Parson and Denos Articles
Readings:
Goswami - Rutherford - Fostering Communities of Language Learners
Parson - Visualizing Worlds from Words on Page
Denos - Negotiating for Positions of Power in the Primary Classroom
Presentation:
Jessica Sleeper
The Parsons Article
Do you ever ask someone who just saw a good movie, “Yes that was good, but did you read the book?” Most people respond that the book was much better than the movie. I often feel this way, too. Why is that? I believe it gets at the heart of this research. Most people who read the book before going to see the movie more than likely visual the book that they are reading, while those who don’t read the book before the movie read more for pure comprehension, than for the experience, so they don’t bother reading books for enjoyment. They go to the movies.
This article brought to light the difference between efferent teaching and aesthetic teaching. One is for comprehension; the other is for the experience. I believe that both need to be the focus of teaching reading. Some teachers and people look at reading from only the comprehensive side, but as this study shows a large piece of the puzzle is missing.
The quote I like from this article is, “As educators, we owe it to our students to validate their construction of knowledge and aesthetic response and to foster the live-through experience of the text.”
Yesterday I heard Dr. Carmen Medina talk about children in Puerto Rico watching telenovelas, and then creating their own stories through writing scripts and acting them out for the class. Her statement was, “They go from consumption to production.” I think it is very powerful to teach students how to experience a story and then go a step further and create their own experience through storytelling.
The Denos Article
Method of inquiry by Dorothy Smith proposes to create “knowledge of the social” through people’s experiences in their own lives, but do not treating experience as the knowledge, but as a place to begin asking questions. So when there is a sense of the problem that should be the beginning of the inquiry.
I liked that teachers gathered to read and discuss books and articles. One of the conclusions they came to was that power was central to children’s learning of anything in the classroom, not only language learning. They found that the children were constantly engaged in efforts to position themselves with the use of language and power in very complex ways.
The research finds that it is better to focus on understanding the process and practice that happens in this dance of power and not to fix or “normalize” individuals.
Readings:
Goswami - Rutherford - Fostering Communities of Language Learners
Parson - Visualizing Worlds from Words on Page
Denos - Negotiating for Positions of Power in the Primary Classroom
Presentation:
Jessica Sleeper
The Parsons Article
Do you ever ask someone who just saw a good movie, “Yes that was good, but did you read the book?” Most people respond that the book was much better than the movie. I often feel this way, too. Why is that? I believe it gets at the heart of this research. Most people who read the book before going to see the movie more than likely visual the book that they are reading, while those who don’t read the book before the movie read more for pure comprehension, than for the experience, so they don’t bother reading books for enjoyment. They go to the movies.
This article brought to light the difference between efferent teaching and aesthetic teaching. One is for comprehension; the other is for the experience. I believe that both need to be the focus of teaching reading. Some teachers and people look at reading from only the comprehensive side, but as this study shows a large piece of the puzzle is missing.
The quote I like from this article is, “As educators, we owe it to our students to validate their construction of knowledge and aesthetic response and to foster the live-through experience of the text.”
Yesterday I heard Dr. Carmen Medina talk about children in Puerto Rico watching telenovelas, and then creating their own stories through writing scripts and acting them out for the class. Her statement was, “They go from consumption to production.” I think it is very powerful to teach students how to experience a story and then go a step further and create their own experience through storytelling.
The Denos Article
Method of inquiry by Dorothy Smith proposes to create “knowledge of the social” through people’s experiences in their own lives, but do not treating experience as the knowledge, but as a place to begin asking questions. So when there is a sense of the problem that should be the beginning of the inquiry.
I liked that teachers gathered to read and discuss books and articles. One of the conclusions they came to was that power was central to children’s learning of anything in the classroom, not only language learning. They found that the children were constantly engaged in efforts to position themselves with the use of language and power in very complex ways.
The research finds that it is better to focus on understanding the process and practice that happens in this dance of power and not to fix or “normalize” individuals.
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