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Disrupting Thinking Paperback – Illustrated, March 31, 2017

4.6 out of 5 stars 577 ratings

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Supported with student conversations, classroom scenarios, practical strategies, and turn-and-talk moments, teachers and administrators can use this book as a guide for changing the way they think about teaching students to become thoughtful, skillful, attentive, responsive readers.

Disrupting Thinking: Why How We Read Matters is a book for the entire faculty. Supported with student conversations, classroom scenarios, practical strategies, and turn-and-talk moments, teachers and administrators will use this book as a guide for changing the way they think about teaching kids to become the thoughtful, skillful, attentive, responsive readers we want them to be, our democracy needs them to be. Kylene Beers and Bob Probst help us understand engagement, relevance, and talk along with day-to-day concerns of choice reading, incommon reading, and leveled reading. Kylene and Bob push our thinking in this book as they take on the challenge of changing how it is we read.

Key Features

  • Provides classsroom vignettes, techniques and strategies to showcase change for entire faculty;
  • Reads like a workshop in a book. Every chapter ends with a Turn-and-Talk.
  • Deepens our understanding of reading and defines three kinds of readers: responsive, responsible, and emphatic.
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"Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels."-- Sarah Mulhern Gross,English teacher at High Technology High School, contributor to The NY Times Learning Network



"We’re living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world."
—Mindy Hoffar, All Write Consortium Director

"Beers and Probst tackle one of teachers’ greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle.” And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful."
—Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers’ Book Club



"We need students who can do more than answer questions. Tomorrow's leaders need to be able to ASK questions. This is an excellent book for all teachers whether they teach reading, language arts, or science or history. Whether they teach elementary, middle, high school or college, or at home - EVERYONE who is around children needs to read this book. It is short but powerful. I have spent over 30 years in education, and I have taught every level from pre-school through university, and this book brought me back to the WHY and HOW of teaching. It is short and easy to understand for non-teachers. As an educator it reminded me of the good things we do in teaching, but stated in their research that all of this has bee set aside to focus on numbers and passing tests - the bane of a real educator's life. Children start out loving books and reading, but by middle school that hate reading because educators are just having them study vocabulary, answer questions, and nothing more. Most schools have taken away quiet or silent sustained reading, when research shows that it works and is needed. At the same time, many schools still do round-robin reading when research shows that it does NOT work. What works: students must be given choice in what to read, we must increase the amount they read, they must be encouraged to read aloud to a partner or parent, we must teach questioning strategies and model that process, and we MUST let go of the silent classroom and encourage students to talk about their reading with other students. Many teachers believe a quiet classroom is one that is in control, but our students need to talk to each other about their reading and their work. Letting go is a critical skill for educators in this fluid and rapidly changing world. Reading builds the following: knowledge, improves overall achievement, increases overall motivation, increases vocabulary, improves writing, build background knowledge, improves understanding of text structures, develops empathy, and develops personal identity.

Please get this little book, read it, then apply the ideas to the children in your life or classroom. Please."
--Texas Rose

Provided via Amazon Vine



"If you haven't read anything by the dynamic duo Bob Probst and Kylene Beers and you are a teacher, you must! Their collaborative writing is highly readable, self-deprecating, witty, and on point. But don't be sidetracked by the entertaining repartee: their ideas about teaching are powerful, disruptive, and do-able. Don't think the double entendre of the book's title isn't intentional. While they propose and illustrate tangible ways in which we can disrupt the thinking of our students while reading (or prompt students out of what we thought were nonthinking stupors--Beers and Probst are passionately clear that we're wrong on that count), the duo is intentionally disrupting modern groupthink about teaching. If you only read 3 professional books this summer, make them: 1) Disrupting Thinking, 2) Notice and Note, and 3) Reading Nonfiction (in that order). Yes, like Star Wars, the third book in the series is really where it all begins. Disrupting Thinking outlines the philosophical underpinnings of their Notice and Note strategies. Without an understanding and willingness to embrace the philosophy behind Notice and Note, the signposts will be little more than another set of isolated reading strategies. Trust me, I taught the Nonfiction Notice and Note strategies as isolated reading strategies the first time (I know, I know, the book is clear on not doing that, but my role was to teach demonstration lessons rather than a daily core class). Like any isolated strategy, it doesn't work; kids won't and/or can't transfer their learning. I thought my flaw was a lack of text complexity. I taught the strategies but then students never needed to use them because they understood the texts without them. After reading "Disrupting Thinking," I understood that the attitude toward reading has to be in place for the Notice and Note signposts to be useful. In other words, students have to CARE enough about the text to use the strategies to figure it out. Disrupting Thinking only has one real strategy, and it is deceptively simple and powerful to the core. They call it: BHH (Book * Head * Heart). It can be taught at any level as a mindset for reading: What does the book say? What am I thinking as I read? What's in my heart while I read? (my paraphase, not theirs) The revolutionary idea is that we have to approach reading as something that changes us. When we teach our students to anticipate that what they read will change them one page at a time, then everything about how they read and how we teach reading changes, too. Simple, right? But how many teachers are out there teaching reading as anticipating change? Yet how many teachers out there read to be changed themselves? TONS. So our job is to come at reading with our students the way we do and make it matter. Somehow this simple yet powerful idea resonated with me in a way that all the book love authors have not. It's more tangible and more realistic than sharing your love of reading. They've pinpointed WHY we love reading: because it changes us. Now just because you've read my sad little synopsis, don't assume you can pass up this book. To circle back, Beers and Probst are incredible authors; their book comes with video links that I haven't even delved into yet, and you need to hear it from the two of them for yourself. You'll learn much more along the way, such as their take on recent education and reading debates, authors they look to, sample conversations to help imagine using the strategy in class, lovely sample anchor charts, etc. Is this book going to give you 24 lesson plans like Notice and Note? No. Is this book going to make those 24 lesson plans work? Yes. Get it, read it, and give it to a colleague to read, too."
--Julie

Provided via Amazon Vine



"This honestly reminds me of things like why children hate reading and schools killing the love of reading, both the subject and titles of articles and discussions in education. As an English teacher who hates to write, but loves to read, this helps me feel better about the process. I love diving into a new book and sharing it with my students. I honestly got started writing book reviews because my students would see me reading something and immediately ask to read it next. It got to the point where I couldn't remember who was next and what that particular book was about because I had moved on to something new. Writing little book reviews on my classroom webpage and having a wait list made it easier for me to keep track. Knowing that we read for pleasure far more often than we read for any particular literary device or testing strategy is far more important for building lifelong literacy. I love that Beers addresses this and focuses on talking about the relationship of book and reader to engage in comprehension. Trying to figure out motivations and connections to the literature helps me connect and I have always wanted to share that with my students. I love that there are books out there that make me feel validated and can easily be shown to other parents or teachers to stress this importance." --Jennifer Miller

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"I only wish that this book would be as popular in schools as Beers previous book was. Unfortunately, the education industry does not put priority on personal meaning in learning, so I think that this is a book that will have to be pushed out by individual teachers and leaders in schools, as well as involved parents. Within the first couple of chapters, Beers sets out why reading even matters- beyond the basic ability to find answers in text. After all, the best readers are usually ones that were read to as children, who saw their own parents or other family members reading for pleasure, and who read for pleasure themselves. And why do they read for pleasure? Because reading has meaning beyond their test scores. Going further, Beers also reminds us that contemporary careers and careers of the future do not want employees that can just repeat back information; they want employees that can make meaning out of what they read, make connections, and create their own ideas from what they have read.

This is an enjoyable read for teachers, school leaders, and parents alike. I especially like it as motivational summer reading for teachers that are getting ready to return to school." --Mom to 2 Boys

Provided via Amazon Vine

Review

Winner of 2018 Learning® Magazine Teachers Choice Award for Professional Development

Product details

  • Publisher ‏ : ‎ Scholastic Teaching Resources
  • Publication date ‏ : ‎ March 31, 2017
  • Edition ‏ : ‎ Illustrated
  • Language ‏ : ‎ English
  • Print length ‏ : ‎ 176 pages
  • ISBN-10 ‏ : ‎ 1338132903
  • ISBN-13 ‏ : ‎ 978-1338132908
  • Item Weight ‏ : ‎ 2.31 pounds
  • Reading age ‏ : ‎ 5 - 17 years
  • Dimensions ‏ : ‎ 7.38 x 1 x 9 inches
  • Grade level ‏ : ‎ Kindergarten - 12
  • Customer Reviews:
    4.6 out of 5 stars 577 ratings

About the author

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G. Kylene Beers
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Kylene Beers is a former middle school teacher turned teacher educator who spends her time focusing on the needs of struggling readers.

The author of When Kids Can't Read/What Teachers Can Do, Kylene's understanding of kids, reading, and teaching makes her a sought after speaker. Collaboration with co-author and colleague Bob Probst has resulted in two best-selling books - Notice and Note, Strategies for Close Reading; and, Reading Nonfiction: Stances, Signposts, and Strategies.

In 2008-2009, she served as President of the National Council of Teachers of English (NCTE) and in 2011 she received the NCTE Exemplary Leader Award given by the Conference on English Leadership. She has served as a consultant to the National Governor’s Association Education Committee, was the editor of the national literacy journal Voices from the Middle, taught in the College of Education at the University of Houston, was Senior Reading Researcher for the Comer School Development Program at Yale University, and has most recently served as the Senior Reading Advisor to the Reading and Writing Project at Teachers College, Columbia University.

You can follow Kylene on Twitter @KyleneBeers or on her Facebook page or her blog at KyleneBeers.com.

Customer reviews

4.6 out of 5 stars
577 global ratings

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Customers say

Customers find this book to be a fantastic read, particularly suitable for book studies and professional development. Moreover, they appreciate its thought-provoking content, with one customer noting how it encourages diverse ways of thinking within the classroom. Additionally, the book receives positive feedback for its approach to reading instruction, with one customer highlighting its focus on promoting literacy.

41 customers mention "Readability"38 positive3 negative

Customers find the book highly readable and engaging, particularly noting its suitability for book studies and professional development.

"Great book with wonderful ideas about how to open thinking and look at teaching and learning from a different lens. Wonderful read." Read more

"Loved this book. Some great review of some familiar ideas but also a great opportunity to reflect on current practices...." Read more

"This is a great book for anyone who is involved in education. We desperately need to change our educational system...." Read more

"FABULOUS! A must-read for teachers who are wanting their students to be active, not passive readers now and in the future." Read more

40 customers mention "Thought provoking"37 positive3 negative

Customers find the book thought-provoking, with several noting it serves as a great resource for educators. One customer mentions it encourages diverse ways of thinking within the classroom, while others appreciate its practical takeaways and familiar ideas.

"Great book with wonderful ideas about how to open thinking and look at teaching and learning from a different lens. Wonderful read." Read more

"Great resource for educators...." Read more

"...recent conversation with a reading specialist speaks to the impact this remarkable book will have on our practices...." Read more

"...Department, I can say that this book would be a great addition to a teacher education program and/or staff development program...." Read more

23 customers mention "Reading level"23 positive0 negative

Customers appreciate the book's approach to teaching reading, finding it easy to implement and suitable for reading teachers. One customer notes that it engages readers with the text, while another mentions its clear and concise writing style.

"Teaching students how to read is pretty easy. Creating students who love to read is a little more difficult...." Read more

"...your classrooms or departments, Beers and Probst explain how it promotes literacy...." Read more

"...It is well organized, an easy read, and a good resource for classroom reading teachers...." Read more

"...I’m learning that I need to disrupt my thinking and preconceptions. Easy read, no filler pages, and quite succinct." Read more

Unpopular Opinion
2 out of 5 stars
Unpopular Opinion
There are a few good take aways, but the book is mostly observations and discussion: here's what's going on in education; this is what needs to change, blah, blah, blah. I know the "whats" in education; please show me the "hows".
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Top reviews from the United States

  • Reviewed in the United States on May 2, 2017
    Format: PaperbackVerified Purchase
    A recent conversation with a reading specialist speaks to the impact this remarkable book will have on our practices. I had recommended this book to her and she explained that the more she read Disrupting Reading, the more she wanted to apply what she learning so she grabbed a current read, Dreamland Burning (a powerful book about the Tulsa race riots). Here is our conversation:

    "Any other time I've ever read a professional book, the first thing I wanted to do was to find a teacher and talk to them about the book. My professional reading was always about someone else. But this time, I knew I had to to use a different mindset by using what I was learning in my own reading. As I read my book I was so aware of Kylene and Bob's message. Everything in Disrupting Thinking applied to what I was doing as a reader. I was allowing the book to have an emotional impact on my reading by reading it through the same lens they were talking about. I went back and forth between the books but as I read Dreamland, I allowed myself to read through an aesthetic lens and was acutely aware of the impact of Disrupting Reading on my personal reading."

    As a literacy consultant with 4 1/2 decades of educational experience, I am an avid reader of professional books but this conversation shows how this book has the potential to take this professional process to a new level. Too often we read a professional book and simply think about what it means to our students but we fail to think about what it means from the lens of a reader. Imagine the impact as a professional by using what we are learning from an insider's perspective - or in our own lives as readers! That is exactly what this book is doing for educators! Through Disrupting Thinking, teachers everywhere will be using this book to reflect on their own practices and use that insider's view to inspire professional dialogue like this in schools in ways that will elevate our thinking and impact our practices in dramatic ways - and in the process make the professional books we read come alive!
    27 people found this helpful
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  • Reviewed in the United States on December 9, 2017
    Format: PaperbackVerified Purchase
    I just finished reading this book with a group of colleagues for professional development. Having read and discussed the views of Beers and Probst with my colleagues in the English Department, I can say that this book would be a great addition to a teacher education program and/or staff development program.
    Beers and Probst challenge the current belief that reading instruction needs to be directly led by the classroom teacher. With the increased emphasis on standardized testing (PARCC for those of us living in states where used) I have noticed that reading instruction has shifted in recent years from independent engagement with texts to using the text to cite evidence. That is, the purpose of reading has largely become more about searching for sources to support a claim than reading for enjoyment.
    Additionally, if you are looking to justify silent reading in your classrooms or departments, Beers and Probst explain how it promotes literacy. Having taught English at both middle and high schools, I have from time to time felt the need to defend silent reading against misconceptions that it is a waste of instructional time. As you will see, nothing could be further from the truth.
    5 people found this helpful
    Report
  • Reviewed in the United States on October 4, 2023
    Format: PaperbackVerified Purchase
    I have used and loved this book for years. There are so many practical takeaways and applicable shifts in thinking/teaching/planning. This book would be an EXCELLENT staff book club book, especially for grades 6-12. It would also be a perfect gift for educators wanting to continue learning, evolving, growing, etc. Thanks Kylene and Bob.
    One person found this helpful
    Report
  • Reviewed in the United States on June 6, 2017
    Format: PaperbackVerified Purchase
    My daughter who is a teacher recommended the book to me. It is well organized, an easy read, and a good resource for classroom reading teachers. It is obvious that the authors have a passion for working in schools and listening to what teachers and students are saying about how they think and what they do when reading. I enjoyed the book and agreed with and yet knew most of the references and reports (NRP, etc.) mentioned in the book. I liked the author's sidebar comments and the clear and concise charts and graphs of information. Yet, it was somewhat repetitive e.g. defining disruptive thinking (and might be a good thing) and made much reference to their other books (Notice and Note, etc.) as if you have already read them and if you have not the reader might get a bit lost. However, Beers and Probst offer support for bringing back the forgotten truths and rationale for students having CHOICE during independent reading and for sustained silent reading (SSR). The book also presents techniques for getting kids thinking in different ways (e.g. book -head-heart) when reading.
    The book is in divided into four parts but the last part of the book departs with a different purpose from the rest of the book and is more of a rant or a plea to change the curriculum and way we teach reading (as if everyone according to them is still teaching round-robin, etc.).
    There are no specific strategies for teaching ELLs or students with disabilities which would make a great follow-up edition.
    Overall, well worth reading as a new or experienced teacher-- these authors are out there doing important work to guide kids to disrupt their thinking during challenging times in education. Rating 4.5
    28 people found this helpful
    Report

Top reviews from other countries

  • Carolyn Massel
    5.0 out of 5 stars The books that we have been reading about literacy focus on the "what" and the "how" and we are becoming so much better at being purposeful in our teaching of reading strategies
    Reviewed in Canada on October 23, 2017
    Format: PaperbackVerified Purchase
    In a time when many of our students are far more skilled readers, why are increasing numbers of students choosing not to read? The books that we have been reading about literacy focus on the "what" and the "how" and we are becoming so much better at being purposeful in our teaching of reading strategies. This books deals with the "why" and then provides a framework for putting the philosophy into action in our classrooms. I will be purchasing this book for teachers in my school to read and discuss because this is what will close the loop for us so that we can meaningfully engage readers in a transactional relationship with the text.
  • Rossleighbrisbane
    5.0 out of 5 stars If you’re an English teacher, read this!
    Reviewed in Australia on May 24, 2018
    Format: KindleVerified Purchase
    Actually, even if you’re not an English teacher, read it anyway. A few simple strategies are described, but more importantly, it encourages the reader to think outside the box.
  • D
    5.0 out of 5 stars It was just that good! 😊
    Reviewed in Canada on September 6, 2017
    Format: PaperbackVerified Purchase
    A must read book. I appreciated Kylene and Robert for being transparent and honest about their own practice as educators. You will be excited about the simple but applicable strategies that you can use in your classroom. I plan to implement the valuable nuggets I have learned this week with my students! Looking forward to reading this book again. It was just that good! 😊
  • DH
    5.0 out of 5 stars Well written, easy read
    Reviewed in Canada on January 18, 2021
    Format: PaperbackVerified Purchase
    Great ideas for questioning and connecting before, during, and after reading
  • Wrecked My Eyes Reading
    5.0 out of 5 stars Every English teacher should read this book
    Reviewed in Canada on August 28, 2019
    Format: PaperbackVerified Purchase
    And you should give it to your department heads and your principals. Anyone who has any role in teaching literacy should read this book.