As this book shifts the focus from reading to readers, how do we support our teachers, school leaders and systems in modifying the expectations for only cognitive skills-data to those broader evidences of reader growth??
How can we flip the influence of the media to report on the positive narratives in our schools?
I am continually challenged by the fact that a lot of the research is in learning disability/difficulties and then the findings are seen as solutions for all students. In our hunt for magic bullets, how might we help educators be comfortable with the scienceS of reading, the need to keep questioning and discussing theories, to continue to be flexible and responsive to students?
There is a lot of power and influence in the global SoR movement. How do we muster the energy to continue to be enthusiastic, ongoing, inquiring learners and educators? … perhaps by never losing sight of our students!
For me, the big question is, "Where do we go from here?"
It feels as if the state of education is at all all-time low, especially at a time when mandates seem to reflect the sad idea that selective amnesia is running rampant. We've certainly weathered some pretty challenging storms, but this one feels different since it's so public and widespread. Certainly Peter's remarkable book is a powerful starting point, but as we watch education taking ten steps backwards with a MASSIVE shift in thinking, it makes me wonder where we begin to find reason in an unreasonable time!
I’d like to hear what Peter’s thoughts are regarding NAEP’s recent decision to mute the role of prior knowledge in its future reading tests. It’s pretty clear that an accurate account of how well a reader comprehends in silence and in isolation depends on what the reader does with relevant knowledge while processing the text. I know Peter has looked at NAEP design for its fit with Common Core. If NAEP had accepted the recommendations from the Visioning panel and adapted a bit to sociocultural theory on this ground, would the change have put the new NAEP design at odds with the Common Core?
As this book shifts the focus from reading to readers, how do we support our teachers, school leaders and systems in modifying the expectations for only cognitive skills-data to those broader evidences of reader growth??
How can we flip the influence of the media to report on the positive narratives in our schools?
I am continually challenged by the fact that a lot of the research is in learning disability/difficulties and then the findings are seen as solutions for all students. In our hunt for magic bullets, how might we help educators be comfortable with the scienceS of reading, the need to keep questioning and discussing theories, to continue to be flexible and responsive to students?
There is a lot of power and influence in the global SoR movement. How do we muster the energy to continue to be enthusiastic, ongoing, inquiring learners and educators? … perhaps by never losing sight of our students!
Thanks Sally for posing this question.
For me, the big question is, "Where do we go from here?"
It feels as if the state of education is at all all-time low, especially at a time when mandates seem to reflect the sad idea that selective amnesia is running rampant. We've certainly weathered some pretty challenging storms, but this one feels different since it's so public and widespread. Certainly Peter's remarkable book is a powerful starting point, but as we watch education taking ten steps backwards with a MASSIVE shift in thinking, it makes me wonder where we begin to find reason in an unreasonable time!
Hi Mary, I believe Peter responded to this question in the conversation.
Thank you Matt!
I’d like to hear what Peter’s thoughts are regarding NAEP’s recent decision to mute the role of prior knowledge in its future reading tests. It’s pretty clear that an accurate account of how well a reader comprehends in silence and in isolation depends on what the reader does with relevant knowledge while processing the text. I know Peter has looked at NAEP design for its fit with Common Core. If NAEP had accepted the recommendations from the Visioning panel and adapted a bit to sociocultural theory on this ground, would the change have put the new NAEP design at odds with the Common Core?
Thanks Terry, I asked the first question you posed.