Reading ability soars if young struggling readers get school’s intensive help immediately Reading skill fails to improve when schools follow current practices that require struggling readers to fail first before they merit tutoring or extra teaching Reading skills improve very little when schools follow the current standard practice of waiting for struggling readers to fail first before providing them with additional help, according to researchers at Southern Methodist University, Dallas. In contrast, a recent study found that a dynamic intervention in which struggling readers received the most intensive help immediately, enabled students to significantly outperform their peers who had to wait for additional help, said Stephanie Al Otaiba, lead author on the research. “We studied how well struggling readers respond to generally effective standard protocols of intervention to help them improve. About 40 percent of U.S. children in fourth grade do not read at a proficient level, Yovanoff said. “We’re not talking about a small group of children,” he said.
Nine Do's and Don'ts for Cultivating Student Autonomy Published Online: March 19, 2014 By Sandy Merz I'm on a quest to find how students learn best and what they need to know most—and every day I'm moving toward the conclusion that the sweet spot is student autonomy. Through reading, professional development, and classroom practice, I'm learning how to implement "Build Your Own Unit" projects.
What Do Schools Need? Collaboration and Principals Who Lead It John Hattie is back -- and once again he is marshaling the evidence needed to improve schools. Keep in mind that Hattie took the education world by storm a few years ago with his book Visible Learning: What Works Best for Learning. Visible Learning and its sister book, Visible Learning for Teachers, began to solve a knotty problem. To wit, thousands upon thousands of education research studies -- some high-quality, some low-quality, some large-scale, some tiny -- confuse just about everyone. Individual teachers and principals have no practical way to sift through all of them on their own, which leaves educators vulnerable to fads and fashions -- in part because no matter how unrealistic the idea, some study somewhere can be used to validate it.
Teachers As Researchers: The Power of Mindset Serena Hicks is an English and language arts teacher and professional development facilitator in West Ada School District, in Meridian, Idaho. Change is hard! In my experience, I’ve noticed that teachers are more likely to make positive changes when they get to decide when and how to change. What Doesn't Work: Literacy Practices We Should Abandon The number one concern that I hear from educators is lack of time, particularly lack of instructional time with students. It's not surprising that we feel a press for time. Our expectations for students have increased dramatically, but our actual class time with students has not.
Your Lesson's First Five Minutes: Make Them Grand If you have ever lived with another person and come home to find them in a bad mood, how long did it take you to figure it out? Hours? Minutes? Seconds? Most people say "seconds," and some can tell before they even enter the same room. Hattie: Distractions Pearson’s goal is to help people make progress in their lives through learning. This means we’re always learning too. This series of publications, Open Ideas, is one of the ways in which we do this. We work with some of the best minds in education - from teachers and technologists, to researchers and big thinkers - to bring their independent ideas and insights to a wider audience.
Reflecting on Reflection: A Habit of Mind Reflection is a fundamental tenet of learning, and therefore a fundamental part of teaching. Why it happens is a matter of humility. But how and when it happens -- and with whom -- is less clear. Demystifying Small Groups in Reading: Supporting Students in Action K-8 Written by Anna Gratz Cockerille “I think that many teachers have been subjected to intensive efforts to remake their small-group instruction so that it is 'just so.' There have been so many books written on how to lead small groups in precisely the right ways that too many teachers approach a little hub of readers, gripped by anxiety over doing this The Right Way. Fostering Social-Emotional Learning in Your Classroom As educators, we do everything we can to create a nurturing classroom environment for our students — but sometimes, they face obstacles we just don’t know about. That’s why we’ve created the following lesson plan, designed to help you establish and maintain positive connections within your class. Last spring, Channel One News reported about the “I Wish My Teacher Knew” activity as the story broke. Let this video help your class understand what this exercise has done for other students. Invite your students to: