Traditionally in schools as kids read to learn, they were asked to remember a litany of isolated facts. And lots of kids did this pretty well—remembering the information just long enough to take the test. We finally understand why we remember so little from all those years of schooling, but still got decent grades. We memorized countless facts and quickly forgot them. What is the point of learning and forgetting, learning and forgetting, over and over again? Perkins says that "learning is a consequence of thinking. Far from thinking coming after knowledge, knowledge comes on the coattails of thinking." It's so obvious; when we think about and actively use what we are learning, we remember it. When we memorize isolated facts, we forget them.

We need to find ways to move from a culture of memorization to a culture of thinking and understanding. The Comprehension Toolkit provides an alternative to the traditional assign and correct curriculum. Instead the teaching and learning focus is on strategic thinking and explicit instruction via modeling, practice, and application.

We use the following principles to guide us as we build a classroom community of thinkers and learners. Teachers and kids take responsibility for and collaborate to build a thinking environment. A shared sense of purpose guides learning-- all members of the classroom community view themselves as thinkers, learners and teachers.

The following are the principles that guided us as we developed The Comprehension Toolkit

Creating an environment that fosters and values thinking
When we honor kids' thinking, they learn that their thinking matters. Students and teachers feel free to take risks as learners when they know their thoughts, ideas and opinions will be treated respectfully by others. The room arrangement mirrors the focus on learning and thinking with meeting spaces for small groups, a comfortable spot where the large group can gather, and desks or tables in clusters to promote conversation and collaborative work.

Nurturing thoughtful, curious readers and thinkers
Passion and wonder are central to life in a thinking classroom. Students enter our classrooms brimming with curiosity about the world and are encouraged to view learning as a way to better understand it. Engagement soars when kids listen to, respond to, and challenge each others' thinking.

Real world reading
Much of what adult readers read is short nonfiction: newspapers, magazine articles, memos, directions, essays, editorials etc. Often in school, students engage in focused content reading and have little opportunity for real world reading. Both are essential. When kids "read widely and wildly" as Shelley Harwayne says, they are far more likely to find content that intrigues them and propels them to investigate further. This also helps build background around all sorts of topics so kids have a reservoir of knowledge from which to draw.

Teaching strategic reading within a gradual release framework
Strategies that proficient readers use include monitoring comprehension, activating background knowledge, and connecting to personal experience, asking questions, inferring meaning, determining importance, summarizing and synthesizing. We teach these strategies through the gradual release of responsibility framework. We provide explicit instruction through modeling and guided practice, and then provide opportunities for independent practice and application. Students learn to use these strategies flexibly, across a variety of texts, topics, and subject areas.

Monitoring comprehension and leaving tracks of thinking
When readers read, it is not enough to simply record the facts, they must merge their thinking with the information to learn, understand, and remember. They pay attention to the inner conversation they have with text, leaving written tracks of their thinking to monitor their understanding.

Creating a common language for talking about thinking
Comprehension strategies offer a common language for understanding and discussing what we read, what we write, and what we think. Without a common language, it is nearly impossible to talk about anything substantive.

Meeting individual needs and differentiating instruction
One size does not fit all. We consider how our instruction, materials and assessments can be adapted to students with varying reading proficiencies, learning styles and language backgrounds. Instruction occurs in a variety of groupings-- large groups, small groups, pairs, and with individuals.

Teachers as thinkers and learners
Teachers can set the standard by being thoughtful readers and learners themselves. When teachers model their own thinking and support students to think when they read, everyone in the classroom has the opportunity to experience learning as understanding.

Co-constructing meaning
Teaching and learning involves a process of co-constructing meaning. Both students and teacher weigh in with their thinking. We co-construct meaning in large groups by turning to each other and talking, in small groups, in conferences, and through discussions.

Making thinking visible to hold, remember and share it
One of the best ways to promote thinking is to provide opportunities for kids to share their thoughts. To make thinking visible, we gather, record, chart, and talk about our thinking.

Fostering a "strategic spirit" to engage kids in learning
David Perkins suggests that it's not enough to be able to think strategically; we have to want to do it. Tasks that require students to actively use, evaluate, and synthesize information are much more likely to engage kids. When kids are compelled by what they are learning, they are more likely to be motivated to think, question, and investigate.

Constructing learning around texts kids can sink their teeth into
Allington and Johnston suggest that "one of the best ways to increase student thinking is to make sure you have a curriculum that provides students with things worth thinking about." We need to provide text and materials that encourage kids to expand their thinking.

Collaborative reading, writing, and discussion leading to purposeful talk
Throughout the day, students have opportunities to respond to reading in a variety of ways including talking, listening, writing, and researching. Responding in both small and large groups provides a chance to learn from each other and hear each other's perspectives, opinions, thoughts, and concerns. When students engage in purposeful conversations, they articulate their learning and have opportunities to change their thinking based on what they hear.

Ongoing performance-based assessment
Every time we teach a lesson, we are assessing kids' thinking, reflecting on our teaching, and planning for subsequent instruction. Conferring with students is the best way we know to assess learning needs. We read and listen to students' many responses--Post-its, forms, journals, conversations, etc. We assess 24/7 and we evaluate (give grades) after students have had time to practice.