This document summarizes the key points of a literacy group discussion about using a logical lens to view student learning. It outlines the underlying assumptions of actively engaging students in their learning through teacher-student transactions. It also notes the advantages of this approach in motivating students and creating lifelong learners, but acknowledges the disadvantages such as the extra work for teachers and potential issues with threats and conflict. Finally, it provides strategies for implementing this approach, such as starting small, doing action research, and networking to find support.

1. Logical Lens
K-6 Literacy Group
November 13, 2002
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Underlying Assumptions
! Teacher will question his/her own practice (Freire)
! Student voices should be values (hooks, Lindfors)
! Teachers and students make meaning through transactions (Bakhtin, Rosenblatt)
Advantages
! Students actively engaged, motivated, have vested interest in own learning;
purposeful (Freire, Vygotsky)
! Creates community of lifelong learners, both students and teachers (Fecho)
! Grow or die!
Disadvantages
! A lot of work for teachers and not for the feint of heart. (Fecho)
! Issue of threat and conflict, within and outside of the classroom. (Vygotsky, Fecho)
! Constant questions of practice and beliefs is unsettling (Himley)
Obstacles
! Standard curriculum (Dewey)
! Not enough time (students and teachers)
! Conflicting pedagogies with administrators, other teachers, other stakeholders
(Fecho)
Strategies
! Start small (choose one area…) (Fecho)
! Teacher action research…document and share! (Fecho, Himley)
! Start small by doing little inquires that lead into larger inquiries (Fecho)
! Rethink staff development
! Network—find allies! {critical friends groups, small learning communities}; (Fecho,
Himley)