362: Art as Influencer: The Reason my Orwell Unit Failed and Why it Matters for your Students

I've been reading Kylene Beers and Bob Probst's Disrupting Thinking: How Why We Read Matters this week, and one of their points that has really come home for me is how often the standards and the pressure to boil books down to skills leads to pulling plot-based facts and point-based evidence out of a book, blocking opportunities for students to think about what the book means in the context of their lives.

How it might change them, influence them, give them something new to think about in the way they approach the world.

It reminded me of a comment my son's history teacher made recently, asking for him to focus not just on the events of history, but on "making meaning" out of them. I loved this directive, and at the same time, I knew a lot of follow-up was required. "Making meaning" out of what we learn is right up there at the top of Bloom's taxonomy, a combination of "evaluate" and "create," and not something that will just happen by itself.

So how DO we bring our students from memorizing plot details to creating a dialogue with books that help to shape who they become?

Today I want to share a story with you, about a time I taught a novel without considering the implications in the lives of my students, and how their reaction changed me as a teacher.

As you'll see from my story, helping students make meaning from reading isn't as simple as some catchy acronym or a certain type of double-sided journal.

But I will share some ideas for starting points you can use in class, strategies, discussion questions, and project possibilities that can help students ask a text: what do you want from me? And why? What do I want from you?

You can listen in below, or read on for the written version.

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