Don’t Leave The Story In The Book

 What’s the Story about Don’t Leave the Story In the Book?

This is really the work of a lifetime—see the  About MH-B page for more details about the many threads of family, friends, colleagues, and projects that are woven into it.

As for what the book is about—

  • Books and stories are the richest of all possible tools for life-long learning—for engaging one in quality intellectual work from our earliest to our last days.
  • Quality intellectual work means as learners and teachers we are engaged  in crafting better and better questions that help us make meaning of the world around us—in all respects, from social-emotional to mathematics and science.
  • Thus quality intellectual work is equivalent to seriously good play—the SIP principle: both involve Satisfying, Intentional Problem-solving.
  • The affective dimension— disposition—has a significant impact on the efficacy of our work and play.
  • There are strategies that are particularly effective for moving stories out the book and into the hearts and minds of learners.

Here is an expanded Table of Contents:  You’ll notice it consists of questions you can explore for yourself

Chapter 1: How are Learning Communities Like Stone Soup? Exploring a Praxsis

  • What is the Stone in the Soup for Learning Communities?
  • What’s the Story about   Pedagogical Content Knowledge (PCK)?
  • How Does Parallel-Processing Promote PCK?

Chapter 2: What Can We Learn From the 3 Little Pigs?  The Three E’s of Quality Intellectual Work

  • What Constitutes Quality Learning?
  • Who Owns the Learning?
  • What Is The Relationship Between Competence, Confidence And Quality Intellectual Work?
  • How Do the Three E’s Promote Quality Intellectual Work?
  • What Does Quality Intellectual Work Look Like in PreK-6 Classrooms?
  • How Does Practice Become Praxsis?

Chapter 3:  Can Cinderella’s Slipper Be Gold Instead of Glass? The Role of Questions in Quality Intellectual Work

  • What’s the Point of Asking Questions?
  • Is “Getting it right” the same as “Making Sense?”
  • What is the Connection Between Learning to Read and Learning to Think?
  • Why is Critical Thinking so Critical?
  • What happens in the children? Vs What happens in the story?

 Chapter 4:   How Can We Play With Abiyoyo?  The SIP of Play and Quality Intellectual Work  

  • How Can Playing With Rich Stories Improve What Happens In The Classroom?
  • Why is Play Quality Intellectual Work?  What’s the SIP Principle?
  • What is There To Learn from Dramatic Play?
  • What are intentional ways of playing with stories to learn?
  • What’s the Role of Play in a Learning Community?
  • Whose Books Are Especially Good to Play With?

 Chapter 5: What Makes a Good Goldilocks?   Assessing the Quality of Picture Books

  • What Distinguishes One Goldilocks from Another?
  • What Makes a Text a Good Tool for Learning?
  • How Do Text Structures and Genre Impact Reading for Meaning?
  • What Makes a Text Invite Quality Intellectual Work? What defines literary quality? What does literary quality look like in informational texts?
  • What Role Does Equity Place In Choosing Books?
  • Is High Quality The Same As Developmentally Appropriate?
  • What is Good Workmanship with Good Tools

Chapter 6:  How Long is Tikki Tikki Tembo? What’s the Problem with Naked Numbers?  

  • Where’s the story in measurement?
  • How Do Naked Numbers Make the Difference Between Arithmetic and Mathematics?
  • Why Is It Important To Leave The Story In Mathematics?
  • How Can We Keep The Stories in Mathematics?

 Chapter 7: How Did The Sun and Moon Come To Be In The Sky:  Playing with the Amazing Facts of Science

  • Why Use Pourquoi Tales in Science Class?
  • What Does it Mean to Represent Learning?
  • What Do Scientists Think Science Teaching/ Learning Should Look Like?
  • What are ways to develop and support Proficiency 1: know, use, and interpret scientific explanations of the natural world?
  • What are ways to develop and support Proficiency 2: generate and evaluate scientific evidence and explanations?
  • What are ways to develop and support Proficiency 3: Understand the nature and development of scientific knowledge?
  • What are ways to develop and support Proficiency 4:   participate productively in scientific practices and discourses?

Chapter 8: How do You Get from Patches to a Patchwork Quilt? Reading an Object for Learning  Across the Curriculum               

  • What’s the Story about Teaching/Learning Social Studies?
  • How can “Reading  An Object” help make sense of stories?
  • How Is A Patchwork Quilt Like An Integrated Curriculum Inquiry?
  • How Can A Matrix Help Learners Map Out Their Understanding?
  • What Can We Learn from Patchwork Quilts?

Chapter 9: Who’s The Strongest?  What Makes Stories Such Effective Tools For Quality Intellectual Work?

  • What does it Mean for a Story to Engage Learners in a Satisfying Inquiry?
  • What Does It Mean To Explore Using a Disciplined Inquiry?
  • How Does Evaluation Enter Into the Use of Rich Texts for Inquiry?

2 thoughts on “Don’t Leave The Story In The Book

  1. What a great day for you! I was thrilled to see the updated bibliotherapy book too, written with your mother. Today is Peggy’s 64th birthday; it’s a joy to celebrate with you in this many-layered way.

Leave a Reply to mecvh Cancel reply

Your email address will not be published. Required fields are marked *


You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>