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what they hear, 40 percent of what they read and 70 percent of what they say. She contrasted the successful lessons with the usual lecture format, when the teacher remembers 70 percent of what she says and the students retain only 10 percent.
It is futile to try to teach everything that is important, she said. “Schools exist not only for the purpose of making students more learned, but for the purpose of making them better learners and thinkers.”
“Reading is the realization of meaning, not just the recognition of words,” she said.
In applying these assumptions to the actual classroom lessons, Ms Moody recommended a three stage process for reading assignments. Start with finding out what the students already know, she said. She suggested brainstorming and making up check lists as two possible activities to do in anticipation of actual reading. “This will help to establish a purpose for reading,’1 she said.
She suggested that during the actual reading students have specific things they are looking for and that they could lightly mark in the books as they are reading. “They need to be engaged so that the reading process becomes a thinking process, not just an eye process,” she said.
Following the actual reading there should be a “contemplation” process, with students discovering how their reading has altered or challenged what they previously knew, Ms Moody said.
She warned that students tend to resist this kind of instruction because it gives them more responsibility for their own learning. “It’s particularly hard for acaSee
READING, p. 12
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