It's time to begin our book study on Disrupting Thinking by Kylene Beers and Robert E. Probst! Now, like I posted on Instagram and Facebook last night, a lot of people haven't been able to get their reading of the intro/part I/ chapter 1 done because the book sold out on Amazon, so lots of y'all got your copy later. Because of that, I changed the posting schedule up a bit (you can find the revised version at the end of this post) and today we are discussing the intro and part 1. We will discuss chapter one next week. :)

Let's get started on today's discussion!

Now, I gotta admit, when this was the book that was chosen, I was a little concerned. I was afraid this book would be full of theories and research and not actual useful information. Boy was I wrong! I am LOVING this book and we are only on the introduction! 

Here's what I took away from this week's reading.

Right off the bat we are given a story about a little girl with mismatched socks. I loved this story!  I highlighted the part about how the company, LittleMissMatched, was founded and I wrote "out of the box thinking"....then I turned the page and saw this:

Oops! Ha! At least I was on the right track. I think it's so important to focus on disrupting our thinking because when we do that, it opens up so many possibilities. 

I also highlighted from the last paragraph on p. 7: 
We as teachers have to start thinking this way, right? If it isn't working, it's time to disrupt the system and figure out a better way! 

The most important take away I had from this section was from the part from Bob's article that he wrote after September 11th in which he discussed how students would (or wouldn't!) learn from reading difficult texts. He said that students wouldn't learn to read difficult texts by "taking quizzes or preparing for them, or by collecting points and prizes for numbers of books read, but by engaging stories and poems that touch them, reading them in the company of other students and committed teachers who will help them make connections, explore responses, and raise and answer questions."
This might just be my favorite part of this week's reading. I am so saddened when kids talk about how many AR points they have or ask to read an "easy book" because they need so many points to meet their goal. Ugh. 

Did y'all agree with the teachers' response to the author's question about what they wanted most from their students in terms of deep learning? The teachers said "apathy," that students are "just going through the motions, getting good grades even, but nothing is sinking in."

 I SO agree with that! So many of our students are not interested or concerned with enjoying the story or looking for meaning in the story or connecting with characters from stories. They just want to read the text, answer questions about it, and then take a test. We have got to change this way of thinking and make kids passionate about reading! 

This brings me to the section about part one. I absolutely loved reading the snippets of conversations from the students that varied in age from first grade to college. Isn't it interesting to see how the students' opinions on reading changed as they grew older? I wrote "YIKES!" out beside the convo the author had with the 4th grader. I hate that the student only enjoyed reading on Fridays when they got to read whatever they wanted...but only if no one had misbehaved that week. Oh goodness gracious! How sad is it that. I felt for that kid.

We have to put our students in the right mindset and promote a love of reading. We need to strive to eliminate all the "fake reading," which is an art that so many of our students have mastered, right??

Okay, that's it for my thoughts. Now I want to hear YOURS!  If you want to comment here, that's great, but I will also post a picture on Instagram and Facebook tonight at 7pm CST if you want to comment and discuss there! Whatever works for you!

I'm super excited to read on to chapter one!

Here's the revised posting schedule if you need it.

Happy Book Studying! :)