I am retired, but while I was teaching, I used the research of Judith Langer
in my classroom. When I focused on envisionment-building discussions with
my students, I was always struck by their insightful interpretations. If I
had "tested" them only on the facts to prove that they had read the
assignment, I never would have discovered how much thinking each had been
doing. We (teacher and students) learned from one another through our
discussions where we shared our diverse understandings of the important
ideas in a literary text.
Elizabeth Close
Director of Educational Outreach
Center on English Learning & Achievement
University at Albany
1400 Washington Avenue
Albany, NY 12222
518/442-5171
mailto:eclose@uamail.albany.edu <mailto:eclose@uamail.albany.edu>
-----Original Message-----
From: channel-talklitconversations-bounces@learner.org
[mailto:channel-talklitconversations-bounces@learner.org]On Behalf Of cliff
smith
Sent: Sunday, October 03, 2004 8:32 PM
To: channel-talklitconversations@learner.org
Subject: [Channel-talklitconversations] envisioning literature
Having completed Session 2 of Conversations In Literature I feel that this
is the first time I truly know how I want to approach a literary read and
what to do to make that read a more viable experience. Is this true for
anybody else or am I the only? I am sure I encountered these stances prior
to now but I just never verbalized them nor understood what I was doing when
my mind began to wander.
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Received on Fri Oct 8 16:24:27 2004
