Playing to Deepen Understanding of How Texts Work

As a good teacher, we want kids to learn to think for themselves. We want them to consider the points of view of the characters and authors and invite them to consider their own prejudices. Teachers work on so many different things, but according to Wilhelm (2002), "transformations in understanding is perhaps an educator's most important work" (p.137). When looking at a classroom example from Keene & Zimmerman, shared in Mosaic of Thought, these teachers focused on helping students move from simply reading the words of a text to actually understanding the root of it. This is not an easy task. After reading Wilhelm's book, I strongly believe that social interaction is necessary for true comprehension. In the real world, no one seems to completely understand something without working it out through discussion with someone else. Even as educators we are encouraged to not "go it alone", but to collaborate with colleagues on everything. It is disappointing when we see silent classrooms where students are expected to move a text from the surface level to deep understanding all alone. Wilhelm puts it well, in saying, "reading is a powerful way of expanding and transforming our understanding, but only if we have the willingness and the tools to see other points of view, reconceptualize our understandings, and change our thinking and behavior. Enactments can make that happen" (p.137). Teachers need the tools to guide students through this process and that is what Wilhelm is all about.

To further engage with a text, Wilhelm gives a variety of examples that will help students figure out and represent the literal and implied meaning of a text, as well as, intervene, reframe, recast, change and probe a text. These activities are so engaging that in Wilhelm's experience the students eventually run the lessons on their own, eager to engage in enactment strategies to understand any text. The examples that I find most interesting are those that involved using enactments in content areas, such as math and science. These subjects are not my personal strong suit because they always lack the creativity that I strive for in learning. Therefore, as a teacher, I shy away from teaching these subjects, as well. Wilhelm gives an example of using Mental Modeling in Action for teaching chemical reactions (p.142). As I read this example, a smile came to my face. If I could use this type of creative thinking it would motivate me as a teacher and my students. It was as simple as using an analogy to compare chemical reactions to the reaction people have to each other at a dance party. The example was genius!