[etni] Re: etni Digest V6 #327

From: "Dr. Rachel Segev-Miller" <aki_seg@xxxxxxxxxx>
To: etni@xxxxxxxxxxxxx
Date: Mon, 08 Dec 2008 11:42:02 +0200
Dr. Rachel Segev-Miller
The English Department, The Center of Academic Literacy,
& The M.Ed. Program in Interdisciplinary Education
Kibbutzim College of Education;
& The M.Ed. Programs in Language Education & Learning and Instruction
Levinsky College of Education
Tel-Aviv, Israel
tel. (w) +972-3-6902362; (h) +972-9-9571560
email: aki_seg@xxxxxxxxxx; aki.segev@xxxxxxxxx

----- Original Message ----- 
> etni Digest Sun, 07 Dec 2008 Volume: 06  Issue: 327

[1] Date: Mon, 08 Dec 2008 13:24:25 +0200
> From: Bambi <mabat@xxxxxxx>
> Subject: [etni] FW: HOTS
> After reading all the pros and cons of the HOTS thing, I still can't
> figure out what it is - so, could someone who has taken the course and
> noted that it could all be given in a couple of hours, please give one
> or two practical examples of how you use it - whether in literature or
> just plain reading (and what's the difference there anyway???).

My reponse:
There is a difference, and this is precisely the distinction made by Louise 
Rosenblatt in her transactional theory of reading and writing between 
aesthetic and efferent reading stances, respectively. You can find a copy of 
her article in Ruddell, R. B., & Unrau, N. J. (2004). (Eds.). Theoretical 
models and processes of reading. Newark, DL: IRA.


[2] From: "Adele Raemer and Laurie Levy" <raemer@xxxxxxxxxxx>
> Subject: [etni] A response to: My reflections on the literature course
> Date: Sun, 7 Dec 2008 21:54:23 +0200
> I have been asked to post this in Dr. Lifschitz' name:
 > (...). The F module, which was piloted last year, does not seek to merely 
"give
> names to what you have been doing all along". To the contrary, the 
> explicit
> teaching of the Higher Order Thinking Skills targets learning the thinking
> skills in such a way that the students will be able to use them, whereas
> until now you may have been asking higher order questions and the students
> may have answered but they certainly would not and could not initiate the
> use of any thinking skill on their own. Certainly, they could not transfer
> the use of higher order thinking to anything else: not their life, not 
> their
> other school subjects (...).

My response:
I think you're not giving students any credit. They CAN think, but the 
problem is that they do most of their thinking out of school. 

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[etni] Re: etni Digest V6 #327

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