Tag Archives: professional development

Daniel Willingham on Sound and Meaning

“Writing is a code for what you say, not what you think. All known writing systems code the sound of spoken language.

So, on the first day of school, before any reading instruction has begun, every child in the class has bicameral mental representations of words: the know the sound of a word (which scientists called phonology), and its meaning (which scientists call semantics).”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Term of Art: Extrinsic Phonics

“Phonics taught as a supplemental learning aid rather than as an integral part of the program of reading instruction, often in separate workshops during special time periods.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Term of Art: Discovery Learning

“An approach to learning based on the principle of ‘learning by doing’ in which new ideas develop. Discovery learning activities are designed so that students discover facts and principles themselves, through personal experience, rather than having them authoritatively explained by a textbook or a teacher. Discovery learning in prized by progressive and constructivist educators. Some of the principles of discovery learning have long been part of the repertoire of traditional teachers as well, especially in science classes, where, for example, students can directly observe the results of experiments. Critics claim that discovery learning is extremely time-consuming, difficult to manage, and inefficient because so much time is wasted waiting for students to ‘discover’ what is already known by their teachers.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Cultural Difference and Learning

It bears mentioning that cultural differences have nothing to do with intelligence and aptitude. It is hoped that the cognitively savvy educator will appreciate the unique perspectives—literally—that students from various backgrounds may have and exploit those differences to optimize and expand the learning opportunities for all students in a classroom.”

Excerpted from: Rekart, Jerome L. The Cognitive Classroom: Using Brain and Cognitive Science to Optimize Student Success. New York: Rowman & Littlefield Education, 2013.

Aristotle on Rhetoric

Over the years I have been intermittently interested in the Trivium as a way of helping students to think in a linear manner. Anyone dealing with this medieval division and taxonomy of knowledge will quickly come into contact with Scholasticism, and, working backward chronologically, Aristotle. I still haven’t decided if a teacher could or should return to medieval categories of knowledge, but I do think there is a case to be made for teaching rhetoric in high school English Language Arts class.

Because I have some old-fashioned ideas about the equality of opportunity in society, I have made working in struggling, inner-city schools my office for my entire career. Last November, I made the move from one of these schools in New York City to one in Springfield, Massachusetts. One of the first documents to cross my purview in the service of a student was a writing assignment for a work of fiction in an English Language Arts class. My talented colleague, and I thank her for this, asked her students to use one of three rhetorical strategies in this assignment. It was a treat to see.

Anyway, along the way in trying to develop instructional materials related to rhetoric, I transcribed the gravamen of Aristotle’s analysis of rhetoric (from this edition of his treatise) for use in planning a unit on the it. If you can use it, there is a several-page Word document under that hyperlink

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Primo Levi

(1919-1987) Jewish-Italian memoirist, novelist, short-story writer, and poet. Levi was active in the resistance during World War II and was captured and sent to Auschwitz. After the war, he worked for many years as an industrial chemist. His best-known works are Se questo e un uomo (1947; tr If This Is a Man, 1959; U.S. Survival in Auschwitz, 1961) and La tregua (1958; tr The Truce; U.S. The Reawakening, 1963), the first and second volumes of his autobiographical trilogy. Both are Holocaust memoirs distinguished by a combination of compassion and detachment and an extraordinary absence of personal bitterness. A chemist by profession, Levi gained international attention with is final volume of autobiography, Il sistema periodico (1975; tr The Periodic Table, 1984), a brilliant tour de force consisting of twenty-one imaginative pieces, each named after a chemical element robing personal, social and political experiences. After the appearance of The Periodic Table Levi attracted much more attention among English-language readers; several translations of his books have appeared, including Se non ora, quando? (1982; tr If Not Now, When?, 1985), a novel, and The Monkey’s Wrench (1986).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Term of Art: Graphophonemic Knowledge

“The understanding that words are made of sounds and sounds are written with letters in the right order. Students who understand this can blend sounds associated with letters into words and can separate words into component sounds for spelling and writing.

Students should be assessed to determine if they can hear sounds in spoken language prior to letter-sound instruction.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Why Read?

…What is reading for? We read in order to understand thoughts: either someone else’s thought, or our own thoughts from the past. That characterization of the function of reading highlights that another mental act had to precede it: the mental act of writing. So perhaps we should begin by thinking about the function of writing. I think I need milk, I write that thought on a note to myself, and later I read what I’ve written and I recover the thought again: I need milk. Writing is an extension of memory.”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Term of Art: Grammar of Schooling

“The assumption that schools have certain invariable features, such as classrooms, teachers, subjects, textbooks, tests, report cards, rewards and sanctions, a certain architecture, and a certain layout of the classroom. Education historians David Tyack and William Tobin are credited with the phrase and the observation that the grammar of schooling is remarkably resistant to change.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Alliteration

“Alliteration: (Latin ‘repeating and playing upon the same letter’) A figure of speech in which consonants, especially at the beginning of words, or stressed syllables, are repeated. It is a very old device indeed in English verse (older than rhyme) and is very common in verse generally. It is used occasionally in prose. In Old English poetry alliteration was a continual and essential part of the metrical scheme and until the late Middle Ages was of was often used thus. However, alliterative verse becomes increasingly rare after the end of the 15th century and alliteration—like assonance, consonance and onomatopoeia—tends to more to be reserved for the achievement of special effect.

There are many classic examples, like Coleridge’s famous description of the sacred river Alph in Kubla Khan:

Five miles meandering with a mazy motion

Any others less well known, like this from the beginning of Norman MacCaig’s poem Mutual Life:

A wild cat, fur-fire in a bracken brush,

Twitches his club-tail,  rounds his amber eyes

At rockabye rabbits humped on the world. The air

Crackles about him. His world is a rabbit’s size.

And this, from the first stanza of R.S. Thomas’s The Welsh Hill Country:

Too far for you to see

The fluke and the foot-rot and the fat maggot

Gnawing the skin from the small bones,

The sheep are grazing at Bwlch-y-Fedwen,

Arranged romantically in the usual manner

On a bleak background of bald stone.

Alliteration is common in nonsense verse:

Be lenient with lobsters, and ever kind to crabs,

And be not disrespectful to cuttle-fish or dabs;

Chase not the Cochin-China, chaff not the ox obese,

And babble not of feather-beds in company with geese

in tongue-twisters:

Betty Botter bought some butter,

But, she said, the butter’s bitter;

If I put it in my batter

It will make my batter bitter,

But a bit of better butter,

That would make my batter better.

in jingles:

Dingle digle doosey,

The cat’s in the well,

The dog’s away to Bellingen

To buy the bairn a bell.

and in patter beloved of drill sergeants and the like:

Now then, you horrible shower of heathens, have I your complete hattention?

Hotherwise I shall have to heave the whole hairy lot of you into the salt box

where you will live on hopeful hallucinations for as long as hit pleases God and

the commanding hofficer”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.