#CCIRA18: Disrupting Thinking

Satuday at #CCIRA18 meant three hours with Kylene Beers and Bob Probst.

Three hours.

Amazing three hours.

Tears.

Laughter.

Stories.

And most of all learning.

But I’m still struck by this . . .

Teachers know more about the teaching of reading than ever before.

Textbooks are better.

More books published for kids.

Yet more kids leave high school saying, ‘I will never read a book again.'”

WHY is this?

We know more.

Out teaching has improved.

The materials and resources have improved.

And yet, when students leave school, they aren’t reading.

The data is here.

Go wade through the data.  It’s been sliced, graphed and discussed from number of books to types of characters to choice.  Two that caught my eye are here.

Frequency of Reading and Number of Books

Screenshot 2018-02-12 at 7.53.51 AM.png

Frequency of Student Selection of Book and Likelihood of Finishing a Book

Screenshot 2018-02-12 at 7.55.47 AM.png

How do you interpret this data? 

How important is student self-selection of books according to the students? 

How might this data impact your work?

One response

  1. Hmmm. Higher odds of kids finishing the books THEY choose for themselves? Sounds like #inquirymindset! Thanks for sharing.

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