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Reading the World
When should collaboration take place?
What conditions are desirable to help create effective groups?
Should there be roles/jobs withing the group? If so, should they be assigned by the teacher or chosen by group members?
Should roles rotate between people or remain the same?
Does group size matter? What about the racial, cultural, gender, etc. makeup of the group?
Once groups are created, which strategies are most effective in creating higher-level thinking?
How do I prompt meaningful interaction?
How much time does a group really need?
How do I avoid students "hitchhiking"?
Do I hold the group accountable or each individual accountable? How do you assess a group?
Leading Students to Meaningful Reflection
"What do I hope my students will take from this book?"
What can I do to bridge the gap between what my students would learn on their own and what I want them to learn?
Assessment
What do I hope students will take from the text?
What can I do to bridge the gap between what my students would learn on their own and what I want them to learn?
How do I assess critical thinking? Is there a "best practice" for that?
What evidence do I have/can I show that students have reached critical understanding?
How do I construct a test to reflect true understanding of the topic?
When encountering unfamiliar reading material, are students willing and able to embrace confusion?
Can students monitor their own comprehension?
Do students know any fix-it strategies to assist them when their comprehension begins to falter?
Are students willing to ask for help when they need it?
How involved should I be during the actual reading and re-reading?
Is it okay to read aloud with students?
Collaboration
How do I encourage an interest in reading in my students?
What can we do as teacher librarians to prepare our students to read challenging text at the deepest levels possible?
How do I know when/if I have provided meaningful prior knowledge?
What makes for good prior knowledge?
Historical context?
Difficult vocabulary?
Structure of the text?
Subject of the text?
Themes of the text?
Information about the characters?
Knowledge of literary terms and techniques?
Background on the author?
Book reviews?
Is there such a thing as too much prior knowledge?
Effective Reading and Re-Reading
Why is being able to read deeply an essential skill?
How do we motivate students to read deeply even outside of class?
In what ways is deep reading related to critical thinking?
What texts are the best for teaching useful skills?
What texts are the best for learning about the "real world"?
How can we help students learn about larger social issues?
How do I know when what we are reading is relevant to students?
Focusing the Reader
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