3/22/02

From: Jean247727@cs.com
Date: Sun, 17 Mar 2002 09:20:21 EST
Subject: Re: [mosaic] matrix "main event" strategy

In response to Frer2 looking for the info on "The Main Event" Graph I have
copied the original postong below. I hope it is helpful to you.
Jean

Just today I was introduced to a matrix that was titled "The Main Event" You
begin by sharing a story. The story we used was Under the Night Quilt. Upon
completion of hearing the story students were asked to recall actions that
took place in the story. The teacher lists these (in a column) along the edge
of a chart paper. After a list of 8 to 10 actions are generated the students
are asked to choose 3 or 4 that are they consider to be the MOST IMPORTANT
actions. The teacher indicated which ones are chosen to be the most important
on the chart. The next step involves drawing a large H shape on a new piece
of graph paper. (Keep the original list of actions visible) In the upper part
of the H graph the most important actions are restated, the somewhat
important actions land near the crossbar and the least important actions are
in the bottom half of the H. Following the construction of this matrix,
students compose a report using all of the "most important" actions and a few
of the "somewhat important" actions. None of the "least important" actions
are included in the report. The demonstration I saw was done with a fifth
grade (whole) class but this activity could be done in small groups or with
pairs of students working together. I hope my explanation was understandable
and maybe a bit useful. I am eager to try it myself with my second graders.
Good Luck! Let me know (if anyone tries this)...how it worked.
Jean

+++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 17 Mar 2002 10:48:24 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Mem Fox's book

Have any of you read Mem Fox's book about reading aloud to children. It
was at our school book fair and I saw it and started to get it, but had
already spent toooooooo much money and I didn't want to risk it for $12
more dollars....I know - sad! :)

Shelly

+++++++++++++++++++++++++++++++++++++++

From: "Pat Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] Mem Fox's book
Date: Sun, 17 Mar 2002 11:44:51 -0600

Shelly.

I bought it a couple of weeks ago at a book fair. It is absolutely
wonderful....for anyone. And it's only partly about reading aloud. The
"magic of reading" part is an explanation of the cueing systems of language
in simple terms. I've already loaned it to a student who was preparing for a
1st grade parent's night and then sent it on to my daughter. I highly
recommend it for anyone who has or works with emergent readers. In this day
of test mania it's a needed reminder that reading is supposed to be fun. It
gave me a needed dose of enthusiasm.

Mem's premise is that if we all read 3 stories a day to every child from
they time they're born that we would wipe out illiteracy. Somehow I think
she may be right.

pat

Patricia Watson
Stephen F. Austin State University
Nacogdoches, Texas

++++++++++++++++++++++++++++++++++++++++

From: Annette201@aol.com
Date: Sun, 17 Mar 2002 12:56:29 EST
Subject: Re: [mosaic] Mem Fox's book

I have it (but then, I have everything, its embarrassing!!!) and its an
excellent book. really easy to read and its fun too.

I think when my kids finally put me in the old folk's home, they will have a
garage sale. People will come and look and admire all the books I have
collected , as my sons put them out on the tables. and my boys both will
say, mom was a good person, but she had a problem with this book
fetish!!!!!!!!!!!!!!!!!! hahahahaha.

+++++++++++++++++++++++++++++++++++++++++++++++

From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Mon, 18 Mar 2002 08:51:35 -0500

Hi Rita,

Thank you so much for your suggestion and explanation on how to approach
reading with my students. I now have a better idea of what is meant by
re-reading.

I have had that one child in particular jot down what he feels are the main
points and this appears to help, however I think your ideas would be very
benefical to him (e.g., drawing a picture, using post it's for 'I wonders').
I will try it! Thanks so much again :)

Elise

++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 18 Mar 2002 10:19:23 -0600
Subject: [mosaic] National Reading Panel report
From: hurd_k/cn@dns.u46.k12.il.us

Does anyone know the name of the book that Regie Routman wrote about the
National Reading Panel Report?

Two years ago at the IRA in Indy, I heard Regie give a rather scathing
response to the report, which had just come out. It was the talk of the
local newspaper in Indy. Some of her response was based on the fact
that teachers had little, if any, input on the actual panel.

The report was also touting phonics as the one sure way to teach
reading.

Thanks for posting the website to get the report. I tried 4 times by
phone to get the report sent to me, as they had given us an 800 number
for it. However, it was never sent to me.

Thanks,
Kathy Hurd

++++++++++++++++++++++++++++++++++++++++++++++++

From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] National Reading Panel report
Date: Mon, 18 Mar 2002 12:25:23 -0500

I spoke with my principal. I believe the book is Literacy at the
Crossroads. Hope this helps.

++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 18 Mar 2002 12:09:44 -0600
From: Pat Watson <pwatson@sfasu.edu>
Subject: RE: [mosaic] National Reading Panel report

Literacy At The Crossroads does deal with the politics of reading and
literacy, but was published quite a bit prior to the NRP report, so doesn't
address it directly. I'm not aware that Regie has a book that does...You
might want to read Elaine Garan's new book, Resisting Reading Mandates : How
to Triumph with the Truth (Heinemann).

pat

Patricia Watson
Elementary Education
Stephen F. Austin State University
pwatson@sfasu.edu
936-468-1884

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From: "Erlich, Jami" <ErlichJ@ramnet.k12.ny.us>
Subject: [mosaic] hello
Date: Mon, 18 Mar 2002 13:16:46 -0500

Hi everyone,
I'm yet to try out any strategies, and I have a question that
hopefully someone could help me out with. Do you suggest a strategy that
each child should use, depending on which one you feel would work best for
them. Or, do you completely leave it up to the child? I would think that
they keep switching the strategy they use, depending on the latest one that
was taught, rather than finding one that works for them and sticking to it.
Thanks!
jami

++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/Frontline Teaching
Date: Mon, 18 Mar 2002 20:21:31 -0600

Below is a VERY INTERESTING article from Laura. Just think what could happen
if we apply the strategies to math???!! I feel a book in the works by you,
Laura!!!!! Go for it!
Ginger

@@@@@@@@@@@@@@@@@@@@@@
FrontLine Teaching
Published By ReadingLady.com
www.readinglady.com
readinglady@readinglady.com

New Arrivals
We just got in some great new Literature Circle Resources. The titles and
descriptions can be viewed at –
http://www.readinglady.com/store/cgpub/cgpub.html

Also, just in newest Four Blocks resource – Poems for Shared Reading by
Karen Sharpe. It says it is for Grade 1, but I think it is very appropriate
for Kindergarten too. This book can be viewed at –
http://www.readinglady.com/store/Newest_Arrivals/Newest_Arrivals2/newest_arr
ivals2.html
----------------------------------------------------------------------------

News From ReadingLady

For some time now our school has had great difficulty getting our students
to score well on yearly Math assessments. The children fall down on these
tests even though most teachers have spent an entire year doing “test prep”.
I have long advocated that test prep is not necessary if we teach children
strategies that they can use when working through problems independently.
Yes, we need to teach them test sophistication and the format of these
standardized tests, but our instruction should not be based around teaching
to the test. In my school many teachers teach to the test from September to
April and then in May don’t understand why the children don’t do well. I
would venture to say it is because they have taught to the test and when the
test arrived, one aspect of it was slightly different and the children are
left with no strategies to fall back on.

We had a meeting in my school this week with our Math Staff Developer who
was trying to tell us that the fault in our students solving math word
problems lie in the way we teach math concepts. I sat respectfully and
listened, but did not agree with her at all. I then spoke up and said that
I strongly felt the issue was not a concept issue but a comprehension issue.
She of course thought I was referring to the idea that the children can’t
solve the problem because they can’t read it. Not at all what I was trying
to say. I told her that I felt the problem lie in the higher order thinking
skills, i.e. the interpretation of the problem. The problem to me is a
comprehension breakdown and we need to rethink our approach to teaching
math. I feel we need to incorporate more of the thinking strategies from
Mosaic of Thought and Strategies that Work into our teaching of Mathematics.

Following that meeting, I invited the Math Staff Developer to come to my
class the next day and administer a 3rd grade practice math test to my
students. I have not taught, “test prep” to my children, but have taught
them strategies to use when solving math problems and my math instruction
this year has been strategy based. I have told the children all year, I don
’t want to know the answer I want to know the strategy you used to get it.
We still are fine-tuning this approach but I wanted to see how they would do
on a standardized assessment. The Staff Developer gave the test to the
children while I was present. My children are in 2nd grade, so the test was
a grade above their placement. I was comfortable with this because I have
gone above and beyond the second grade curriculum this year.

During the test, we walked around with clipboards and took notes on what we
were observing the children do. As they raised their hands and asked
questions we had a real window into their thinking. What began to emerge
was, as I suspected, evidence of an understanding of the math concepts, but
questions about the interpretation of the wording in the problems. They
knew what to do for their interpretation, which at times was not what the
question really asked. The Staff Developer was quite impressed with the
sophistication of the children’s thinking and immediately realized what I
was trying to tell her in the meeting was correct. The problem with the
student’s scores on standardized assessments in Math was a language, or
comprehension problem and not a math concept issue. All of my children in
the class got at least 50% of the test correct. No one scored lower than
that. Many got 75-80% of the test correct. This test is one year above
their placement and there were concepts that were not yet taught, like
trading across 2 zeros when regrouping.

It was quite impressing to see the strategies that these young children fell
back on during the 3-hour test. They were boxing out clues and trying to
work through the problem, they drew pictures, labeled graphs and developed
plans for solving. What I learned is that the tests are very deliberately
worded in a way that seeks to trick the students. They also set up the test
with the most common interpretation error answer as one of the choices. On
a multiple choice test students are either right or wrong. There is no
partial credit given for work done or simple computational errors made. It
was easy to see how the scores come in the way they do. The Staff Developer
now has a clearer picture of what needs to be done and this is our next
step. We are trying to develop a metacognitive approach to teaching Math,
much as we have done in reading. We are working to align the thinking
strategies outlined in Mosaic of Thought with the math curriculum. I have
put out a request for anyone who has worked with these strategies already to
share them with the ProfReadingGroup ring. We can work through this
together and will all benefit from this change.

I began to incorporate this into my instruction this week. What I found was
that the Prior Knowledge piece kept jumping out at me. I have now asked my
students to do the following when working through a word problem –

Step 1 – Read the entire problem

Step 2 – Try to access your prior knowledge, what is the problem about –
(ex. - money, time, calendar, fractions, perimeter, etc.) Write that word
below the problem and put a box around it.

Step 3 – Reread the problem, sentence by sentence and put a box around the
important clues. List the important clues down below the problem. (This
will isolate the clues and bring them outside the problem. (Ex. – found 10
cents would be listed instead of the boxed out found a dime. Spent 25 cents
would be listed instead of the boxed out spent a quarter. This allows them
to remove it from the body of the text where they can hopefully see the
problem more clearly.) Again, they need to access prior knowledge – what do
some of the important clue words mean? (Ex. – one week – what do we know
about a week – it has 7 days. Has a quarter – what do we know about a
quarter – it is worth 25 cents, etc.)

Step 4 – Think – Do you UNDERSTAND the question. Restate part of it below
the problem. (Ex. How much money does he have now? Could be rewritten how
much money.)

Step 5 – Come up with a plan to solve your problem. What will you need to
do with the important clues you have collected?

Step 6 – Solve the problem.

Step 7 – Explain how you worked through the problem in writing.

We began this new approach this week using easier word problems. We want
them to focus on the process of using the strategies rather than get bogged
down in the interpretations of it. Once they are comfortable with the
process the problems will become increasingly difficult. I will keep you
posted as we work through this. I’d like to hear what you are doing in your
math instruction. Feel free to post your thoughts to the
ProfReadingGroup@yahoogroups.com ring, or email them directly to me at
readinglady1@aol.com .

Laura Kump

Readinglady.com
Copyright Pending: Readinglady.com 2001

+++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 19 Mar 2002 05:22:11 -0800 (PST)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: Re: [mosaic] forward/Frontline Teaching

Hi everyone...I am writing in response to the article
about integrating Mosaic and Strategies That Work into
our math curriculum. I agree with Laura that the math
test is not just numbers, it is a comprehension test
also (if not more so!) The wording of the problems
sometimes throw the kids for a loop and then they do
not know what to do.
I am very interested in hearing any other strategies
anyone is teaching to increase comprehension when
solving word stories for math. I think the students
need to figure out ways to understand exactly what the
problem is being asked before they can successfully
calculate the answer!

Rachel

++++++++++++++++++++++++++++++++++++++++

From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: RE: [mosaic] hello
Date: Tue, 19 Mar 2002 10:11:01 -0500

Hi Jamie! It's Alisa from the Mosaic group. I'm not sure if I totally
understand your questions but I would think that as you're teaching a new
strategy, every child should be expected to try that strategy, after a lot
of modeling, practice, etc, they should all be able to use it. As new
strategies are taught though, the child should be using strategies that
apply to their situation. Depending on the problem they are having, one
strategy may work better than another in helping them to solve their
problem. I think it's great when kids are able to use more than 1 strategy,
but I wouldn't want to overwhelm them and expect them to use all strategies
at once! So once they have knowledge of a few strategies, I would think they
should use strategies that help their individual needs- does this answer
some of your question?! I hope so! Alisa

+++++++++++++++++++++++++++++++++++++++

From: "Nicholson, Kristin Leigh" <nicholsok@ramnet.k12.ny.us>
Subject: RE: [mosaic] forward/Frontline Teaching
Date: Tue, 19 Mar 2002 10:15:26 -0500

I agree. Math understanding is a lot about comprehension. I would love to
hear ideas regarding using stategies with math.

Kristin-Leigh

+++++++++++++++++++++++++++++++++++++++++

From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] forward/Frontline Teaching
Date: Tue, 19 Mar 2002 10:50:46 -0500

Absolutely! This is especially true with our math program. Even at the
primary level, it involves a significant amount of reading, and
comprehension of what is being read in order to solve the problem. For
example, when introducing basic addition and subtraction problems in the
first grade, emphasis is placed on listening to the story problem and what
is being asked in the question, before even attempting to solve the problem.
The children need to repeat the story problem back to the class after the
teacher asks a question. This is always interesting, because at first, all
the children want to do is shout out the answer. You really can tell who is
"listening" to what is being asked in the story problem when it needs to be
repeated.

++++++++++++++++++++++++++++++++++++++++++++++

From: "Cameron, Nicole" <cameronn@ramnet.k12.ny.us>
Subject: RE: [mosaic] hello
Date: Tue, 19 Mar 2002 12:02:01 -0500

Hi everyone,
I am having a problem working with the strategy of inferring. I teach 7th
grade. Does anyone have any tips that could help me out?
Nicole

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Date: Tue, 19 Mar 2002 12:25:31 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] hello

First you need to find pictures books to show the students what
inferences are.

Keene or Zimmermann share inferences as what happens when you combine
prior knowledge and text.

I use books by Patricia Pollaco, Eve Bunting, and Chris Van Allsbutg.

deb

++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 19 Mar 2002 16:21:16 -0500

Hi everyone,

Today I worked with a 4th grade student using the strategy of determining
importance. He truly seemed to benefit from jotting down the main points
that he felt was essential to the story. He even related some of the story
to past events in his life. After we discussed his main points, I directly
asked pertinent questions to check comprehension. He correctly answered the
10 questions successfully. He even said he found that writing down his
thoughts was very helpful!!! :) Does anyone have any other suggestions for
me to try? Thanks

Elise

++++++++++++++++++++++++++++++++++++++++++

From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Mon, 18 Mar 2002 08:51:35 -0500

Hi Rita,

Thank you so much for your suggestion and explanation on how to approach
reading with my students. I now have a better idea of what is meant by
re-reading.

Elise

++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] hello
Date: Tue, 19 Mar 2002 18:40:52 -0500

As new strategies are introduced, you encourage students to try them out.
Ultimately, you guide students until they are able to use strategies
independently. Most readers use a combination of strategies, and that is
what we would encourage them to do. There isn't one strategy that works in
every situation.
Cece/1/GA

+++++++++++++++++++++++++++++++++++++++++++++++

From: "Nancy Barnes" <naneb@bellsouth.net>
Subject: [mosaic] strategies
Date: Tue, 19 Mar 2002 20:07:41 -0600

I was very interested in the math strategies that Laura wrote about. I =
teach special ed students. I teach a class called Feuerstein's =
Instrumental enrichment. This class is based on the work of an Israeli =
psychologist, Reuven Feuerstein. His theory is that you can change =
intelligence and teach people how to think. The instruments each focuses =
on a specific cognitive skill and teaches students how to develop =
strategies and solve problems. It teaches them how to think logically =
and how to apply this logical thinking to their everyday life. If you =
want to know more about this program go to : www.icelp.org
Nan/6sped

+++++++++++++++++++++++++++++++++++++++++++++

From: "Cathy Semkin" <cathy@iland.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 19 Mar 2002 20:21:27 -0600

Laura,
You are absolutely correct in using Strageties with math! I have been
trying to develop the "connections" (sorry for the pun) for a year. I can
tell you that I have found that asking students to make connections with
directions or math text by using their "math language" is more successful
than asking for a connection. Many times, I have been able to recognize the
source of their difficulties from their connections.

In addition, I spend much more time with the "process" rather than the
"product" in math instruction. If the process is solid, then the product is
much improved. Asking a child to "defend" an answer lets me know if that
child understands the process of is making a lucky guess.

I am anxious for your book to be published.
Cathy

+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 19 Mar 2002 22:01:04 -0600
Subject: [mosaic] teacher new to 5th grade
From: datsauer <datsauer@chartermi.net>

Hi everybody = I am a first grade teacher who lurks here often and posts
only occasionally. It looks like I will be moving from 15 years in 1st grade
to 5th grade next year. I teach in a very high performing school, and want
very much to work with the Mosaic strategies next year. Can anyone suggest
any other good professional books on reading, writing, and comprehension for
a person in my situation. I've never taught higher than 2nd grade. I'm a
very experienced, National Board teacher, but I have a knot in my stomach
tonight! Any suggestions will be appreciated. Debbie in Duluth

+++++++++++++++++++++++++++++++++++++++++++++++

From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 20 Mar 2002 08:37:46 -0500

Jami,

I tend to think if you give a child a strategy that works for that
particular child then keep it! I don't feel that introducing many srategies
will necessarily help that child more. It's hard enough sometimes to find
something that works successfully. I do feel though that it can't hurt to
teach the child more strategies but I would say that if the child finds one
particular strategy that truly works then he/she should stick with it.

Elise

+++++++++++++++++++++++++++++++++++++++++

Date: Wed, 20 Mar 2002 16:51:20 -0800
Subject: [mosaic] what do you do with people who don't want to change?
From: Kimberly Marchand <labsforus@juno.com>

I am in graduate school and am finishing up a project for my curriculum
development class. I have to pretend I am a literacy coach and present
my project to a mock school board. My project is based on reading
comprehension. Implementing MOT. However, one question that popped into
my mind is what do you do with teachers that don't want to change. They
don't see the need to teach reading comp. the MOT way. They just want to
have kids read a book and answer questions and then test them on the
book. What do you say and do for those kinds of teachers?

+++++++++++++++++++++++++++++++++++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] what do you do with people who don't want to change?
Date: Wed, 20 Mar 2002 15:59:05 -0600

I would try to take baby steps with some teachers by
breaking down the process like we do in special ed.
Perhaps, teaming them with another teacher to implement
the beginning stages. Doing a lot of modeling, modeling,modeling. Giving
them materials that are
hands on and lessons that can be used with a small amount of work, etc.

++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 20 Mar 2002 14:31:10 -0800
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] what do you do with people who don't want to

My name is Hayley - I teach sixth grade language arts in middle school and =
am beginning to introduce MOT to our language arts teachers with no formal =
background myself. This is my first time posting but I've thought about =
this question some in terms of my school and the training we're doing =
here.

One technique I might try is to take the questions those teachers might =
ask their students then break them up into the skills students need to =
answer them (main idea, characterization, word analysis, plot elements, =
etc.). From there, perhaps there could be a discussion about MOT =
strategies as direct instruction that might help students attain those =
skills and improve their answers. I know the goal of MOT is gradual =
release of responsibility but if resistant teachers see how these =
strategies can fit into what they already do, they might be willing to try =
them.

Hayley

+++++++++++++++++++++++++++++++++++++++++
Date: Wed, 20 Mar 2002 16:44:29 -0600
From: Pat Watson <pwatson@sfasu.edu>
Subject: RE: [mosaic] what do you do with people who don't want to change?

I've been working with just such a group. What I did was volunteer to go in
and teach strategy lessons to their classes. They LOVED the idea of a day
off. It's been small steps, but they've seen how the kids responded. They've
seen how it relates to TAAS. I'm making headway...one is retiring, I think
the other has made the first moves. She asked the Middle School reading
coordinator to come over and share the lessons I'd done with their classes.

I really think MODELING is the key....in strategy instruction for kids and
in teaching teachers.

pat

Patricia Watson
Elementary Education
Stephen F. Austin State University
pwatson@sfasu.edu
936-468-1884

++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 20 Mar 2002 18:22:24 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] teacher new to 5th grade

Fountas and Pinnell's Guiding REading and Writing - Grades 3 - 6. I am
reading it now and it's masterfully set up with specifics about how to
organize a reading and writing workshop for intermediate grades. I find
that I don't have as much time as they do for it, but I love the format.
GOOD LUCK from Shelly, Fifth Grade.
I love fifth grade content and all of the wonderful projects that you
can do!

++++++++++++++++++++++++++++++++++++++++++++++++

From: "Nancy Barnes" <naneb@bellsouth.net>
Subject: [mosaic] strategy use in Math
Date: Wed, 20 Mar 2002 19:37:10 -0600

I was very interested in the math strategies that Laura wrote about. I =
teach special ed students. I teach a class called Feuerstein's =
Instrumental enrichment. This class is based on the work of an Israeli =
psychologist, Reuven Feuerstein. His theory is that you can change =
intelligence and teach people how to think. The instruments each focuses =
on a specific cognitive skill and teaches students how to develop =
strategies and solve problems. It teaches them how to think logically =
and how to apply this logical thinking to their everyday life. If you =
want to know more about this program go to : www.icelp.org
Nan/6sped

++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 20 Mar 2002 20:35:29 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] what do you do with people who don't want to change?

We recently had a thorough discussion on this topic. You might want to
first check the list archives to see the past discussions. We pretty
much wore the topic out. :) But one thing that I don't think I posted
before is when I coached teachers in another model, I challenged those
resistant to try the model/method/idea/whatever for just two weeks. They
must agree to be committed and do it correctly for the entire two week
period. If it makes a difference (which of couse, I believe it will) and
they see success and progress - then fantastic and they have grown from
the experience. If not, they can say, "I tried. It didn't work. No thank
you. Not guilty." I learned this from a former principal who was
phenomenol in leading a staff through growth and change. Hope this
helps. Shelly K.

++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 21 Mar 2002 10:02:49 -0600
Subject: Re: [mosaic] what do you do with people who don't want to change?
From: hurd_k/cn@dns.u46.k12.il.us

Thanks, Shelly, for this great piece of advice.

This reminds me of telling my kids, when they were preschoolers, to try
something for 2 times if they were reluctant to try an activity.
Usually, after trying it 2 times they were sold on the activity. Now,
they are young adults becoming fully functioning human beings. It makes
me want to take another look at the book, _Everything I Learned in
Kindergarten..._ to see if there are lessons I can apply to staff
development.

Kathy Hurd

++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Mwalshct@aol.com
Date: Thu, 21 Mar 2002 14:14:49 EST
Subject: Re: [mosaic] what do you do with people who don't want to change?

I can understand the reticence of some teachers to jump on board. Over the
years, they've been Tessaed, Hunterized, and told each new change was the
cure. Show the research data. Demonstrate clearly. Let them see the whole
picture. Give them time and support. Be careful not to throw the baby out
with the bath water. Many of these teachers have been very successful with
what they are already doing. They need to see a good reason to change.
Above all, respect their expertise. Make partners not enemies.
Mary Walsh

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From: "Cameron, Nicole" <cameronn@ramnet.k12.ny.us>
Subject: RE: [mosaic] what do you do with people who don't want to change?
Date: Fri, 22 Mar 2002 07:18:17 -0500

Are there still those types of teachers who believe that reading a book and
answering questions is the most effective method of teaching comprehension?
Maybe if we placed them in a classroom that implements MOT strategies it
might grant them some forsight into the processs and how effective it is
compared to the strategy they are using (reading a book and answering
questions).
Nicole

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From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 09:31:50 -0800
Mem Fox's book is one of the best books I have read in a long time. I have put two
copies in our parent library.

Melanie

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From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 12:29:10 -0500

I'm intrigued by your "parent library"...is it educational/instructional
books for the parents to borrow?

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From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 09:47:22 -0800

Yes. We have lots of books, including Mosaic of Thought, Strategies That
Work, and many more. We also have video tapes of my parent ed. nights for
check out. Keeping our parent community, one of our most important and
valuable "stakeholders," is a primary goal for my school.
Melanie

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From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 12:39:10 -0500

What are your parent ed. nights? Do you actually teach them the strategies?
The library sounds like a great idea! Do many parents utilize the
resources?

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From: "Erlich, Jami" <ErlichJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 22 Mar 2002 12:51:05 -0500

Hey everyone,
Is there anyone who has used all of the strategies for more than one
year , with various classes? If so, is there one strategy in particular
that seems to be the most difficult for them to grasp?
Thanks,
Jami

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From: "Mary McG" <MaryMcG@si.rr.com>
Subject: Re: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 18:59:15 -0500

I have often had a collection of educational/instructional books available
for the parents to borrow. I also try to get them together for book
discussions. One word of warning is that books get damaged. Sometimes they
don't come back at all. It is distressing and interrupts the process
BUT..... hopefully something larger will come from the experience.
^j^
Much Light,
Mary

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From: "Mary McG" <MaryMcG@si.rr.com>
Subject: Re: [mosaic] Mem Fox's book
Date: Fri, 22 Mar 2002 19:01:31 -0500

Now a school library would be much better! They could add to the collection
if the books were not returned or if they were returned damaged.
I have been using my own books and trying to give it to the universe when
peoblems occur...

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Date: Fri, 22 Mar 2002 16:55:17 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Reply-To: mosaic@u46teachers.org
Jami wrote:

If so, is there one strategy in particular
that seems to be the most difficult for them to grasp?

judy3ca responds:

I vote for synthesis--hands down.

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