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“ Teaching is different from learning. ”

“ Teaching is different from learning. ”. Dr. Philippe Frossard Addressing the Needs of ALL Students LAU Levant Event Lebanese American University March 2, 2012 Beirut, Lebanon. We learn to read by reading! We learn to write by writing! We learn to converse by engaging in conversation!!.

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“ Teaching is different from learning. ”

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  1. “Teaching is different from learning.” • Dr. Philippe Frossard • Addressing the Needs of ALL Students • LAU Levant Event • Lebanese American University • March 2, 2012 • Beirut, Lebanon

  2. We learn to read by reading!We learn to write by writing!We learn to converse by engaging in conversation!! • Reading, writing, and conversing as pillars of literacy.

  3. ABC’s of Reading, Writing, and Conversation. • Automaticity and the Habit of Mind

  4. Conversation and Social Learning • Building and shaping understanding... • ultimately, learning is social.

  5. Engaged Learning • Explicit • Intentional

  6. Eight Traits of Conversation • The Art and Science of Conversation • as a Pillar of Literacy for Lifelong Learning

  7. 1. Be Respectful • I am respectful and considerate of group members and their thinking. • I respectfully encourage others to share their thinking. • I disagree politely. • I am open to and discuss ways to improve my abilities as a conversationalist. • I remain sincere and true to myself. • I make every effort to be my best.

  8. 2. Be Prepared • I read and think in advance of a planned discussion. • I mark passages. • I write thoughts, ideas, and questions in preparation for the conversation. • I participate actively in the conversation. • I remain focused on the topic.

  9. 3. Be an Active Listener • I look with sincere interest to the person speaking. • I listen to and think about others’ comments and thoughts. • I respond to others’ comments and thoughts by asking questions to further understand their thinking. • I respond to others’ comments and thoughts by piggybacking upon what they say.

  10. 4. Be Clear • I comment, ask and answer questions with complete thoughts. • I am precise and detailed in what I have to say. • I seek clarity from others. • I share and support my thinking with evidence, examples, and experiences.

  11. 5. Inquire and Probe • I ask many questions in response to a speakers position. • I challenge the speaker to think deeply about the topic and their thinking.

  12. 6. Show Comprehension • I comprehend by exercising meta-cognition: connecting background knowledge, generating questions, visualizing, making inferences, having perspective and empathy, compare and contrast,determining cause and effect, forming conclusions and making predictions,analyzing and synthesizing, and determining importance. • I comprehend by making interpretations (“I notice, I think”). • I comprehend by coming to realizations (“I realize”). • I comprehend by the basic literary elements: character, setting, conflict, resolution, and plot :: topic, main ideas, supporting details • I comprehend by the text structures and features. • I comprehend by the evaluating the quality of writing and the author’s craft.

  13. 7. Check Understanding • I monitor my comprehension by examining my own thinking. • If I am confused, I share it with the group. • I share how my thinking has changed.

  14. 8. Control Self • I listen without interrupting. • I take turns in the conversation. • I monitor my “air time.” (I am aware of how often I speak and how much I say when I speak.) • I use “wait time” to allow others to join in the conversation. • I monitor my speaking volume.

  15. Meta-Cognition • Reading and Thinking as a Habit of Mind

  16. Questions for Meaningful Understanding • Reading and Thinking for Profundity

  17. “Book Club” Conversations

  18. Eight Traits of Conversation • Engaged, time-on-task, we aim to gain automaticity with the Traits of Conversation. In doing so, we “learn to learn.” The Art and Science of Conversation as a Pillar of Literacy for Lifelong Learning

  19. 1. Guided ReadingGay Su Pinnell and Irene Fountas (Scholastic) 2. Strategies that Work: Teaching Comprehension to Enhance Understanding Stephanie Harvey and Anne Goudvis 3. Reading and Writing Units of Study Lucy Calkins 4. Literacy Mats Brian Kissman 5. Eye to Eye, Knee to Knee: Circling in on Comprehension Ardith Davis Cole 6. Leveled Book Room Collection Scholastic Professional Literature and Resources

  20. My Professional Passions! • Literacy • Best Practice of Instruction and Assessment • PDLE (Purpose Designed Learning Environments) • Teacher Training • ...and advocating a revolution in education!

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