https://padlet.com/pjhzyh/ln74uxfno2i9sna1 Buehl Chapter 1 and Buehl Chapter 2 en-us 2021-09-09 23:02:25 UTC 2025-11-19 01:34:56 UTC hello@padlet.com pjhzyh https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729357006 I chose to compare the first two chapters of the Buehl textbook for this assignment. In chapter one, Buehl describes reading comprehension, while in chapter two he analyzes a concept called "frontloading".]]> 2021-09-09 23:17:39 UTC https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729357006 pjhzyh https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729371733 In Chapter One, Buehl describes the comprehension processes of proficient readers. I enjoyed reading this because it helped jog my memory and realize that I do a lot of these things without really noticing that I am doing it. I won't go into big detail on the comprehension processes he describes, but will summarize by saying that I agree with how he essentially describes the reader as having a constant inner dialogue between themselves and the text they are reading. We should never read just to consume words on the page. Instead, we should be constantly asking questions and making inferences about the text and attempting to relate what we read to things we already know.]]> 2021-09-09 23:30:11 UTC https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729371733 pjhzyh https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729401646 In Chapter Two, Buehl describes the process of frontloading. I enjoyed this chapter because I agree that two things are very important when it comes to reading: what the reader knows, and what the author assumes the reader knows. I liked how Buehl referred to this as "hidden knowledge" and said that "academic knowledge is vocabulary driven". I know from personal experience that if I sit down to read something that is riddled with words I cannot understand and a context that I cannot make sense of, I usually just put the text away and never come back to it. Another aspect of the chapter I found interesting is how he describes finding the balance between creative frontloading activities to help students understand the "hidden knowledge" they need to understand difficult texts, and simply telling the students what they need to know through traditional methods such as PowerPoint lectures.]]> 2021-09-09 23:50:56 UTC https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1729401646 pjhzyh https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1732663986 I noticed that Chapter One sets up Chapter Two and that they play off each other. For example, it wouldn't really make sense to go in depth on a complicated process like frontloading without first analyzing how students' brains work when they read things. The section about "making connections to prior knowledge" in Chapter One is a key connection to Chapter Two, as frontloading strategies need to be implemented if there is insufficient prior knowledge available to the students. In fact, that entire section is not possible if students don't possess the required prior knowledge. They will not be able to generate questions about the text, make mental images and inferences, determine the importance of different things throughout the text, or connect their knowledge through synthesizing.

As a teacher, it is important to understand that if the reader is unable to comprehend the texts they are assigned, it is my job to find a balance between teaching them traditionally (lecture, PowerPoint, etc) and allowing my students to use their creativity and learn the "hidden knowledge" required to read difficult texts through ways like group work, research, and hands-on activities. As Buehl says in the "Teaching to the Match" section, "the intention behind frontloading instruction is not to tell students what they subsequently should learn through reading.....instead, knowledge building during frontloading should focus primarily on what the author expects readors to already know, what the author does not tell them". This means that rather than teach students exactly what they need to know, teachers should focus on providing students with creative opportunities to actively build their knowledge and learn for themselves in the specific areas the text addresses.]]> 2021-09-11 14:46:00 UTC https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1732663986 pjhzyh https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1732691795 Obviously, as a future teacher who is only just learning about these things with little opportunity to practice them, I do not have all the answers. I wonder how to practically apply these frontloading strategies in my classroom. Having students engage in group activities and conduct research takes a lot of time, so how can I balance this with making sure we get through enough content for my students to meet Core guidelines and do well on their end of course tests? Also, assigning reading for students to do for homework in grade/high school is a tricky situation. These students have seven or eight classes each day that they will be assigned homework in, so I know it will be difficult for them to engage in a close reading with a primary document related to the Civil War, for example. I know these questions likely do not have straightforward answers, but teachers with acquired experience under their belt may be able to help guide me!]]> 2021-09-11 15:13:46 UTC https://padlet.com/pjhzyh/ln74uxfno2i9sna1/wish/1732691795