John, I liked your comparison of two reading forms to RAM versus ROM and the taffy comparison. Your comment regarding how if you are motivated or interested in reading something, then you will attain that deeper reading/learning, made me think...how do we help students to be more interested or motivated in something so they will want to read about it. Too often with my own children I find that they are hesitant or "lazy" about finding things to read about topics that interest them. Especially if they are already burdened with textbook and assigned readings for school.
I, like Jody, liked your comparison between RAM vs ROM. When I first heard you talk about it, I thought about what Scott mentioned. He talked about how teaching towards standardized tests. Teaching towards the tests allows students to cram just enough info in, in order to allow them to pass the test. Students do need a motivating factor in order for them to learn. Many of the short excerpts that are written in to the state testing would bore me. Like Scott and Jody said, we need to allow students to look beyond the words, form thoughts and ideas of their own in order to expand the thought process.
I also like how you described reading as RAM vs ROM. It is exactly what readicide is talking about in chapter 2's reading this week. How we teach students and they process it into RAM, but we need to be providing them the time and the books to process it into ROM. This will get us better readers and help them develop better cognitive skills by "exercising" all parts of their brain.
John,
ReplyDeleteI liked your comparison of two reading forms to RAM versus ROM and the taffy comparison. Your comment regarding how if you are motivated or interested in reading something, then you will attain that deeper reading/learning, made me think...how do we help students to be more interested or motivated in something so they will want to read about it. Too often with my own children I find that they are hesitant or "lazy" about finding things to read about topics that interest them. Especially if they are already burdened with textbook and assigned readings for school.
Jody
Candy! :)
DeleteI, like Jody, liked your comparison between RAM vs ROM. When I first heard you talk about it, I thought about what Scott mentioned. He talked about how teaching towards standardized tests. Teaching towards the tests allows students to cram just enough info in, in order to allow them to pass the test. Students do need a motivating factor in order for them to learn. Many of the short excerpts that are written in to the state testing would bore me. Like Scott and Jody said, we need to allow students to look beyond the words, form thoughts and ideas of their own in order to expand the thought process.
ReplyDeleteI also like how you described reading as RAM vs ROM. It is exactly what readicide is talking about in chapter 2's reading this week. How we teach students and they process it into RAM, but we need to be providing them the time and the books to process it into ROM. This will get us better readers and help them develop better cognitive skills by "exercising" all parts of their brain.
ReplyDelete