Thursday, October 9, 2014

Gaining Perspective!

Can you make sense of the first picture, below?

What is it? 
"....Ummm, something sparkly??"


How about now?
"....uh, something sparkly that's in the shape of an O!
But what's that white stuff around it?"


Is this better?
"Oh! The O is actually the ZERO in the number TWENTY!
But what is it sparkly and written on a towel?!!"



"OHHHHHHHHH......."
"NOW I get it!"


Access to the WHOLE picture gives us perspective.

And with perspective comes the necessary context through which we can are able to make meaning for genuine understanding. 





Access to the "whole" picture provides the perspective needed to make sense of, and thus understand the otherwise confusing, smaller bits and pieces.

Knowledge of the whole provides a context for making meaning, as well as a "connective-framework" for easy acquisition and retention of new information that's related.

Bits & Pieces of the "Code"


For the same reasons, learners need access to the WHOLE code if they are to "make sense of" reading and writing! The advantages are obvious. The disadvantages, non-existent!  And while changing the "way we've always done it" can be scary, not taking advantage of the brain science, as teachers, simply defies common sense!
The Brain's Way!
Neuroscience and its implications on teaching are an invaluable asset in the classroom. Teachers with knowledge about how our brains receive, store, and process information are better equipped to provide optimal learning experiences through which critical literacy skills are most easily acquired. The research on neuroplasticity shows that as teachers, we have the ability to not only build learners' brain potential, but to help them literally change their brains... and intelligence, so as to bridge the achievement gap and support their highest level of learning!




But as always, the proof is in the pudding.... with REAL kids!
Below is a 'mini-moment' captured by Mrs. Mac of one of her first graders explaining 
(i.e. "making sense of") something she'd noticed on her Math paper. 

(Click video below to watch)
Establishing a "Connective-Framework" 
for Making Meaning (and Cracking the Code in Math!)

It's as simple as knowing these SECRETS!
THE SECRET STORIES
A special thanks to Mrs. Mac and her fabulous first graders for once again letting us peep into their little world!  And I welcome others who are using the Secrets in their classrooms to share, as well!

October Giveaway!  For those who already have the SECRET STORIES Class Set, you can opt for the alternative prize-option of a class set of SECRET STORIES Porta-Pics, as shown  here.  *Winner must be a current subscriber to the  SECRET STORIES Sessions Blog

Happy Fall! 
And Until Next Time,
PS!!  I wanted to let all who follow on Pinterest know that I pin the famous "Free Best-Teaching Finds" between MULTIPLE boards daily, depending on where they fit best. As a result, those following only one or two boards see only a fraction of them :(  

So rather than having to follow everything, I've identified those boards to which these FINDS are pinned daily with a "RED DIAMOND" .... as shown (and explained) below. I hope this is helpful, and thanks so much for following!!! 

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1 comment :

  1. I can't say enough about the Secret Stories! My students always feel so smart when they learn complicated phonics patterns (as "secrets") that often their older siblings don’t even know! There's nothing else like it- the kids just see it and get it! The phonics stories take no effort for the kids to remember, and they also provide lots of cues for me, so that when a student is having trouble reading or writing a word, I can give a quick hint to the story ("secret") and the student instantly knows the story for the phonics pattern or sound they need. I can’t say enough about the difference they’ve made!

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