**Please note: our next class, Wed., June 27, will start at 1:30 p.m. in a new room, EDB 8620 (directly above our current room). Hopefully we will be able to find another available room and can continue to start at 1 p.m. I'll let you know as soon as I do.
Due on Wed., 6/27, is the second assignment, an essay on your choice of topic related to teaching reading.
Again, thanks for such effort and creativity in the spontaneous lessons on reading comphrehension! Amazing!
22 comments:
Erin.M. Class 7
The reading comprehension focus in our last two classes has been very valuable for me. When teaching reading comprehension in ESL classrooms, students tended to measure their success not in how they understood the material but how much and how fast they were able finish it, especially teenaged students in private institutions. It is difficult to get them to take their time and really absorb the information as they are distracted by the fact that they are away from their families. They are free in a sense to be teenagers. However, after our lesson sharing in class yesterday, I feel that I am more prepared to grab their attention with the material and guide them to get more out of what they are reading. Everyone demonstrated, with unique ideas, how the student can gain a clear understanding of the material they are reading through assorted activities as well as how the teacher can gauge the level of comprehension that has taken place in easy to implement assessment strategies.
Due to my experience teaching reading comprehension in an ESL environment, as discussed above, I am pursuing reading comprehension in my essay topic. I really want to dig down and find out how best to access my future student’s knowledge base and assist to build their comprehension skills. The rough lessons have helped to open up a broad range of ideas to draw from. In addition, through this investigation I will also be able to help students who are not ESL. Moreover, the various strategies and activities can be applied to all learners at differing levels in the classroom environment.
The use of the writing exercise was interesting at the end of the class, not the timing but the fact that it was deemed either didactically necessary or pedagogically necessary. Upon reflection I can see that it may be both needed. Didactically needed as an educational example of an exercise to introduce the topic of the process of writing. Pedagogically needed as a method to show that each student is capable of writing. I had never experienced that particular exercise before and found it very interesting. The sharing aspect I think is very important, because there is an authenticity that is needed for good writing (at least I believe so), and that means that as a writer you make yourself vulnerable to the judgment of the audience/readers. So, I appreciate that the practicing of the act of sharing authentically is important. Additionally, the exercise included a key aspect of writing that many people find intimidating; the editing process. Many students understand the process of editing as correcting for spelling and grammar, rather then the development of unclear or stylistically inconsistent content. And, frequently, many students find the entire editing process unpleasant, highly stressful, and not ‘fun.’ Shifting the process into an oral, social and casual methodology may remove such anxiety. I wonder if the class is aware that they started the beginning of editing by answering the audience/readers questions? People’s first stories are told orally, I wonder why we can not take advantage of that in class for the purposes of editing content and style, but far the more important editing task, because if you have nothing to tell then spelling the words right is completely irrelevant.
I really enjoyed doing the strategy we did at the beginning of class. This is such a great way to review a topic or a unit. This activity is fun and engages all students to participate because each person is paying attention to see if they have the answer. As I said in class I have done this sort of strategy with my students in math to practice their math facts. We did it for addition and subtraction up to 24 and later on we would have done it for multiplication and division. The children loved doing this and they wanted to time it so we could try and beat our previous time. This strategy was so successful in my math class and now I can see how successful it will be in other subjects. I look forward to implementing this strategy in other subjects in the future.
I found the case studies to make me aware of some of the obstacles I may face in my teaching career and possible solutions I could implement to help my students. The case studies reinforced how important teachers jobs are because they need to be aware of all their students and be able to notice what they are struggling with, think of why, then how to assess the problem further and finally to come up with a solution. I found it interesting to hear what each group thought was the problem in each scenario and to think of how to solve them. This activity made be reflect back to my practicum and I related it to some of the case studies to some of my students. It’s amazing that there are so many possible reasons as to why they are struggling or acting out. I found this helpful and eye opening to see how teachers can make a difference by finding solution to a problem.
Once again I was amazed at how quickly we came up with multilevel lesson plans using magazines. I am finding it so easy to make up lesson plans using magazines. I never would have thought to use them. Listening to everyone’s ideas gave me so many more ideas of how I could have implemented them with some of my units I had previously done. Therefore I also look forward to getting a hold of different magazines for my future class to use.
I have… Who has?
I am very familiar with the “Round Robin” activity presented at the beginning of the class. It was originally introduced to me on one of the PDP math workshop during 401/402. Even though it was related to adding and subtracting integers the main idea was exactly the same. One student reads the question. For example: who has 4+(–5)? Another answers: I have –1, and asks the next question: who has….? The chain of questions and answers continues until the circle closes. It was fun to practice with this activity during the workshop, the same, as it was interesting to see it in action in our reading class. At first, I thought that this is a fantastic idea to get everybody involved, and especially auditory learners would benefit from it. I made a set of similar cards and with the first opportunity that came along I used them in the classroom full of grade 9 students. They were definitely not like us adults, keen to learn. IT WAS DISASTER!!!
Students didn’t want to cooperate. They thought that this game was silly and gradually were more and more disruptive. Few enthusiastic students were trying to make the chain go around, some were sneaking calculators instead of using mental math and the activity ended up with some cards flying in the air. You can easily say that it was my first trial to teach and be creative. Yes it was. I have to truly rethink how to effectively implement “Round Robin” in the class with 14-year old, who are kind of tricky to manage and get motivated. This is just some food for thought.
I really enjoyed flipping through the Highlights magazine. It brought back so many childhood memories of reading that magazine and other similar ones as well. Now, reading it from a teacher’s perspective, my mind was also running with teaching ideas.
I was surprised, however, that I found it hard to think of a reading comprehension activity related to the magazine that I would enjoy teaching. However, with the many pictures, riddles, and puzzles, there were multiple other activities that I would love to use.
Most relevant to this course are the possibilities for writing activities. Students learn to read through writing, and they learn to write through reading. One process really cannot be isolated from the other.
During my practicum I found it really interesting to see how enthusiastic students were about sharing their writing and reading their peers’ writing. I wonder how feasible it would be to create a class magazine? Each student could write one story or article and create one art/photo page. My Mom, who is a T.A. in Langley, has recently begun a publishing activity as a remedial reading strategy. This student struggles to read, but can read his own writing, as he knows what it says. In this way, he feels successful and has a sense of pride in his work. My mom found a self-publishing company that allows them to send digital prints with text. The company binds the book and sends it back looking professional. This student has been incredibly motivated and is producing wonderful work! There has even been an improvement in his reading since this project began! Knowing this, I suspect that a class magazine would be very motivating for students.
I really enjoyed flipping through the Highlights magazine. It brought back so many childhood memories of reading that magazine and other similar ones as well. Now, reading it from a teacher’s perspective, my mind was also running with teaching ideas.
I was surprised, however, that I found it hard to think of a reading comprehension activity related to the magazine that I would enjoy teaching. However, with the many pictures, riddles, and puzzles, there were multiple other activities that I would love to use.
Most relevant to this course are the possibilities for writing activities. Students learn to read through writing, and they learn to write through reading. One process really cannot be isolated from the other.
During my practicum I found it really interesting to see how enthusiastic students were about sharing their writing and reading their peers’ writing. I wonder how feasible it would be to create a class magazine? Each student could write one story or article and create one art/photo page. My Mom, who is a T.A. in Langley, has recently begun a publishing activity as a remedial reading strategy. This student struggles to read, but can read his own writing, as he knows what it says. In this way, he feels successful and has a sense of pride in his work. My mom found a self-publishing company that allows them to send digital prints with text. The company binds the book and sends it back looking professional. This student has been incredibly motivated and is producing wonderful work! There has even been an improvement in his reading since this project began! Knowing this, I suspect that a class magazine would be very motivating for students.
I really enjoyed doing the review questions using flashcards. I have never seen or heard of this activity and I think it is a great way to get all the students involved in a review session. Having flashcards that state a question and an answer on the back to a different question keeps the student involved in listening to all the question being asked, thus keeping that student involved and participating in the review. I really liked how the review was being led by the students and the teacher acts as a facilitator. This gives more active control to the students in their learning. I also thought that going through the round robin a second time would help students remember the questions and answers that could possibly appear on a midterm. I really think this would be helpful as a different type of review session, and I can see this happening in intermediate elementary and secondary classrooms. I also see how this review session can be applied to any subject that is being tested, which is really helpful for teachers and students.
Looking back at the Highlights magazine brought back a lot of memories for me. It had been so long since I had seen a Highlights magazine, and right away all I wanted to do was search for all the mistakes on the back page. I remember reading this magazine as a child and just loving the stories, games, pictures and more that was a part of the magazine. Now that I am using my ‘teacher lens’, I can see how a magazine like this can be so useful within the classroom. There were so many useful pages that could be applied within the classroom.
I have used the similar method of review for grade 7 to 9 students but unlike Justyna’s experience, mine went very well. Instead of having them in one large group the students were in smaller groups of 5 or 6 and they each had a set review cards. I can’t remember how exactly I had it set up but there was a point system involved as the group kept track of who got answers right but also, how many points the group in total got right. They did the review a second time the next class (the cards were slightly different) and there was a goal to see if they could improve the group’s points. If the group succeeded in getting at least 3 points higher than the first review, each person in the group would receive a reward (bonus mark on a test etc). I thought, being young students, which might be inclined to cheat, but as I circled the room and observed them, they seemed to be very much engaged with trying to actually get the right answers. In the end, not every group claimed to have reached their goal so I knew they were being honest. What a great way to review without having the teacher as the centre of the lesson.
Case studies are always great to approach and to see what kind of solutions you can come up with, but I feel, for myself, that this approach to what might be happening in the classroom (in our case, regarding literacy), is not extremely useful. A person could go through 100 different scenarios that might happen in the classroom, but when it comes to what will actually happen, they way that you handle things as a teacher totally depends on the circumstances. You don’t always have time to focus on helping just one student, and there are always other factors involved that the scenarios don’t often cover: how would the student actually react to what is being done, there are outside influences – student’s friends, after school activities and parents who might not want to cooperate like you had hoped. In the end, I found that you just have to ‘go with the flow’. I am lucky and able to improvise on the spot about what I think is best at the moment but I can also think about how my action might influence the student in the future. They are, however, still a great way to introduce potential problems and get you thinking critically about what could be done to solve certain problems.
I really enjoyed the round robin strategy introduced in class last week. I thought it was such a great way to get the whole class involved in a collective activity. The activity was particularly appealing for me because it was one that required everyone to do their part in order to complete the activity. From a teacher’s point of view, it promotes active student engagement because all students need to pay attention to what’s happening as they wait to answer a question. Even when we got the answers wrong, it didn’t take away from the value of the activity. I love that it could be used for any grade, in any subject area for a range of informational types and will most certainly use this strategy in my classroom.
Our focus on comprehension strategies reminded me yet again of the variety of strategies and assessment tools available to us. Thinking back to my schooling, I associate comprehension with reports and tests and poster projects. I have so many memories of reading chapters and then completing the questions at the end, without any real discussion of the material. This format was used for nearly all subject areas and I very quickly learned how to answer the questions without really engaging in the text. That we never discussed the material reinforced this practice on my part. I think what often came out of this is that I learned information in a very isolated fashion and so was unable to put all these bits of knowledge together into a larger framework where I can see the connections. Thankfully, I’ve come to embrace this way of learning and find it quite difficult to stray from. The class and the readings were a great source of strategies that move away from traditional forms which focus heavily on writing. I love the plethora of graphic organizers that are out there – they offer such a great visual breakdown for a variety of purposes and I find they work so well for ESL students who often know the material, but whose ideas are lost through the writing process. I found that the structure they offer also makes writing less intimidating for students.
Comprehension. your lesson always has to support the gamete of children’s abilities. A multi leveled approach is a key ingredient to accomplish this. Some predictors that generate children’s interest are connections. Connections to yourself, to the world, to a book. I have tried this during story time and having the kids come up after to put posted stickiest on a board representing their connections really encourages them to participate. Have variety and generate interest through different levels of engagement. Is it the teacher’s responsibility to advance children’s interest or is it the students who generate their own self-realizations? I think it’s the combination of the two. Children are always looking for guidance and the teacher is always looking for things that interest the student. They can work together in approaching many of the classrooms activities. Move questioning from basic to advance. Questioning is key in higher level thinking. The teacher has to be available to the students to make this happen. Multi level adaptations are something that needs to be more of a focus in classrooms. The things I liked about this weeks class was that the scenarios we gave from the magazines gave a real example of what happens in the collaborating efforts of organizing reading plans. It’s nice to see and hear all the different classmates opinions, that we all have things to share and learn from each other, and it’s not black and white in the reading world of kids. I can relate to a lot of these situations because I have worked in the school system for many years and in many grades and find that any and all strategies are very useful in the approach to teaching, you just have to be able to find your own groove.
I enjoyed the lessons presented by the class today. Again we show the ability to be able to be flexible and create a lesson plan with limited resources and time. Comprehension is important and can be assessed using the strategies we discussed in class and read for this week. To comprehend, students must first be able to decode words accurately with speed and be fluent readers. All the lessons presented today engaged students before, during and after reading. Comprehension strategies before the reading lets you know where your students are before the lesson. It also helps them to brainstorm ideas and activate prior knowledge. Asking questions during the reading reinforces the purpose of reading. The reading formats presented in the reading supports struggling readers because beginning readers learn basic concepts and advanced readers learn vocabulary. The after reading strategies such as graphic organizers are a great way for students to organize their information and for teachers to assess if their students understanding the important information.
The round robin review is a great activity that can be integrated into the entire curriculum. I’ve done it in math before when learning place value (I have 678, who has 5 hundreds, 30 tens, and 6 ones?).
The round robin review at the beginning of class was a great way to engage students. I found myself thinking about all the ways to incorporate this, I think it would really work in many classes.
The comprehension diagnostic exercise made me think again about how many children are vulnerable to reading difficulties. It is so important that teachers constantly be thinking outside the box and be fully aware of all their students’ needs. A little daunting for a beginning teacher! There are so many reasons a child might be struggling. Such activities and thoughts make me feel very torn about standardized testing. I hate to think of children making it through school without the ability to read. And yet, I know there are some that do.
Again, collaboratively working through lesson design with the highlights magazines showed me how wonderful collaborative teaching can be. I hope that once within the system it will be possible to have this type of planning. When ideas are shared we are truly all beneficial.
Having already done my 405 practicum, I’m so envious of those of you that still have to do it because you will have such a larger repertoire of activities to use than what I had. Some of the classes during this 404 course work term have been very valuable and last weeks class was one such example. I believe that using case studies provides upcoming teachers with more preparation upon entering the classroom. I realize that case studies are never completely realistic but they are still very valuable. For me, I was so focused on my situation and how I could solve it as a true teacher that I lost focus of the simpler solutions. One of the groups came up with the solution that the student may just need glasses. For some reason, I don’t believe that I would have come up with that kind of solution. Sometimes for me when I get into teacher mode, I fail to realize the obvious and simpler explanations that are out there. That’s why I believe case studies are so valuable because they open up people’s eyes and allow for even the simplest solutions to never be overlooked. When we can build that repertoire of problem solving strategies, then we are jumping ahead and catching up with the more experienced teachers. That’s what experience in teaching is, being able to come up with solutions to problems in a quick and proper manner.
The second part of last weeks lesson that I found really important was when we had to create lessons that were multi-level. This is such an important part of teaching. That is why I was so impressed with the presentation using “p” alliteration because they had such great extension activities lined up for students of all levels. One thing that the textbook said that was very true was that to assign the students that finish faster readings from a textbook or simply silent reading is putting those students that are already of the weaker ones, even further ahead. Those students that are struggling are falling even further behind because they are not able to ever catch up to those stronger readers. For the teacher to have activities that allow the entire class to be engaged while also being challenged is a critical element of teaching. The practice of making lessons or activities multi-level can never be practiced enough.
Doing case studies can be an excellent way to engage your class. alot of these strategies that we are learning in class will be a good way to progress lessons when we go into our teaching positions. Even though I am a math teacher, and these strategies for teaching reading are somewhat new to me, I have been recently considering going back to finish my English major so that I could teach English at the high school level.
It's always fun to read case studies and hypothesize as to what the problem is and how you could fix it. Being in groups helps us to discuss posibilities with others that may not share our point of view. As teachers, we have to look at warning signs in our students and assess them on a somewhat superficial level (we aren't experts) but at the same time we need to be able to spot problems and initiate how to go about solving these problems in a classroom. I think this class has given us tools to not only teach and assess, but troubleshoot.
This weeks lesson on comprehension was really eye opening for me. It made me self evaluate my own reading, and how my own comprehension developed. I always enjoyed reading literature like Tolstoy and Jane Austen when I was in high school. The reading I liked was definitely too difficult for my reading level, but I would read through them anyways and try to get what I could out of them. I now wonder whether my teachers should have introduced me to reading strategies such as the ones we have learnt. I think I really could have learned a great deal from consciously trying to become a better reader rather than just reading through difficult text. This makes me realize that strong, motivated readers need to learn comprehension strategies just as much as weak readers.
The round robin activity we did in class was a really great review tool to be used in science classes. It is so difficult to find activities for content knowledge retention, that are more interesting than just memorizing flash cards. My only concern with this activity is classroom management, how do you keep the students accountable once their turn is over?
One of the things that I enjoy most about this class is that Sue tries to present as many teaching strategies within the class while we are learning about teaching readers. A lot of the teaching methods are “take-and-use”, meaning I could see myself using these strategies in a variety of classrooms, not only reading and English, but also science. For example, the round-robin review game idea. I have never actually seen in done, it was great to see that it actually worked so well. It kept students engaged in that they had to wait and listen to all the questions and answers in order to determine if they had the answer. Because I was the first question and last answer, I had to listen to all questions, but did notice as others supplied their answer and questions they started to tune-out because they were no longer required to participate. I guess students should be paying attention knowing that it was a review activity, but should we always assume they are paying attention?
I was very intrigued by the concept of “reading formats” presented in this week’s readings. It never occurred to me that how children read would make such a difference in their comprehension. Or even that we could tell students how to read, rather than just “read this”. The advantages of having a reading format are that it is multilevel and supports struggling readers, a theme that is re-occurring throughout our readings and discussions. And I realized that it was not difficult to understand and implement these reading formats, as many before, during, and after reading strategies I was already familiar with from my own teaching experience. This brings me back to my initial point about “take-and-use” teaching strategies. Many comprehension activities presented in Chp. 7 CMCM can be used across all subjects and curricular. Strategies such as: KWL, jigsaw, concept maps, venn diagrams, think-pair-share, etc. I can foresee myself using many of these comprehension strategies to improve the literary skills of my science students.
I really enjoyed the lesson on reading comprehension. As an adult, it's hard to remember how difficult it was for me to develop reading comprehension skills.I read on a site http://www.time4learning.com that much like learning to drive, reading comprehension becomes so automatic that most skilled readers forget that they had to develop their reading comprehension skills. I have to learn not to take such a skill for granted and have patience for students with difficulty. Reading comprehension is particulary important within a secondary math classroom. Students with good reading comprehension skills tend to find the textbook, math concepts, and ideas easier to understand. Skilled readers (and math students) don't just read the text, the interact with it (predict answers, look back and find possible corrections if an answer doesn't seem to make sense, create their own questions about the main idea or concept, monitor their own understanding while they read, clarify and ask questions about parts of the text which confuse them, and connect new ideas presented in the text with previous knowledge). I don't think that exercises such as "Read-to-me" and "read alongs" are particulary useful in a secondary math class. I would rather have my students rewrite in their own words or summarize a particular topic and teach it to a partner - I think this would work a lot better within a high school math setting.
By the way - just as an extra online source for everyone. I found a great little "reading pyramid" on the website:
http://www.time4learning.com/readingpyramid/index.htm
I found it very helpful in summarizing the steps of learning how to read incl. print concepts, phonemic awareness, comprehension, and vocabulary. Have a look.
Josh M. - Class 7
What a great hook and review to start a class! Instantly, we were all intrigued and had to pay attention because we all had a role to play. What I particularly like about our class of students is that no one is afraid to say the wrong answer. This type of activity could only be done in a classroom where there was no expectation to be right all of the time. If students were afraid of looking "dumb," there would be a lack of participation and the activity would therefore suffer. I also enjoyed the fact that it was an activity in which everyone was involved. I often fall into the trap of only using hooks that allow volunteering students to participate. Once other students realize that they are not "on the spot," however, they tune out and the lesson loses its flavor.
The lesson idea with the Highlights magazines was great too. I appreciated the fact that we all had to choose someone that we had not worked with so far. This helps to create the easy-going classroom in which people can make mistakes because we are all pushed out of our comfort zones. The lessons that were presented were very interesting and I appreciated the probing questions that were asked by Susan. Students hate these, I know, but if you know they're coming, it helps you to own what you've said and be able to defend your lesson's applicability for future use. We should all be asking ourselves these probing questions each time we make a lesson plan to help keep us on track!
The case studies activity was a useful and challenging method for engaging our participation. The bar was raised by the fact that we had to work together to determine feasible hypotheses based on our understandings of different learner styles and challenges. I was less intimidated by the procedure of defending our argument because I had a chance to listen to and evaluate the responses of others before it was our turn. I enjoyed exercising my thinking strategies to solve our answers to questions using the case studies. It is so much more meaningful and engaging when we have to demonstrate our understandings in the context of collaboration and discussion.
The lesson planning activity for multi-level classrooms was a smooth transition from the case studies activity. We had already shared our activated prior knowledge using the case studies to make our lesson planning design more accessible to the diverse levels of the learners. The ideas for introducing the lessons, and activating prior knowledge were comprehensive and creative. It was interesting to observe that the grade levels chosen did not inhibit the sophistication of the lesson organization and activities.
I really enjoyed working with someone new, and it made the activity even more interesting. I had forgotten how much fun and how important it is to have lots of movement and flexibility with groupings during lessons. Maybe some of our brain-based research experts could verify the added cognitive stimulation that accompanies learning in a dynamic classroom environment.
The review question strategy is something I will definitely keep in my bag of tricks for teaching. This activity has everyone actively involved in a review session. Thinking back to my own personal experiences within the classroom anytime that I was more actively involved with the course work the more I enjoyed the material especially when I had a chance to share my own opinions and listen to others about various materials. It is a hard task at times to make sure all students are involved. Yes, it takes a bit of time on the teachers’ part to organize this form of review but I believe this strategy to be well worth it. One of the largest benefits to this strategy is it can be used in all disciplines and at any age for it can be so easily adapted.
I am glad that we were able to use the highlights magazine to develop a lesson from it. It never ceases to amaze me at just how creative teachers are. Looking around the classroom and seeing everyone very easily get down to work on a lesson with very little difficulties. Fellow teachers are a HUGE resource. I feel very fortunate to be in a profession where most to if not all help each other out. We share ideas, lesson plans, resources anything that will both benefit the teacher and the students.
My favorite part of this lesson was delving into a highlights magazine and remembering my own experience with them. We used to have a subscription to the magazine and I looked forward to getting it every month. It was also my favorite magazine to read at the dentist or doctor’s offices. It is interesting to look back at it now and see how simple it is to read and at what level the articles really are because I remember them being so difficult to read and having my mom or dad help me with parts of it. I really enjoyed using the magazine and looking at how it is possible to use it in the classroom for reading comprehension and also for comprehension across the curriculum because of the science articles.
I also liked the case studies. It really says to me that there are so many different ways to have a problem with reading and reading comprehension and fluency. It makes me a bit sad that sometimes it takes so long for the education system to really identify students with problems and provide the needed funding to help them achieve fluency. I have seen how reading problems have affected the lives of people around me such as my Dad who is dyslexic and still to this day has not mastered fluency in reading though he still is able to have a high level of reading comprehension when he reads slow and carefully. I have also see how for my self my resource teacher who pulled me out of class for reading support helped me to have a love of reading which developed in to fluency. I will always remember my first time reading Charlottes Web in summer school between grades 3 and 4 as my parents help me to be a better reader. I was so proud of finishing the novel and I have not stopped reading since.
I have done a few assignments like this over the course of this time in PDP. And each time I am amazed at how quickly we are all able to create lessons from a skeleton. In my module our FA’s gave us a challenge of pulling a subject area from one hat and a stereotype from another and coming up with a social responsibility lesson incorporating those two ideas. The lessons we were able to come up with in an hour blew my mind. Likewise in this exercise where we were given a general topic and a magazine FULL of resources. I am impressed at all of us that we are able to look through a magazine and pull out such creative, useful ideas in such a short time. It makes me wonder though, is this something that almost anyone could do if only they had the right frame of mind, or have all of us decided on this profession because we are able to do this type of creating? Either way, doing this type of exercise has helped me to realize that teaching and creating lessons are not quite as scary as I had once thought. Before beginning PDP I had thought that I would never be able to come up with good, fun, creative lessons. But in doing this type of exercise it shows me that I can do it! The other thing this lesson reminded me of is the importance of collaboration. When two teacher minds get together so much more can happen than with one alone. With two working together lessons can become much better than they may have become with one mind alone.
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