Student Book Recommendations

In Mrs. Boland’s Critical Thinking class, students have been reading a self-selected book during class.  For information on why we think this is an essential part of our curriculum, check out this great defense of self-selected reading (SSR).

After finishing their first book, students had three options for how to respond to what they had read.  Students could present an in-class book talk, a 2-3 minute review and recommendation.  So far, we’ve heard reviews about books such as Maze Runner and The Curious Incident of the Dog in the Night-Time.  Students could also choose to interview a friend, teacher, or family member who had read the same book.  One student chose to interview his father about Godel, Escher, Bach, and another chose to interview a friend about The Fault in Our Stars.  Finally, students could choose to write a book review about the book they’d read, modeled after the great work of the students at the CTL in Edgecomb, Maine.

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Student book reviews were then published near the classroom library.  Below are excerpts from some of the student book reviews:

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Similar Triangles

Gateless Gateway

Measuring the shadow of the WCC Gateless Gateway to determine its height.

Our students are wrapping up a unit on similar polygons this week by learning how to use their knowledge of similar triangles to make indirect measurements.

Thinking About Thinking

Research indicates that college students need to be strong readers. One of the ways we try to help students develop their reading skills is by using the metacognitive bookmarka tool to help students keep track of how they think while they read.

A device for noticing your thinking.

A device for noticing your thinking.

“Metacognition” means thinking about your thinking. Many people use one or more metacognitive strategies when they read — but all of us can improve our reading by taking the time to notice our thinking. Being a metacognitive reader means paying attention to several things. Continue reading