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Did you participate in #CyberPD this summer? Would you like to participate in a research study about it? Please take this anonymous survey, if you haven't already. Much appreciated! https://kstate.qualtrics.com/jfe/form/SV_cOqENaAthsFy3fD

Reflections from Chap. 9 & 10: https://goo.gl/S5qT89

Posting this late, but these last two chapters had me marking all kinds of things!

Let me just begin by saying that Vinton shares such fascinating reflections about what readers are really doing. I really appreciate being able to see into her mind.

I'm intrigued by a new idea - Framing vs. Scaffolding. "Thinking Frames" are from Project Zero's David Perkins Vinton writes. They help "guide the process of thought, supporting, organizing, and catalyzing". I have never learned about them before like I had with scaffolding. It is interesting that I am seeing over and over again this summer about how we have over-scaffolded students, so that the scaffold is the thing being taught, not the way of reading or thinking (p. 182).

Framing "breaks down complex thinking into manageable pieces without ever losing sight of the whole" and "invites students to engage in the actual thinking work that's behind what we often teach as skills" (p. 182).

I really am interested in this idea - getting at the thinking, rather than the end product. Isn't that what we purport to want from our students? But if we never give them the opportunity to actually think, what then?

I also am reading a great deal about "extraction" versus "transaction". I think many times we are asking students to extract - which again indicates a correct answer or end product. There are many types of questions that when framed just a bit differently, can bring the reader in and make them more inquisitive.

What's the main idea? (extraction) versus What do you think the writer wants you to understand? (transaction) - What a difference!

On page 186 Vinton talks about "reacting to the facts, rather than responding". Reacting invites students to bring their feelings. I was excited about this because for a few years now, I've been using a chart called Fact/React with my library students which helps them annotate and think about the nonfiction they are reading. I found it on Twitter (I wish I could find the tweet!) but it has been really interesting to watch kids. Rather than just writing down facts, it asks them to show their thinking. To me, it helps take away that regurgitation of information.

​Chapter 10 discusses Independent Reading and conferences. I loved the slight shift Vinton suggests for beginning a conference - instead of asking about the book, make it about the reader. For example, Are you wondering about anything? or Have you noticed any patterns or things that are repeated? It's not about what they are reading, but how they are making meaning, which is really what we are teaching isn't it?

I also loved the quote on p. 208 about engagement from Charlotte Danielson - Here's the beginning: "Student engagement is not the same as . . . "time on task."

This work is hard. Really hard. And I have a lot to learn, but I am excited and energized to use these ideas with my students. I will have to make tweaks to use them in the library, but I love that challenge!

Thanks to all the #cyberPD folks for another amazing book group this summer!

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Just thinking about the way I have books organized in my classroom this morning. I have a free-standing library with books in a series sharing baskets, and some organized by genre (time travel might be the only one!) I have the fiction books in one section and the non-fiction in another. The picture books are on the bottom shelves. I'm hoping my principal will come through with a fancy bookshelf for me so I can display them face out! But then I have another set of books there are in baskets organized by level. These came to me mid-year, and I am really glad to have them. I use them to stock book baskets for table groups. But this year, because I will have them all year, I want the kids who sit at the tables to help me fill the baskets. I want the kids from the red table, for example, to help fill the red basket...the one that will house the books they will be reading during our first 20 minutes of class each day. So do I leave them in sorted by level, or do I make up some other way of organizing them OR do I let my students organize them? They are grade 2 and grade 3 students. I've done this with grade 3 and 4 students, but can kids who just finished grade 1 handle that responsibility?

I'm going to think about this some more. Would love feedback!

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Just a reminder! We are chatting tonight with Vicki and the #cyberPD community about DYNAMIC TEACHING for DEEPER READING. Join us on Twitter following #cyberPD. Here's a sneak peek at the questions ...
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What an illuminating book and enlightening group to study it with – thank you! I am posting my sketch notes for chapter 9. Thinking on chapter 10 yet to come. I am disappointed I won’t be able to join in the twitter chat tonight, but I look forward to reading everyone’s tweets tomorrow!
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Oh, I was so disappointed to miss the chat last night! I was at a baseball field with my children and did not have very good cell service.

I know it is a bit late, but I completed my PD ideas for the book and wanted to share them. They are 'first draft thinking' ideas, but I wanted to capture them as I read as I am requiring this book for my graduate classes in the Fall. I would love if anyone shared ideas, videos, additional texts, articles, etc. so we could create this resource together. As Vicki said, we need to go forth and keep learning, so I hope to see this grow and change as my thinking and experiences do. Thanks for another great #cyberPD experience!

Stephanie

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I am a teacher-educator and researcher at Kansas State University. I've enjoyed #CyberPD for the last 6 years. I have found it to be a treasured learning time over the summer.

Did you participate in #CyberPD this year? Whether you posted, responded, or just read posts, I'm interested in hearing your thoughts. Are you willing to share your perspectives for a research study? Follow this link https://kstate.qualtrics.com/jfe/form/SV_cOqENaAthsFy3fD

One of my big take aways from Vicki's book is finding and orchestrating opportunities to assess learners' understandings in the moment to get a window to what's going on insider their heads. Vinton points out that this requires understanding about the student as a learner AND understanding the demands of the text.
So questioning becomes vitally important for a couple of reasons. First, as Vinton puts it, to "research student's understanding", and secondly, to simultaneously have opportunities to pull out student's understanding as well as build student's understanding.
As luck would have it, I had a few transcripts of recent conversations I had with students about their reading. Having Vinton's ideas about researching student's understanding and the kinds of questioning that would both assess and build understanding at hand, it was very powerful for me to look at those transcripts from that lens, and to see how I was using my own questioning with students that isn't about "testing" their understanding, and that is about inquiring about how students are puzzling their way through texts.

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