I’m back for my final installment of the Teaching with Intention by Debbie Miller book study! We will be discussing chapters 7 & 8 today.
- Buy the book Teaching With Intention
- Make a Book Study Journal
- Read about Chapters 1 & 2
- Read about Chapters 3 & 4
- Read about Chapters 5 & 6
- Get graduate credit here
If you are interested in getting college credit from Concordia University for joining this book study, you can get all the details here. It costs $127 and you can join in just by following along and sharing your thoughts in the comments. At the end of the book study, you will have to complete a written assignment summarizing what you learned and how you will apply it.
Chapters 7 & 8
“We don’t attach grades to this kind of work [classroom activities, like the file folder sticky notes]; instead, we consider the implications for next steps. The time for grading comes at the end of the teaching and learning process, not during it.”
When I was first learning about the CAFE model for reading instruction, I tried to make a pensieve and flip through the pages in my binder to take notes for my students’ learning. I found the binder cumbersome and I was not good at using it. Last year I made simple little sheets to keep track of what my guided reading groups were working on for planning purposes and also to keep notes on students, since I shared students with another teacher for reading, I wanted to be able to give her my notes for report cards. I wanted it on one sheet so I wouldn’t lose it. In theory, I like Debbie’s idea of notebooks for her students, but I feel that I would get overwhelmed with one more thing to keep track of and I’m afraid I wouldn’t utilize them as much as I should. I need to “Keep It Simple” (like Debbie says in chapter 8!).