So, first, I'll take a pass that might demonstrate a somewhat typical approach by a "story-teller" daughter like mine:Ĭ? she left the dough to rise (and went to do the laundry)Ĭ? she giggled to herself and hid to watchġ. I think I can do this rather quickly, and might succeed in bringing some clarity, even if I don't succeed in suggesting how we convey the underlying tools to our students. To do this, I'd like to create several skeletal stories from this picture. let's just have fun writing stories from pictures already!" However, part of me still wants to celebrate and share some of Pudewa's more elusive vision (or the vision of his predecessors? but a vision, none the less, that he seems to have flown very well in his videos). Sometimes I'm just tempted to say, "oh, whatever. I've now spent a little time reviewing Verstigen's treatments of this unit, and some online resources, even from IEW, and think that that difficulty is actually pretty broad. In particular, I'm very enthusiastic about Pudewa's vision for the skill-building potential that this exercise has, but feel that his vision is rather more difficult than normal to grasp. My approach here might be a little overly "systematic" for some, but I feel that there's some value to tackling this. though I realize this is long.Īs my own daughter (and I think, others) struggle a bit with this "drawing from pictures" unit, I've become inspired to share my feeble two cents. I'd really appreciate feedback on reflections, here.
0 kommentar(er)
