# data[].attributes.body
Multiple Ways to Use the Progressions (in mini lesson, small groups and conferences) Jonsson

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Learning that reading a Narrative Digitally does not decrease comprehension as much as we would think... but reading Informational texts digitally decreases our comprehension and retention much more.  😳 -Gorman

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Look into purchasing MyOn for our students.  Love the data tracking system they have. -Gorman

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Pairing ELL learners together in groups with a more proficient language learner, newer language learner (LL), and solid language learner and giving jobs... One translates for the newer LL in home language, and then the newer LL needs to answer in English, but with support from the other LL's. I love this - Gorman

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Rally - Try 1 - Try 2 - Link
Getting students actively engaged from the beginning -
Giving students a "tool" to read and discuss with their partnership, then have them practice it within a text they are familiar with and teacher coaches, then try on their own books, and then link with a specific assignment to practice between group times. A bit more succinct, precise and quick. - Gorman

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Yes, Gorman! Love, Love, Love this new small group format. So much simpler. Students work in a group of 4, (2 partnerships) Lean in (give tip) walk away; come back in a bit.
Try It 1 find in a mentor text; Try It 2 find in their own text. Jonsson

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Trouble reconstructing the Plot Chronologically
Lose Details of the Story
Loss of Background Knowledge Development
Tips to Try to Combat these Issues
Stop & Jot more
Partner Talk
Create a Mini Keynote of what you've learned
Jonsson

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Rally- Try It 1, Try It 2
Jonsson

# data[].attributes.body
Maryanne Wolf
Digital Reading Research

# data[].attributes.body
Naomi S. Baron
Digital Reading Research

# data[].attributes.body
David Sax
Digital Reading Research

# data[].attributes.body
Ubiquity
Increased Access to Texts
Read Latest Research
Portability
Helps Students Navigate Social Stigma
Jonsson

# data[].attributes.body
High Quality Materials
Distractions
Overwhelming
Difficult to feel Involved in their Reading
Changed many Reading Norms
Jonsson

# data[].attributes.body
Epic
Myon
Sora
Jonsson

# data[].attributes.body
Ask Yourself:
What Can You Figure Out?
What Feels Useful?
What Do You Still Have Questions About?
Jonsson

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Mary, Pablo, Marc
Jonsson

# data[].attributes.body
Pre-Reading
Re-reading
Pacing Reading

Marginalia
Highlight
Taking Notes
Paraphrasing Passages

Listing Keywords
Summarizing
Taking a Quiz
Jonsson

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Could I Explain that Concept to Another Person?

# data[].attributes.subject
Could I Explain that Concept to Another Person?

# data[].attributes.body
Partners, ask Questions
Say more...
What Else?
What do you mean?
Imaginary Partners
Talk to a Partner
Create a Flipgrid, etc.
Jonsson

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Prior Knowledge
Individual Preference
Motivation
Jonsson

# data[].attributes.body
Balanced Literacy
Science of Reading?

Decode
Make Connections, read & know
Think Deeply
Jonsson

# data[].attributes.headline
How Are Teachers and Students Learning Together?

# data[].attributes.subject
How Are Teachers and Students Learning Together?

# data[].attributes.body
Talking Together
Questioning
Transference
Next Steps
Jonsson

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Sometimes reading difficulties are context dependent. Readers who are rarely provided opportunities to read texts that reflect their cultural background will experience the reading process differently. Background knowledge greatly changes student's abilities in comprehesion. I believe this is so important to consider with our current demographic.--Sanford

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Great resource. We need more decodables that have a comprehensible story to follow. MyOn has them!!--Sanford

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Give students multiple ways to share their thoughts during stop and jot. Some students are not able to articulate their thinking clearly with paper and pen. Some students may benefit from the opportunity to record their thinking in a video or comic format.--Sanford

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In Shana's Monday session, she discussed the importance of student-teacher relationships. The students we need to push the most (thinking of my bubble kiddos) are the ones who need to essentially give us permission, through building trust, to push them. If they do not trust us, they will not be pushed - they will resist. - Gunther

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Read Alouds (to the students)Vs Shared Reading (With the students)

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Read Alouds (to the students)Vs Shared Reading (With the students)

# data[].attributes.body
Copeland

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We read to our students
We read with our students
Our Students read by themselves
Copeland

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The Components of Balanced Literacy: Reading Workshop

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The Components of Balanced Literacy: Reading Workshop

# data[].attributes.body
Read Aloud, Shared reading, Writing workshop, interactive writing, word study
Copeland

# data[].attributes.body
Mini Lesson: 5-10 Minutes
Private Reading: 10-15 Minutes
Share: 5-8 Minutes
Partner Reading: 5-15 Minutes
Copeland

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Meaning: Prior Knowledge, story sense, illustrations
Structure: Book Language, Grammatical Pattern, Sentence Structure
Visual: Sound/Symbol, Visual Spatial
Copeland

# data[].attributes.body
Before: Warm up, name the focus
During: Do the focus, Always tuck in comprehension
After: wrap up, extend

# data[].attributes.body
Connection
Teaching Point
Teaching
Active Engagement
Link
Copeland

# data[].attributes.body
Book Intro
Children read, teacher coaches
Book Talk
Teaching point and link
Copeland

# data[].attributes.body
What is the structure of the mini lesson?  What are the main parts?
What method is used to teach the strategy? What might you do differently? What is supporting pace?What is your support

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Extend the read aloud after reading to students
-learn more about the author and illustrator
-provide images that extend the context of the text
-find nonfiction books with similiar topics or that extend vocabulary from the book
-find books that are windows or mirrors for the text
-read reviews on the book
-find and research together historical info related to text
-watch video or animated version of read aloud
---Sanford

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How to Use Learning Progressions through Small Group Work

# data[].attributes.body
Digital Reading Padlet

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Play the fake news game! How bad are you? Become a fake news tycoon and get as many followers as you can.

# data[].attributes.body
Padlet

# data[].attributes.body
Coaching Cycle

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

The Japanese Lesson Study model has been advocated in the UK for some time both by the National College for Teaching and Leadership and its predecessor organisations.

The outline of the approach is as follows:

A 2014 systematic review (Wai Ming Cheung, 2014) looked across 9 quantitative studies and concluded that Lesson Study and Learning Study appear to be beneficial to student outcomes.

The Education Endowment Foundation conducted a large trial which showed no statistical impact - TDT's CEO discusses issues with the findings here.

Godfrey et al (2018) conducted an evaluation in UK schools and found positive impact.

Find out more:

When Lesson Study is implemented incorrectly, there is a risk of adding to an already heavy teacher workload, demotivating teachers and failing to make any difference to pupils' outcomes.

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What is Lesson Study? - Teacher Development Trust

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

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Have you ever tasted an Arab taco?

When was the Arab taco invented?

What is shawarma?

Find it out

How are currency exchange rates determined?

What was the gold standard?

Which type of currency exchange rate system does the U.S. use?

Find it out
Which of the following is usually NOT a factor in determining currency exchange rates?

Test your knowledge

How can I use Wonderopolis?

What are the parts of a Wonder?

How do writers make a Wonder?

Find it out
Based on information from the Wonder, what was Lou Castro known for when he was alive?

Test your knowledge

What is an okapi?

Where do okapis live?

What do okapis eat?

Find it out

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Where the Wonders of Learning Never Cease | Wonderopolis

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Where the Wonders of Learning Never Cease

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Author Anna Kim / Building Background Knowledge / Inquiry

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Background

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What is Danbi Leads the School Parade about?

Starting school for the first time can be a whirlwind of butterflies and elation. But imagine what it's like for a young child who's just moved here from another country. New faces. New customs. New language.

Inspired by events from my own background, I created Danbi Leads the School Parad e to be a fun and positive story that celebrates friendship, diversity and the immigrant experience. The story follows Danbi on her first day of school in America, where her classroom is a colorful melting pot of cultures. Faced with one frustrating challenge after another, Danbi takes on this strange, new world with a simple philosophy: it's okay to mess up, as long as you try again. With a spark of imagination, she finally wins the day by inventing a new game that turns all her classmates into adoring new friends.

Why did you decide to write Danbi's story?

The idea for writing Danbi's story came to me when I was book shopping for my nieces, and couldn't find a happy and positive immigrant story. What also struck me was the absence of stories that showed, not just the perspective of the immigrant, but also the point of view of those who already live here. And so, writing Danbi's story was me trying to make a difference.

Are you Danbi?

Danbi and I share similar backgrounds. We both moved with our families from Korea to America when we were kids, and we both experienced that same challenging first day of school. But there is one big difference between the two of us: while I felt numbed by the pressure of all the kids staring at me and not understanding the teacher, Danbi takes on her class with gusto. She views the world with a hero's confidence that she can overcome whatever obstacles get in her way.

In other words, she is my hero and my role model. I'm hoping all her readers will feel the same way.

Can you tells us about your work studio?

My studio has a large desk with pencils, ink, watercolor, and a computer with Photoshop. There's also a day bed, because I'm literally napping every couple of hours in my most creative moments. It's weird, I know, but my best ideas come after I can no longer stay awake and I emerge from a nap. There are mountains of character sketches and drawings on my studio's floor, because that is how I create them and immerse myself in their world.

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Starting school for the first time can be a whirlwind of butterflies and elation. But imagine what it's like for a young child who's just moved here from another country. New faces. New customs. New language.

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If you thought you could coast when it comes to talking to your younger child about social media, think again. Your tween may be counting down the days until they turn 13. Not only do they officially become a teenager, but they are also now technically allowed to use social media accounts like Instagram.

If it were up to the country's top doctor though, 13 is still too young for children to be on social media. U.S. Surgeon General Vivek Murthy says kids this age are still developing their identities, and the environment on social media often creates a distorted view of self-worth and relationships. The Surgeon General adds he knows it's hard to keep kids off social media due to its popularity. But, he suggests parents create a united front and not allow their kids to get accounts until later in their teenage years.

Still, children will find a way online anyway. The number of children under 13 using fake birthdays and a parent's email address to create accounts on popular social media sites (whether they have permission or not) is a bit startling.

According to 2022 research from Ofcom, the regulator for communications services in the United Kingdom, 33% of parents of children ages 5 to 7 said their child had at least one social media account. About 60% of children ages 8 to 11 owned an account. That means instead of kickball, conversations at recess for your fourth grader may very well be focused more on who posted what on Instagram or TikTok last night. Scary, we know.

That's why the American Psychological Association (APA) came up with a new set of guidelines for parents and children to help them create safe social media habits.

Guidelines for Safe Social Media Usage

We all know teens and tweens are going to use social media no matter what, so it's important to set boundaries and expectations. That was the basis for the APA's new recommendations on social media use. The APA's advisory group came up with 10 recommendations.

One of the first points the APA makes is that kids should have some kind of social media literacy training. "Social media is neither inherently harmful nor beneficial to our youth," APA President Thema Bryant, Ph.D. says in a news release. "Just as we require young people to be trained in order to get a driver's license, our youth need instruction in the safe and healthy use of social media."

Among the other recommendations, the APA says social media use should be tailored to kids' developmental capabilities. For kids on the younger side, adults should closely monitor their usage, which includes discussions around the content they are seeing. Tweens and teens should also be limited in how they're using social media to compare beauty and appearance, as well as be monitored for any signs of problematic social media use, which may interfere with their daily routines, sleep, or physical activity.

"We hope these recommendations will be helpful as we all try to keep pace with the rapidly shifting social media ecosystem," says APA CEO Arthur C. Evans Jr., Ph.D. in the news release. Still, the APA says more investment is needed in research to further determine the impact of social media on our young people.

Positives of Social Media for Kids

There are undoubtedly perks to having kids of the proper age and with parental consent connecting with their peers on social media. Even the APA acknowledges there are benefits, including promoting healthy socialization.

Platforms like Instagram are full of inspiration and allow kids to creatively express themselves. But parents should also be aware of potential exposure to cyberbullying and inappropriate content. Younger children in particular may not realize the consequences of their online actions, which may put them in compromising situations. These are risks that the popular photo-sharing app is taking seriously.

Over the years, Instagram has unveiled numerous safety upgrades to protect kids and teens online. Some recent implementations: an education hub for parents, supervision tools, automatic private accounts for young users, a "Take a Break" feature that discourages endless scrolling, and more.

But Eddie Ruvinsky, director of engineering at Instagram, says monitoring isn't the end-all solution. "It's really about making sure that you have trust and you have ongoing dialogue for any activity that they do," he says.

Here are a few tips to get you started when it comes to teaching your child good social media habits.

Start Talking About Social Media Early

Ana Homayoun, M.A., P.P.S, a social media expert and the author of Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World, who worked with Instagram to create parental safety guides, says parents should start the conversation around social media early. "Even if kids aren't on social media, many are online from an early age and using different websites," she says. "In my experience, kids aren't being informed about Instagram and other social media apps from their parents-they are learning from friends, peers, older siblings, and other influencers-so it's important that parents take an active role in encouraging conversations."

Make a Game Plan

"I encourage coming from a place of curiosity and asking open-ended questions to help children identify why they want to join Instagram, what they think a positive experience on Instagram would look like for them, and who they could turn to if something feels uncomfortable and doesn't go as planned," says Homayoun. "Doing so allows them to proactively think about how they would define and create a positive online user experience," She suggests using the three S's-healthy socialization, effective self-regulation, and overall safety-as a guide for framing the discussion.

Prioritize Privacy

"A lot of people don't always know they have the ability to be private on Instagram," says Lori Malahy, research lead at Instagram. Turning your account on "private" mode means that only approved followers can view, comment, and like your content. This could prevent your child's personal information from ending up in the wrong hands. Take a cue from Dan Zigmond, former director of analytics at Instagram, who required his kids to have a private account and personally know all their followers. (Note that Instagram automatically signs up teens for private accounts).

Enforce Good Social Media Etiquette

Receiving mean comments on social media can hurt a child's self esteem-and writing the comments can get them into trouble. Talk with your child about proper social media etiquette, and utilize the tools outlined in Instagram's resource guide. For example, the app lets you filter out offensive or inappropriate words from your comments.

Set Time Limits

Tweens are still developing self-discipline, so it's not unusual for them to spend hours on social media platforms. Work together to determine an appropriate amount of time they should spend on apps each day, whether it's 15 minutes or one hour. You can also take advantage of Instagram's Activity Dashboard, which lets you set daily time limit reminders, mute push notifications, and more.

Teach Kids Accountability

Cyberbullying is increasingly common nowadays. According to the latest Youth Risk Behavior Survey from the Centers for Disease Control and Prevention (CDC), 16% of surveyed high school students said they were electronically bullied in the previous 12 months. That percentage goes up for those students who identify as female or LGBTQ+.

Thankfully, Instagram lets users control bullying by removing hateful comments, reporting negative behavior, and blocking individuals. "One of the most important things I'd like my son to understand is that things that happen online can affect how people feel offline," says Ian Spalter, former director of design at Instagram. "It's really important for them to take that into account with whatever actions they take online."

Practice What You Preach

You know that kids are sponges, and they're constantly learning by example. By practicing positive social media habits yourself, you're setting up your children for a rewarding and inspiring experience.

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Why It's Never Too Early to Teach Your Child Good Social Media Habits

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Teens and even tweens are going to use social media no matter what. The American Psychological Association issues new guidelines for parents and children to stay safe online.

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MS Unit

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#ownvoices

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Teens are some of society's earliest change adopters, and today's world is full of budding young activists. But it's critical for these same teens to see themselves reflected in the genre that is based on their experiences. Thankfully, YA fiction is rife with powerful stories from contemporary, black women writers. They have created some of the most enduring and popular fiction of the last several years, while showcasing the many subgenres of YA: contemporary, fantasy, romance, LGBTQIA+, and more. And each of these writers takes it one step further in their #ownvoices work, by poignantly highlighting social and racial injustices for their listeners.

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Teens are some of society's earliest change adopters, and today's world is full of budding young activists. But it's critical for these same teens to see themselves reflected in the genre that is based on their experiences. Thankfully, YA fiction is rife with powerful stories from contemporary, black women writers.

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TCRWP Philip Seyfried

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Jamboard/Stranded Whale

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Small Group Sign Up for Wednesday (Day 3) - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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YouTube Read Aloud/Anna Kim

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Danbi Leads the School Parade (Literally Cultured Read Aloud)

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Brooke Geller's Learning Progressions Padlet TCRWP

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Brooke Geller's Learning Progressions Padlet TCRWP

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LP with Small Group Work

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Padlet #2 Philip Seyfried

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Fountas & Pinnell

# data[].attributes.body
Heather Burns

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Comprehension; Understanding and Interpretation of what is read
Decode
Connections (read & know)
Think Deeply
Jonsson

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Where and in What Ways Can We Use the Learning Progressions?

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Where and in What Ways Can We Use the Learning Progressions?

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How Can Students Use Them to Create their Own Checklists?
Give Students Control over Time, Place, Path, and Pace of their Work.
Jonsson

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The Learning Progressions are a Tool for Skill Development

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The Learning Progressions are a Tool for Skill Development

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The LPs are the glue that hold together many workshop pieces. Unit Goals(foundational, literal, analytical) spiraling back, read alouds (implicit teaching), Reading Workshop = independent reading time, share, feedback 1:1, small group work. Jonsson

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Build Background/Knowledge Building
Zhuzhing up Read Aloud
Fiction
Motivation & Connection
NonFiction
Vocabulary & Images
Jonsson

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Knowledge Building/Background Vocabulary

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the new childhood: raising kids to thrive in a connected world

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family & relationships / parenting / general

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psychology / cognitive psychology & cognition

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sesame street; sesame workshop; parenting; digital; screen time; video games; child rearing; childhood; smartphones; kids; digital play; family dinner; education; digital education; internet safety; social media; digital media; baby books

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The New Childhood: Raising Kids to Thrive in a Connected World

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A provocative look at the new, digital landscape of childhood and how to navigate it.In The New Childhood, Jordan Shapiro provides a hopeful counterpoint to the fearful hand-wringing that has come to define our narrative around children and technology. Drawing on groundbreaking research in econom...

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Vocabulary
Linger
What? Huh?
Reaction
Fascinating!
Pause/Ponder
Explain to ourselves then to others
Teacher Preview of Mentor Texts Model the fascinating parts
I Wonder
Jonsson

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Ways Eric Hand Supports Building Knowledge

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Ways Eric Hand Supports Building Knowledge

# data[].attributes.body
Craft tips he made (during his video real aloud)
Reminds Students of Previewing Work
Thinks aloud about how words & features fit together
Models actions readers take to comprehend text
Pause & Ponder
Pause to explore new ideas
Think aloud about specific words and how they were related
Jonsson

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What is the Purpose of the Story/Book?
Jonsson

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Massive Practice
1. Inquiry (JRB=just right books)
2. Repertoire (JRB)
3. Demo or Component (JRB)
Multiple Rounds of Practice!
Jonsson

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Demo or Component p. 186 LP in Reading Pathways

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Demo or Component p. 186 LP in Reading Pathways

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"The Stranded Whale" read aloud
Reread a part
Think along with me
What is happening now?
What is it really about?
Turn & Talk
Which thought is most significant?
Theme
Jonsson

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WAR (Writing About Reading) to Understand Texts Reading Intensely to Grow Ideas
Significant to the Text
Values
Author
Know
Think
Feel
Tips: Next steps come from the Progressions
Jonsson

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The Civically Engaged Classroom by Mary, Pablo & Marc

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The Civically Engaged Classroom by Mary, Pablo & Marc

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To become better readers of the World
Talk, Write, Think
Transference, Curating Texts, Mapping to Help Students Devour Information into Science, Social Studies, Book Clubs

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If you're looking at this guide, you're likely weighing options for how to address an upcoming election. Mary Ehrenworth, Pablo Wolfe, and Marc Todd know how challenging it can be to teach responsibly in an election year and they have created this guide to help you tailor the core ideas in their book, The Civically Engaged Classroom, to the unique challenges of teaching during an election.

Perhaps you're designing a grand election unit every four years, one in which kids track politicians and parties, and trace the big issues and candidates' positions on those issues; perhaps you'll even have a mock election. Or perhaps you'll want to include a strand in your curriculum that studies breaking news and the electoral process in action. The suggestions in this guide can form the basis of an election unit, or you can use the suggestions as necessary to address particular issues and ideas as they arise. Mary, Pablo, and Marc have included essential questions as well as specific teaching ideas to help your students engage with the electoral process and to help them see their role in how we choose those who serve in our government now and in the future.

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Heinemann. A division of Houghton Mifflin Harcourt.

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Civically Engaged Classroom | Study Guide

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If you're looking at this guide, you're likely weighing options for how to address an upcoming election. Mary Ehrenworth, Pablo Wolfe, and Marc Todd know how challenging it can be to teach responsibly in an election year and they have created this guide to help you tailor the core ideas in their book, The Civically Engaged Classroom , to the unique challenges of teaching during an election.

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Mary, Pablo, Marc

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The authors of The Civically Engaged Classroom joined us online for a series of Facebook Live sessions. All three video recordings will be shared in this blog post and on the Heinemann Facebook page where you can read the questions and comments from attendees.

* * *

In the first session authors, Mary Ehrenworth, Pablo Wolfe, and Marc Todd, review specific lessons that can help prompt students and teachers to do the identity work that facilitates community building in our classrooms, whatever shape they might take this year.

Session #1
Engaged Citizens Explore Their Identities and Their Biases
Wednesday, August 19, 2020

The authors have shared the presentation slides from their first session on their Padlet website. You can also view and download the slides by clicking the button below.

Session #2
Reading, Writing, and Speaking for Change
Thursday, September 17, 2020

Click below to access the Padlet referenced during the presentation.

Session #3
Political & Social Action
Thursday, October 1, 2020

The Civically Engaged Classroom is due to be published in October 20, 2020.
To learn more about this title visit Heinemann.com or click below.

Mary Ehrenworth, Senior Deputy Director of the Teachers College Reading and Writing Project and co-editor for the Units of Study for Teaching Reading, Middle School series, works with schools and districts around the globe, and is a frequent keynote speaker at Project events and national and international conferences. Mary's interest in critical literacies, deep interpretation, and reading and writing for social justice all inform the books she has authored or co-authored in the Reading and Writing Units of Study series as well as her many articles and other books on instruction and leadership. You can connect with her on Twitter @MaryEhrenworth.

Pablo Wolfe is a Washington DC-based educator who promotes civic education as a means to improve student engagement, celebrate student identity, and embolden the next generation of activists. He's been a public school administrator, a staff developer with the Teachers College Reading and Writing Project, a teacher, and a parent, and in all of these roles has sought to make school a training ground for civic life. Whether planning town hall meetings with groups of 7th graders, writing letters to elected officials, or organizing opportunities for service learning, Pablo believes that academic skills are best learned when applied towards addressing social injustices. He is currently working to create a network of civic-minded educators to share stories and best practices that illustrate how civic knowledge, values, and behaviors improve student outcomes and transform schools. A strong believer in the role of teachers as agents of social change, he strives to thread this idea through his writing, staff development and teaching. You can connect with him on Twitter @pablowolfe.

Marc Todd teaches Social Studies at IS 289, the Hudson River Middle School in New York, and is a national presenter for the Teachers College Reading and Writing Project. He collaborates with teachers around the world and leads workshops and institutes on culturally relevant pedagogy and teaching students to be critical readers of history. Marc believes in immersing kids in nonfiction reading and making notebook work inside of content classes both serious and joyful.
You can connect with him on Twitter @marctoddnyc.

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Laying the Groundwork for A Civically Engaged Classroom: A Video Series

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The authors of The Civically Engaged Classroom joined us online for a series of Facebook Live sessions. All three video recordings will be shared in this blog post and on the Heinemann Facebook page where you can read the questions and comments from attendees.

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Issue, Topic, Event
Texts that provide the Background Knowledge
That provide Multiple Perspectives
Texts that suggest WHY?
That help students visualize
That explain WHO
Jonsson

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Planning vs Prepping(there's a Difference) Plan by Prepping

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Planning vs Prepping(there's a Difference) Plan by Prepping

# data[].attributes.body
Jonsson

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Too Long = Shorter Intro., # of Students, Timer
Not Making a Difference = Feel more like a Book Talk, Visuals
Not Engaging Enough = How are you supporting transfer, strategy lesson
Create a Series of Small Group Work = no one Hit Wonders
Jonsson

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Professional Learning/Coaching Cycle
1. Plan together(look at student work)
2. Teach a lesson together & reflect
3. Observe the work the students do
4. Reflect on Practice/Craft                 What thoughts or questions do you have about the skills covered today? What did you discover about teaching and learning from today's study?
5. Plan Again
Jonsson

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

The Japanese Lesson Study model has been advocated in the UK for some time both by the National College for Teaching and Leadership and its predecessor organisations.

The outline of the approach is as follows:

A 2014 systematic review (Wai Ming Cheung, 2014) looked across 9 quantitative studies and concluded that Lesson Study and Learning Study appear to be beneficial to student outcomes.

The Education Endowment Foundation conducted a large trial which showed no statistical impact - TDT's CEO discusses issues with the findings here.

Godfrey et al (2018) conducted an evaluation in UK schools and found positive impact.

Find out more:

When Lesson Study is implemented incorrectly, there is a risk of adding to an already heavy teacher workload, demotivating teachers and failing to make any difference to pupils' outcomes.

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What is Lesson Study? - Teacher Development Trust

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

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How do we reimagine this lesson so it has a greater Impact on Children?
1. Think about the lesson, notice? Differently? Why? Encourage more, why?
2. Or it could go...
3. Plan a Revised Lesson
4. Process
Jonsson

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1. Check for Understanding = 6 word summary
2. Relevance = What do you want to think and talk more about?
3. Mindset = How is your thinking shifting?
4. Self-Assessment = How sure are you about______?
Jonsson

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Build Community
Transparency
Feedback
Insight
Jonsson

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Ubiquity
Increased Access to Texts
Read Latest Research
Portability
Helps students navigate social stigma
Jonsson

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What Challenges Did You Have This Past Year?

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What Challenges Did You Have This Past Year?

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High quality material
Distraction
Overwhelming
Difficult to feel involved in their reading
Changed many reading norms
Jonsson

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Prior Knowledge
Individual Preference
Motivation
Jonsson

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Pre-reading
Re-reading
Pacing reading
Linear beginning to end for longer articles
Listing Keywords
Summarizing
Taking a Quiz
Marginalia
Highlight
Underlining
Copying a Passage
Taking Notes
Jonsson

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Could I explain that concept to another person?
Partners, ask questions
Say more
What else?
What do you mean?
Jonsson

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Think about your reading goal first.
Skimming, get the gist
Ask: What will happen after I read?
Talk to a partner
Write an essay
Pause at Intervals (while reading)
Linear, read continuously
Jonsson

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Print
Easily Linger, whenever you choose
(great for complex texts)
Deep Reading and Interpretation (may be missed anyway)

Audio
Narrator sets the pace
No "deep reading"
Narrator's interpretation asserts and inserts itself in the text
Jonsson

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Preparing to Listen
Note Taking
Minimize distraction
Occasionally Pause Audio & Jot
Jonsson

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Control over pace
Ease of Re-reading
Durability
Skim & Skip Passages
Jonsson

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Visual Landmarks

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Professor Adrian Furnham is an engaging and entertaining keynote speaker and a widely published journalist, as well as one of HR Magazine's 20 Most Influential People in HR.

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Does your Brain Distinguish Between Audio & Print?

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Does your Brain Distinguish Between Audio & Print?

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and How much does Genre matter
Yes
In adults; memory increased with news articles
same for transcript of fiction (audio & video)
Identical Word Representation
Memory of the material stays the same-mostly
Jonsson

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Audio comprehension is always higher with Narrative
2nd grade - more comprehension with audio
8th grade - more comprehension with print reading
Jonsson

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Listening = most mind wandering, worst memory
Reading Silently = Medium mind wandering, medium memory
Reading Aloud = Least mind wandering, best memory
Jonsson

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Jonsson

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Jonsson

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Does Redundancy Help?
Yes! Cognitive Load
Immersion Reading helps evolving readers
Language Learners
Reading/Learning Disabilities Dyslexia
Motivation
More Content Acquisition
Comprehension
Word Recognition
Faster Reading Rate
Overall Reading Proficiency
Jonsson

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Video vs Text
Video = Students are more likely to defend views presented in videos
Text = Twice as many inferences happen in Text
Implications?
Jonsson

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Credit: Unsplash/CC0 Public Domain

During the pandemic, many college professors abandoned assignments from printed textbooks and turned instead to digital texts or multimedia coursework.

As a professor of linguistics, I have been studying how electronic communication compares to traditional print when it comes to learning. Is comprehension the same whether a person reads a text onscreen or on paper? And are listening and viewing content as effective as reading the written word when covering the same material?

The answers to both questions are often "no," as I discuss in my book " How We Read Now," released in March 2021. The reasons relate to a variety of factors, including diminished concentration, an entertainment mindset and a tendency to multitask while consuming digital content.
Print versus digital reading
When reading texts of several hundred words or more, learning is generally more successful when it's on paper than onscreen. A cascade of research confirms this finding.

The benefits of print particularly shine through when experimenters move from posing simple tasks-like identifying the main idea in a reading passage-to ones that require mental abstraction-such as drawing inferences from a text. Print reading also improves the likelihood of recalling details-like "What was the color of the actor's hair?"-and remembering where in a story events occurred -"Did the accident happen before or after the political coup?"

Studies show that both grade school students and college students assume they'll get higher scores on a comprehension test if they have done the reading digitally. And yet, they actually score higher when they have read the material in print before being tested.

Educators need to be aware that the method used for standardized testing can affect results. Studies of Norwegian tenth graders and U.S. third through eighth graders report higher scores when standardized tests were administered using paper. In the U.S. study, the negative effects of digital testing were strongest among students with low reading achievement scores, English language learners and special education students.

My own research and that of colleagues approached the question differently. Rather than having students read and take a test, we asked how they perceived their overall learning when they used print or digital reading materials. Both high school and college students overwhelmingly judged reading on paper as better for concentration, learning and remembering than reading digitally.

The discrepancies between print and digital results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page.

But equally important is mental perspective, and what reading researchers call a " shallowing hypothesis." According to this theory, people approach digital texts with a mindset suited to casual social media, and devote less mental effort than when they are reading print.
Podcasts and online video
Given increased use of flipped classrooms-where students listen to or view lecture content before coming to class-along with more publicly available podcasts and online video content, many school assignments that previously entailed reading have been replaced with listening or viewing. These substitutions have accelerated during the pandemic and move to virtual learning.

Surveying U.S. and Norwegian university faculty in 2019, University of Stavanger Professor Anne Mangen and I found that 32% of U.S. faculty were now replacing texts with video materials, and 15% reported doing so with audio. The numbers were somewhat lower in Norway. But in both countries, 40% of respondents who had changed their course requirements over the past five to 10 years reported assigning less reading today.

A primary reason for the shift to audio and video is students refusing to do assigned reading. While the problem is hardly new, a 2015 study of more than 18,000 college seniors found only 21% usually completed all their assigned course reading.

Audio and video can feel more engaging than text, and so faculty increasingly resort to these technologies-say, assigning a TED talk instead of an article by the same person.
Maximizing mental focus
Psychologists have demonstrated that when adults read news stories or transcripts of fiction, they remember more of the content than if they listen to identical pieces.

Researchers found similar results with university students reading an article versus listening to a podcast of the text. A related study confirms that students do more mind-wandering when listening to audio than when reading.

Results with younger students are similar, but with a twist. A study in Cyprus concluded that the relationship between listening and reading skills flips as children become more fluent readers. While second graders had better comprehension with listening, eighth graders showed better comprehension when reading.

Research on learning from video versus text echoes what we see with audio. For example, researchers in Spain found that fourth through sixth graders who read texts showed far more mental integration of the material than those watching videos. The authors suspect that students "read" the videos more superficially because they associate video with entertainment, not learning.

The collective research shows that digital media have common features and user practices that can constrain learning. These include diminished concentration, an entertainment mindset, a propensity to multitask, lack of a fixed physical reference point, reduced use of annotation and less frequent reviewing of what has been read, heard or viewed.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators-and parents-shouldn't assume all media are the same, even when they contain identical words.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Why we remember more by reading-especially print-than from audio or video

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During the pandemic, many college professors abandoned assignments from printed textbooks and turned instead to digital texts or multimedia coursework. As a professor of linguistics, I have been studying how electronic communication compares to traditional print when it comes to learning. Is comprehension the same whether a person reads a text onscreen or on paper?

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How Swallowing Works Animation Video - Stages of Swallowing Process - Swalllow Anatomy & Physiology

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Use as a Starting Point
Kick off & Rally
Interrupt & Interrogate
Remain Interactive
Pause & Take Notes; Keywords; Concept Maps
Jot; Rewind; Turn & Talk
Jonsson

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1. Who is Involved? Individuals, Groups, Organizations
2. How are they spoken of? Positively, Negatively?
3. What ideas or ideals are: upheld; challenged; unquestioned
4. What is the Author's Relationship to this Text?
Jonsson

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Not Either or, but And for Print and Digital and Audio & Video

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Not Either or, but And for Print and Digital and Audio & Video