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This is an example of how technology can be integrated into your classroom to promote critical reading, writing and thinking. It is our tool for reflection and response. Think of it as a digital journal.
A bottom line for my teaching is that writing and speaking should be integrated into the reading process to promote critical thinking and learning. Using this format allows the classroom ideas and discussions to continue throughout the week.
It is our intention that this activity enhances not only our classroom discussions, but also the way you view the process of constructing meaning.
A bottom line for my teaching is that writing and speaking should be integrated into the reading process to promote critical thinking and learning. Using this format allows the classroom ideas and discussions to continue throughout the week.
It is our intention that this activity enhances not only our classroom discussions, but also the way you view the process of constructing meaning.
posted by Susan A. Garr at 11:45 AM
1 Comments:
Reflections on Chapter 3 Wilhelm
As I was reading chapter 3 I remembered a conversation I had with a student who was researching Tibet. She came across two different political maps. She was puzzled as to which was the correct map for Tibet. We entered into an active discussion about the reasons for the different maps. This discussion resulted in depth discussion about truth and reality and what defines these concepts. As it turned out, China, which has occupied Tibet since the 1950’s, had annexed part of the Tibet. It was not internationally recognized.What about certain countries in the middle east that have maps that don't show the existence of Israel ? Is United Nations’ recognition of borders the accepted truth (or reality)? Why do we accept this as the truth. Is not in fact an interpretation of facts based on the bias of the writer? The assignment ended with the students understanding their final report was their interpretation of facts and the truth of their report was thus was relative. Since that experience I have assigned similar topics different groups of students and then we discussed any differences in their reports. I believe, in a democracy teaching reading carries a huge responsibility. We as teachers must keep in mind where we want to take the students. Do we want to create automatons that think and interpret just like us or do we want to train them to think and analyze reading? material based on their own values and experiences. It is hard to do especially if the philosophy of the students is the exact opposite of one own.
Shentil
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