstrate understanding. It isn't about grades and accountability. It's about growing as readers and learners so that we can come to LOVE reading more.

That said, when students are asked to employ strategies like these, it DOES slow them down, and kids who haven't been encouraged to engage with text in this way from the outset of their experiences (pre-K on) sometimes find the shift frustrating. My eleven year old would challenge me when I asked her to do these things at home years ago, because her teachers didn't "make her do this" when she was in school. However, in recent years, her district has begun intensive work with John O'Flahavan, and kids and teachers are enjoying richer conversations and pursuing more meaningful work with books as a result. My youngest daughter, whose teachers were a part of this experience, will automatically stop and share predictions, question, visualize and chat inquistively about text as we read together at home, and I know it is because this is how she was taught to behave as a reader from the very beginning. Her older sister enjoys doing this as well now...thanks to her example, support from her teachers, and the happy chatter it inspires around books.

AngelaMaiers · 11 months ago

Angela, you bring up many powerful points. The literacy context is critical. Strategy conversations done in the context of rich and powerful literacy discussion create readers who want to slow down, read carefully, and reach connected understanding because they are going to be sharing that knowledge and experience with other readers. Doing the strategy work for the teachers sake=serves no one well!

Linda704 · 11 months ago

I’m going to begin with the questions that framed my thinking on this situation.

1. Are students being taught when to use the strategies? Or are they being told they must use x strategy(ies) on a particular assignment?
2. What is the purpose of the homework? Is it to practice the active reading strategy(ies) or to reinforce content?
3. Is this situation occurring with one teacher, or a department, or across the building?
4. Are these active reading strategies in the school improvement plan? (e.g. “Teachers will assign active reading x times per marking period,” etc.)
5. Have you communicated these concerns to the teacher?

Two points about strategy instruction which are sometimes (often?) forgotten is 1) students must learn why/when to use the strategy, and 2) the strategy must be taught and practiced to independence. It is not enough to teach students how to highlight or use sticky notes—they must have a depth of understanding which allows them to select the appropriate method to meet their purpose for reading.

If the purpose of the homework is to practice a specific strategy, then it does make sense to request/require a certain number of instances, words, etc. As someone who teaches students strategies, when I am first modeling and doing guided practice with students, I do set a minimum because they are not used to paying attention to their thinking while they are reading, and it’s too easy for them to say “I didn’t think of anything.” For example, if I’m teaching students about asking questions during reading, I may say they must have 3 questions for a passage. Initially they will come up with random questions, but subsequent lessons hone in on how to ask relevant questions that lead to better understanding.

If the purpose of the homework assignment is to practice/deepen understanding of the content, then directing students as to the quantity and types of notations is, however well-intentioned is misguided. Let us not lose sight of the fact that the purpose of teaching students to use strategies is to help them be successful in learning content. If the highlighting, mapping, whatever get in the way of learning, then something is wrong. Once the strategies have been mastered by students, evidence of use might better be presented by asking students to tell/write what strategy they used to complete the reading assignment, why they chose it, and how the strategy helped them to understand what they read.

If the situation described is isolated to one teacher, or to a department, it is possible that somewhere there is a misunderstanding of the purpose of active reading strategies. The teacher(s) may be well-intentioned in helping students become active, strategic readers, but it cannot be at the expense of content.

If teaching specific strategies is part of the school improvement plan (which often is), the plan may call for the collection of evidence or artifacts in the form of student samples. If this is being interpreted as needing to be done for every assignment, then the plan may need to be revisited, or at the very least, clarified.

If you have already conferenced with the teacher, then a curriculum or reading specialist, or instructional coach may be the way to intervene, as that person may be able to talk to the teachers to clarify any misunderstandings.

I hope this information is helpful to you.

AngelaMaiers · 11 months ago

Linda-
You have given such valuable advice here. It is my understanding this is a school wide mandate which makes it a bigger challenge to address than an individual teachers homework or classroom plan.

Clearly, there is a misunderstanding to the purpose of strategy instruction, so I am providing her with some information that supports the kind of teaching you were describing explaining in greater detail the modeling and guided aspects of the lesson cycle.

I do believe the teachers are well intentioned and in the age of accountability, I understand the need to get a grade or have a minimum requirement showing that instruction has occurred. I am hoping that these responses and the research will help here begin a conversation with the teacher and eventually the team.

Thank you again for taking time to share your experience and advice-I know she is very grateful for any support she can get!

Tracy · 11 months ago

I am wondering what the impact of this strategic reading is having on test scores for this school. If scores aren't improving, why would the school use it? Who is profiting from its use? And do we really expect the same approach to work for every child? If this student is able to prove that she can accomplish the expectations without all this to do, why is she expected to do it? She has a brain of her own, don't we want her to use it? Should a school actually be making learning more difficult?

AngelaMaiers · 11 months ago

Great point, Tracy. That is definitely something that I will mention to her. It is my understanding that the notations become a part of the students grade. This makes the process more for the teacher than the students. They are definitely missing the point that the purpose of strategies is independent, flexible use on an as needed basis for the individual reader. These are great questions that can really help the teachers look at the practice more carefully! Thanks!

dmlagrone · 2 months ago

As a secondary reading specialist, I can emphasize that, once again, a great teaching plan has been implemented incorrectly. Reading strategies should be utilized transparently with students as a SCAFFOLD for helping them to become independent readers. I would recommend Kylene Beers' book, WHEN KIDS CAN'T READ, WHAT TEACHERS CAN DO. I have used this book for 6 years with my preservice teachers and most of them keep it on their desks as teachers.

AngelaMaiers · 2 months ago

I completely agree. Much like what we saw happening to literature circles and the reader roles. Great book selection - Kyleene offers practical and powerful tips on how we can scaffold instruction with readers who struggle.