Energizing Education
More Research
Harvey, Stephanie and Goudvis, Anne. 2000. StrategiesThat Work. Maine : Stenhouse Publishers
"It has never been tougher to be a teacher. After ten years of study and practice in reading comperhension, we are convinced that comprehension instruction is not just 'one more thing'. In fact, when it comes to reading, it's likely the most important thing."
"' Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking, and teaching.'"
"Teachers must be the chief learners in the classroom, spending a significant amount of time modeling their own learning and showing students how."
Tovani, Chris. 2000. I Read It But I Don't Get It. Maine : Stenhouse Publishers
"Teachers of adolescents often encounter readers, who expect to comprehend what they read by simply pronouncing the words. These students aren't concerned with understanding the material well. They want to complete the assignment so they can earn a grade."
" Students have learned that if they are patient, the teacher will eventually feed them the information they need to know."
" Standing in front of students and assigning them inaccessible material they can't read is a waste of time."
Schoenbach, Ruth, et al. 1999. Reading for Understanding.California : Jossey- Bass, Inc.
" Reading is problem solving. Reading is not a straightforward process of lifting the words off the page. At first glance reading may seem to be passive, solitary and simple, it is in truth active, populated by a rich mix of voices and views."
http://www.tc.edu/centers/eft.html "Education for Thinking Project"
" Why do we send children to school? What do we hope the hours, months and years children spend at school will accomplish? Increased concern is also being heard that the product of education be UNDERSTANDING, not rote performance of knowledge quickly forgotten."
"...the most important mission of schools should be to teach children how to use their minds- how to think and learn- so that as adults they will be able and disposed to acquire whatever new knowledge and skills they may need."
"It has never been tougher to be a teacher. After ten years of study and practice in reading comperhension, we are convinced that comprehension instruction is not just 'one more thing'. In fact, when it comes to reading, it's likely the most important thing."
"' Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking, and teaching.'"
"Teachers must be the chief learners in the classroom, spending a significant amount of time modeling their own learning and showing students how."
Tovani, Chris. 2000. I Read It But I Don't Get It. Maine : Stenhouse Publishers
"Teachers of adolescents often encounter readers, who expect to comprehend what they read by simply pronouncing the words. These students aren't concerned with understanding the material well. They want to complete the assignment so they can earn a grade."
" Students have learned that if they are patient, the teacher will eventually feed them the information they need to know."
" Standing in front of students and assigning them inaccessible material they can't read is a waste of time."
Schoenbach, Ruth, et al. 1999. Reading for Understanding.California : Jossey- Bass, Inc.
" Reading is problem solving. Reading is not a straightforward process of lifting the words off the page. At first glance reading may seem to be passive, solitary and simple, it is in truth active, populated by a rich mix of voices and views."
http://www.tc.edu/centers/eft.html "Education for Thinking Project"
" Why do we send children to school? What do we hope the hours, months and years children spend at school will accomplish? Increased concern is also being heard that the product of education be UNDERSTANDING, not rote performance of knowledge quickly forgotten."
"...the most important mission of schools should be to teach children how to use their minds- how to think and learn- so that as adults they will be able and disposed to acquire whatever new knowledge and skills they may need."
If you teach a mind to fish...
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