This book is an easy common sense read. Yea!
Ch 2: The thoughts about how we talk the talk of literacy but don't walk the walk struck a chord with me. As a society, the example we set for youth is not one of readers, thinkers, or lifelong learners. It seems to me that we are a society of TV watchers and gamers. This is a "source of everlasting sorrow" to me (from Anne of Green Gables). As teachers we have influence that we can use to guide students to become lifelong lovers of books and learning. I certainly intend to try, by example and whatever influence I can exert! (not sure how much a math teacher can do this, but if I see an opportunity I will not let it pass by).
Again in Ch2: Educational movements are a recurring theme in education. I have seen initiatives come and go a number of times in my half century (wow!) and think the only things that really make a difference are a good teacher and good teaching. Fiddling with the format is just window dressing.
Ch3: I love the notion of a teacher as coach. Ashley articulated this beautifully in her blog so I will not even attempt it. Go read Ashley's blog!
Ch3: Humans are always trying to blame others for problems-'pass the buck'- and education is no exception! A good teacher takes responsibility for educating their students and does not blame other teachers for their student's underachievement. This how grown-up people behave.
Ch4:I need to learn more about teaching students how to read and use a textbook. I have a journal article that will help. This will be my annotated bibliography.

Vygotsky!

Using language is a SOCIAL activity. This makes a lot of sense. People want, need and seek out social interaction at all ages. We need to connect with others and language is probably the best way to do this.
One could argue that these concepts are common sense analyzed and labeled with what seem like rather big words. I have been taught by and have observed seasoned teachers who don't know what any of these words mean and who have never read Vygotsky yet use these principles every day in their teaching.
Working with students in the Zone of Proximal Development seems like a constructionist approach.
Overall good ideas and I think Vygotsky trumps Piaget.