Susan Close - SMART Learning
"If deep comprehension of text is today’s game-changer,
then what methods really matter… right from the start?"
In this keynote address Susan Close will showcase five signature SmartLearning practices that together build habits of mind that lead all learners to deep comprehension of text (text being…personal stories, images, print, media, experiences). The practices create a tapestry of learning that kindles motivation, and develops thoughtful interactions, powerful thinking, deep understanding and self-regulation in all learners… starting in Kindergarten.
Background:
What makes the biggest difference to learning? What teaching practices really matter? For over 25 years Susan and teams of K-12 educators have been on a quest for powerful practices, practices that guide all learners to deep comprehension of text. A question posed by Ellen Langer (1997) in The Power of Mindful Learning pressed the quest for promising practices even further:
How does a learning situation release the full mental capacities of all learners and help them to learn and retain complex skills and understandings?
Intense study that included inquiries and action research projects resulted in the development of SmartLearning as we know it today. The approach includes the SmartLearning framework and SmartThinking tools - unique learning processes designed to stimulate multiple pathways in the brain and develop important skill-sets. Together the framework and tools have the power to guide learners to deep conceptual understanding and powerful self-regulated learning.
Recently deep comprehension of text was cited as ‘the game-changer’ for academic success (PARCC, 2011). A significant body of research links ‘close reading’ of complex text – whether the student is struggling or advanced – to significant gains in reading proficiency (Shanahan, 2013; Wiggins, 2013; Boyles, 2012/13; Dalton, 2013). When ‘close reading’ emerged as a practice of significance, further investigation revealed the meaning behind the term:
“Essentially close reading means reading to uncover layers of meaning that lead to deep comprehension”. (Boyles, 2013)
“Close, attentive reading: read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” (Common Core ELA Standards, p.10)
SmartLearning has a proven track record for developing powerful thinkers, readers and writers (Close, 2009). Through the thoughtful interactions learners of all ages are taught to analyze and respond to challenging text. The practices teach learners how to engage in a close reading of text, first through whole-class work to gain understanding and develop deeper meaning, and then individually as learners mindfully apply their skills and knowledge to just-right texts during independent reading. The thinking and understandings float in on a sea of words and images through the added development of vocabulary and word knowledge. Through the work learners develop their abilities to set and monitor personal goals, and to closely examine texts as they craft nuanced understandings and responses to open-ended, high inference tasks.
How does a learning situation release the full mental capacities of all learners and help them to learn and retain complex skills and understandings?
Intense study that included inquiries and action research projects resulted in the development of SmartLearning as we know it today. The approach includes the SmartLearning framework and SmartThinking tools - unique learning processes designed to stimulate multiple pathways in the brain and develop important skill-sets. Together the framework and tools have the power to guide learners to deep conceptual understanding and powerful self-regulated learning.
Recently deep comprehension of text was cited as ‘the game-changer’ for academic success (PARCC, 2011). A significant body of research links ‘close reading’ of complex text – whether the student is struggling or advanced – to significant gains in reading proficiency (Shanahan, 2013; Wiggins, 2013; Boyles, 2012/13; Dalton, 2013). When ‘close reading’ emerged as a practice of significance, further investigation revealed the meaning behind the term:
“Essentially close reading means reading to uncover layers of meaning that lead to deep comprehension”. (Boyles, 2013)
“Close, attentive reading: read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” (Common Core ELA Standards, p.10)
SmartLearning has a proven track record for developing powerful thinkers, readers and writers (Close, 2009). Through the thoughtful interactions learners of all ages are taught to analyze and respond to challenging text. The practices teach learners how to engage in a close reading of text, first through whole-class work to gain understanding and develop deeper meaning, and then individually as learners mindfully apply their skills and knowledge to just-right texts during independent reading. The thinking and understandings float in on a sea of words and images through the added development of vocabulary and word knowledge. Through the work learners develop their abilities to set and monitor personal goals, and to closely examine texts as they craft nuanced understandings and responses to open-ended, high inference tasks.