The next thing we need to decide is how to conduct the discussion. I’ll bring my copy with me as I leave for a Digital Storytelling Workshop in Denver this week. What sort of reading schedule do you propose? How would you like to discuss the book? Here?
I totally understand the spirit of the tweet. A lot of teachers don’t use a tool (or much technology at all), and some techy folks view asking for PD as an excuse not to use a tool. And there are probably quite a few teachers who can’t make the time for PD, but claim they don’t use tech tools because they haven’t had the PD.
The problem I have with this thinking is that I don’t understand why asking for PD is problematic. Most teachers I have worked with in the last few years I’ve been a tech integrator are quite interested in learning how to use technology. They set aside time to meet with me, or they come to PD sessions for the express purpose of learning to use technology. It makes them feel better to have a guide teach them the basics before they dive in on their own. I don’t blame them. There are several things I prefer to have help with when I do them.
The other problem I see is that when I introduce a tech tool to students, I always take time to teach them how to use it. Sure, some of them prefer to dive in and figure it out, but often, I find students are not the tech savvy digital natives they’re believed to be. There are things they know how to do, and tools they know how to use well, but they don’t know how to do everything, and there is a lot they don’t know about working with some technology. So yes, I have had students ask me to show them how to use technology. In a sense, isn’t that asking for PD?
I would much rather teachers and students both felt comfortable asking me for help when they need it than that they felt there was something wrong with asking for help. Am I just not getting it or something?
Some of you may remember that I have hosted summer PD reading in the past. I hope to get another summer PD reading book club off the ground this summer. I have narrowed the selections down to three choices:
Falling in Love with Close Reading shows that studying text closely can be rigorous, meaningful, and joyous. You’ll empower students to not only analyze texts but to admire the craft of a beloved book, study favorite songs and video games, and challenge peers in evidence-based discussions. Christopher Lehman and Kate Roberts offer a clear, fresh approach to close reading that students can use independently and with any text. Falling in Love with Close Reading helps you guide students to independence and support the transfer of analytical skills to media and their lives with lessons that include:
strategies for close reading narratives, informational texts, and arguments.
suggestions for differentiation
sample charts and student work from real classrooms
Just as rigor does not reside in the barbell but in the act of lifting it, rigor in reading is not an attribute of a text but rather of a reader’s behavior—engaged, observant, responsive, questioning, analytical. The close reading Strategies in Notice & Note will help you cultivate those critical reading habits that will make your students more attentive, thoughtful, independent readers. In this timely and practical guide, Kylene and Bob:
examine the new emphasis on text-dependent questions, rigor, text complexity, and what it means to be literate in the 21st century
identify 6 signposts that help readers notice significant moments in a work of literature
provide 6 text-dependent anchor questions that help readers take note and read more closely
offer 6 Notice and Note model lessons that help you introduce each signpost to your students
What does it mean to write fearlessly? Tom Romano illustrates the power of multigenre papers to push students beyond the “safety zone” of narrative and exposition into a place where fact meets imagination, and research meets creativity. A place to try the untried. Fearless Writing empowers students to leap into this personal, multifaceted take on research writing by giving you specific strategies and practical ideas to help students:
generate topic ideas
design research plans
develop core elements of a multigenre project
create innovative genres and “golden threads” of unifying elements
While multigenre papers address many Common Core standards, Tom’s passionate response to both the strengths and weaknesses of the Common Core serves as a lightning bolt of awareness, and a rallying cry for a writing curriculum of genre diversity. Expand your notion of writing and teaching writing, fearlessly.
While I cannot make promises or offer guarantees, it is possible that I can persuade the writers to become involved in our discussions. We can work out logistics in terms of how we want to conduct the discussions, and if you have suggestions, by all means, share in the comments.
Please vote in the poll if you want to participate. The poll closes on July 5 at midnight, so please share this post with colleagues and friends who might be interested in joining us.
Which book do you want to read?
Falling in Love with Close Reading, Christopher Lehman and Kate Roberts (39%)
Notice & Note: Strategies for Close Reading, Kylene Beers and Robert E. Probst (36%)
Fearless Writing: Multigenre to Motivate and Inspire, Tom Romano (25%)