". . . we haven't always taught our students to read with the possibility of change in mind" (21).
"If we are to reshape the world, those aspects of the world that are created in imagination and language, then we need to see reading and writing as opportunities to change" (27).
". . . too often compliance is mistaken for engagement" (42).
"What if all those kids are being the best they can be, but their actions don't meet our expectations?" (43).
There are a few reasons I revisited this post. First, it still speaks to me, especially as I find myself back in the classroom and needing to find ways to help students to connect to texts they typically approach with a distinctly mulish lack of enthusiasm. Second, okay, that's the main reason. The students and finding ways to help them move beyond compliance to engagement.
The slightly updated post from 2018.
I love Kylene Beers and Bob Probst. I love the way they write. I love what they write. I love them and yes, I'm privileged to know them. I'd love to hang out with them pretty much any time.
All of their books are useful and insightful, infused with that Beers/Probst humor. Their Notice and Note books are amazing but I want to talk about Disrupting Thinking: Why How We Read Matters.
Herewith some highlights and observations although it will be much, much, MUCH better for you to just get the book and read it. In fact, use it as a book study with your colleagues. Follow Kylene (@kylenebeers) and Bob (@BobProbst) on Twitter. It's entirely possible Kylene and/or Bob will agree to Skype in to talk with you and your colleagues about the book.
I was in a school library a few years ago, back when I could be in schools, and students were trying to finish all of their AR requirements. Kids were looking for books with the right colored dots. A few kids had finished their AR requirements and were looking for books to read for fun. For fun! Elementary students!! The library staff was making all kinds of great recommendations (that I was writing down for my own reading stacks). What was particularly fun was how enthusiastic the librarians were as they were describing the books they were recommending. Some of the books were not the right color dot, and the librarians would encourage the students to give the book a try. Calloo! Callay!Too often, the right book created a compliant one-book-at-a-time reader, that kid who will willingly read the book we promise him he will enjoy. And yet, he doesn’t become the committed reader who searches on his own for the next great book.And then we wondered if we were trying to solve the wrong problem. . . . Perhaps what was missing was helping students have the right mindset while reading. Once we reframed the problem, we began to understand why how kids read matters so very much (p. 17)
Students learn to extract information from texts and most of the work they do is about extraction. The following quote reminds us of the importance of flexible thinkers, which is often a challenge to the way we tend to want to do things in our classrooms.
We would argue that in today's world, learning to extract information is not enough. It's not enough to hold a reader's interest and it's not enough to solve our complex problems. . . . [Students] need to be flexible thinkers who recognize that there will rarely be one correct answer, but instead there will be multiple answers that must be weighed and evaluated (p. 21)I'd never thought much about a reader's responsibility to the text, but this section of the book was eye-opening. Beers and Probst state "While we, of course, want students who pay attention to what's in the text, we know that the most responsible reading requires that students pay attention to their own responses, their own thoughts, their own reactions" (p. 31).
Please note the emphasis on the word "own." Reading teachers like to talk about making connections: text-to-text, text-to-self, text-to-world. I remember startling a group of students by asking them what they didn't like about a story. When they were reluctant to answer (it probably felt like a trick question), I told them one of the things I didn't like about the story. Small light bulbs exploded as they began to realize that part of reading is recognizing what they like, how they connect, and, yes, what they don't like.
|Heidi Weber sketchnote (p. 37)|
These questions assist students in their process of becoming responsible readers. These questions provide a means for expressing text-to-self and, quite possibly, text-to-text and/or text-to-world. But that's not the whole point. These questions also help students begin to think about what affects them, and why.
I'm going to fast forward a bit to the BHH part; otherwise, we'll be here all day.
I really, REALLY wish I had a recording of Kylene reading this part of the book and I'm going to quote from the text at length because it gives you insight into how they came to the BBH framework.
Our experiment with getting kids to read with the possibility of change in mind, willing to let the text be disruptive, got off to a rocky start. . .
We visited one classroom and said to the fifth graders, "As you read, we want you to think about the textual, intellectual, and emotional aspects of the text. In other words, we want you to read responsively and responsibly." We won't even record here how poorly that lesson went.I must interject. These are two very experienced teachers who get to work with students often, so it wasn't lack of experience or perspective. I can't begin to tell you how helpful it was to me to understand this journey.
Next classroom: "Reading can change you. It can open up the world for you. But as you read, you need to think about your responses and you need to think about what's in the text. And you ought to ask yourself how this will help you be a compassionate person." One student responded, "Will you two be here all week?"My guess is that was not a question posed with joy and excitement.
Another day. Another class. "As you read today, we want you to think about what's in the text and at the same time think about what your responses are to what's in the text." The response from the girl on the third row, middle seat: "Did you say if this was for a grade?"
Finally: "Okay. Today, as you read, think about what's in the book, what's in your head, and what's in your heart." Kids looked up. No one said anything. We took that as a good sign and wrote three words on the board: Book. Head. Heart. One boy repeated, "Book. Head. Heart." Another said, "Like what for the head?" We said, "Just ask yourself, 'What surprised me?' Then you'll be thinking about what was in the book while thinking about what you already know." He nodded and said, "Cool." Another asked, "What's a heart question?" We said, "Try 'What did this show me about me?' or 'How could this change how I feel?'" More nods. We held our breath.
The room was quiet. Kids studied our three words as we added some prompts. Then they shrugged and said, "Okay." And there it was. Three words. Book. Head. Heart. Our frame to remind kids that they need to do more than simply extract information from the text. . . .
It's simple. Direct. And it keeps kids focused on where they must begin--with what's in the book--and where they must end--with how it's changing them. We tell kids, "Of course you must read what's in the book. The author put those words there for a reason! But you also must read thinking about what's in your own head, your responses. And finally you must read thinking about what you took to heart--your feelings, commitments, and values" (p. 62-63).
At the beginning of the book, Beers and Probst explain that disruptions begin because someone realizes there is a need for change. They note there are two questions asked: 1) What needs to change? and 2) What assumptions make that change hard? (p. 7).
We want students to be willing readers. We want them to be responsible readers who are will to reflect on what they are reading, who are willing to question what the writer has made them think and feel. It's possible that to help our students become disrupted thinkers, we have to disrupt our thinking and our teaching about how (and what) our students read.