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ELL students should be challenged intellectually; they should be able to learn about complex content and developing thinking skills. Instruction should be authentic and engaging for ELLs.

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A critical aspect of an ELL specialist role is to use culturally sustaining practises with students. Cultural sustaining practise means that when working with students, educators are sustaining: academic vigor, cognition, relationships, cultural backgrounds, and literacy development.

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7 Principles of Evidence Based Practise 

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7 Principles of Evidence Based Practise 

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National Academies of Sciences, Engineering, and Medicine reports: Promoting the Educational Success of Children and Youth Learning English: Promising Futures (as cited in August, 2018) stating that there are 7 principles of evidence based practices for ELL learners:

1.Provide access to grade level course content

2.Build on effective practices used with English-proficient students

3.Provide supports to ELLs master core content and skills

4.Develop ELLs academic language

5.Encourage peer to peer learning opportunities

6.Capitalize on students home language, knowledge, and cultural assets

7.Screen for language and literacy challenges, monitor progress, and support ELLs who are struggling

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Part of the role of the ELL specialist is to ensure all students are accessing the curriculum and research suggests that using evidence based practises can help all students access content. Explicit instruction can improve student performance and understanding.

Explicit Instruction:
1) Is easily recognized - students know exactly what to do, instructions are clear and explicit
2) Meant for all students - explicit instruction is not just meant for the struggling students - all students can benefit
3)Instruction is intentional - teach the "stuff not the fluff"
4)Use "I do, we do, you do" model for instruction

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This episode, being episode 60, it marks five years of the Education Research Reading Room podcast. It's been a truly incredible journey so far and an absolute privilege to speak to world leaders in education for the past half decade.

Thank you to everyone who is a listener of the podcast, and especially to those who support the podcast through Patreon. Your support has had a huge impact on my ability to keep the podcast sustainable over the years, and I've got a little 'thank you' announcement for Patrons about half way through the podcast : )

In this episode we're speaking with Dr Anita Archer. Anita is an educational consultant to school districts on explicit instruction. She has taught primary and secondary school students and is the recipient of 10 awards honouring her excellence in teaching and contributions to the field of education. Anita has served on the faculties of several renowned universities, published numerous books about teaching and learning, and had a huge impact on education over her fifty five years in the profession.

Anita is actually the most requested guest for the ERRR podcast, which is why I thought it would be great to have her on for the five year anniversary, and today we're discussing her hugely popular book, Explicit Instruction: Effective and Efficient Teaching.
If you appreciate the ERRR podcast and you'd like to support its continuing production, please sign on as a patron at www.patreon.com/errr and support the show for as little as $1 per month, or the average donation of $5 per month. Links/resources mentioned in the show
This episode of the ERRR Podcast is brought to you by John Catt Educational. Use this link along with the code provided within the podcast to get 30% off all books from John Catt Educational! https://www.johncattbookshop.com/books/errr

This episode of the ERRR podcast is brought to you by Catalyst. Catalyst transforms students' lives through learning by developing excellent teachers and Leaders through evidence-based professional learning programs. Find out more at https://catalyst.cg.catholic.edu.au/
Listen to all past episodes of the ERRR podcast here.

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ERRR #060. Anita Archer on Explicit Instruction. | Ollie Lovell

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This episode, being episode 60, it marks five years of the Education Research Reading Room podcast. It's been a truly incredible journey so far and an absolute privilege to speak to world leaders in education for the past half decade.

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Equity based instruction through translanguaging 

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Equity based instruction through translanguaging 

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Providing equity and justice through translanguaging and high rigor, ELL student can experience success.

By viewing bilingualism as a strength and not a deficit, creating culturally relevant curriculum, and providing access to bi-lingual experiences in the classroom, ELL students can be empowered, and are able to access academic content in an equitable way.

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Maria Cioè-Peña and Tom Snell
The Graduate Center, City University of New York

EXECUTIVE SUMMARY

In speaking about newcomers who are identified as English language learners, teachers can at times be heard saying that these children come to school "with nothing." What teachers mean by "nothing" can vary. The word can be used to express limited literacy or numeracy, as defined in the most orthodox fashion. However, more often this determination of something versus nothing is based on a student's ability to communicate and produce work within the rigid standards of "academic English" and "grade-level." It is for this reason that the use of translanguaging in all classrooms could be very beneficial to the way that teachers interact with their students and the way that student abilities are evaluated.

Translanguaging is the discursive practice, widely used among bilingual communities, in which linguistic features are adopted from fixed languages and combined into an integrated repertoire. Translanguaging, in an educational context, is situated within a constructivist and culturally responsive pedagogy that honors the richness, complexity, and fullness of students' linguistic repertoires. Translanguaging creates a learning space for emergent bilinguals that more fully realizes the possibilities of social justice. It does this by shifting the discourse away from a deficit model of students with diverse languages, and creating translanguaging spaces that students experience as empowering, adaptable, relevant, and reflective of their own life experiences.

INTRODUCTION

When people in bilingual communities use language, the linguistic features at their disposal are adapted across what are considered separate languages. These features are used freely, interchangeably, and in novel combinations, and combined into an integrated whole that exceeds traditional language boundaries. We call this discursive practice translanguaging. Translanguaging recognizes a formal equality among all languaging features and practices, because these features are situated as part of a complete system that is fully "owned" by its user. Like translanguaging, social justice education challenges us to expand traditional forms of thinking and use culturally responsive or culturally sustaining pedagogy to create greater equity in access and achievement for all learners. Translanguaging is an essential part of this approach.

Translanguaging is an organic response to a world in which objects, ideas, and actions can be described and captured in a multitude of varying language codes, styles and modes. Translanguaging in an educational context allows teachers and students to have access to the full range of their linguistic practices, as they share in the collaborative construction of knowledge. Because each person's linguistic repertoire is unique, translanguaging brings all the potential of all those resources to bear as teachers and students co-create knowledge in the classroom. Thus translanguaging is firmly situated in the tradition of constructivist pedagogy, with its emphasis on learning through negotiation and social interaction, as students make their objects of study relevant to themselves. By honoring the richness, complexity, and fullness of students' linguistic repertoires, translanguaging creates opportunities for deeper understanding, as learners produce new knowledge and claim ownership of their effort and its results.

APPROACHES

The use of translanguaging in any classroom is itself a socially just act because it shifts the discourse from a deficit model to an additive model. What does this mean? For most multilingual students, school represents a place where they must go to acquire the English language. English is presented as the language of power and progress; as a result, their home language practices, which are meaningful to individuals, are placed in a position of weakness and degeneration. However, being multilingual is actually quite valuable. In the American education system the approach has been towards home language suppression and English language acquisition through a process of encouraging a functional monolingualism. Although this may be carried out with the best of intentions, it nonetheless results in a negative and unjust learning environment for children. These English-only environments can often result in feelings of failure and shame when students are unable to learn English quickly enough, or oppression if they are successful at acquiring English but suffer home language loss potentially losing their ability to communicate with their families and "native" community.

Translanguaging creates a space within schools where the practice of social justice can thrive. At the core of social justice work within education is the desire to transform the world through teacher action, collective student action, and the empowerment of individuals to create change that is meaningful and sustainable. One of the primary goals of social justice curricula is to highlight for students their ability and responsibility to enact change within their communities. By creating translanguaging spaces, we create spaces that students experience as empowering, adaptable, relevant, and reflective of their own life experiences. These spaces create real learning opportunities as students can immediately have a greater impact on their environment. Beyond that, students' socio-emotional development is nurtured in translanguaging spaces because these spaces emphasize students' rightful place in their community, as well as our interconnectedness. Through the recognition and support of linguistic variance, students gain an increased level of independence, a higher level of confidence in their abilities, and a greater degree of competence, engagement and productivity.

The incorporation of translanguaging spaces in the social justice classroom also creates an opportunity to reproduce in classrooms the inclusivity that students seek in their communities as they search for a safe space to construct their identities. Small-group work is a powerful tool for activating these spaces. It allows students to talk directly to each other without having their discourse constantly mediated by an instructor. It creates novel possibilities for authentic collaboration, and allows students to rehearse new skills in a lower-stakes setting. Small group work also has the potential to give students the tools they need to share their experiences in a safe space, dispelling stereotypes while developing confidence in their abilities.

By incorporating translanguaging spaces into their practice, teachers have the potential to change the discourse, the perceptions, and judgments that are placed on their students. Teachers enable students to recognize their own innate abilities and build on the strong foundation that exists by allowing students to use their home language to communicate and facilitate their learning. Additionally, students can then perceive their home language not as something that is hindering their progress but as a tool that can enhance it. A student who has limited English proficiency may remain silent in an English only classroom, inadvertently showing a lack of progress and comprehension simply because they lack the English language skills needed to express themselves. However, in a translanguaging space that same student would be able to use his or her home language skills to facilitate their learning and to communicate understanding, incorporating them more fully as a member of the learning community rather than just a silent observer. English-only spaces can be very lonely, so by opening up these translanguaging spaces teachers can introduce community and interconnectedness as well as exhibit an appreciation of diversity. Translanguaging is a sterling example of culturally responsive pedagogy in action, as students' linguistic resources are valued and brought to bear on the learning process in all contexts.

Translanguaging spaces are enhanced by culturally and linguistically responsive practices. Texts that reflect learners' experiences, culture, and language repertoires have a much greater likelihood of engaging them in authentic discussion and higher-order thinking. These texts activate students' prior knowledge and lower the barriers to engagement. Teachers who make multilingual and/or multicultural texts available to their students let their students know that their experiences are valued while increasing their access to achievement. In this way, translanguaging goes beyond a simple recognition of diversity, but rather employs the diverse linguistic repertoires in the classroom as meaningful resources for learning.

While translanguaging may seem to be in conflict with traditional means of assessment, especially in an era of hyperaccountability, it has the potential to give teachers access to the full academic capacities of their students. This can be accomplished through the use of multilingual assessments, which can give both a broader and deeper picture of a student's knowledge and skills. For example, if a student is asked to recall a list of details or a narrative, and is only allowed to use a small portion of her linguistic resources, she may produce a response that is reflective of linguistic capacity only, and not the full range of her awareness. Given the opportunity to use all her linguistic resources, she can demonstrate a more extensive understanding of the concepts being assessed.

Social justice in education is, at its core, the demonstration of a deeper reverence for humanity. When we honor the human spirit and all its potential in every single learner, we bring the project of social justice to the reality of our teaching practice. Translanguaging allows us to form deeper connections to each member of the learning community, by recognizing the unique linguistic repertoire of each person as a complete and integrated whole-while we challenge each learner to add features to their repertoire and expand the audience they can reach. Translanguaging also allow learners to explore their own experiences more deeply, by allowing them to construct an understanding of their own selves in a language that is deeply meaningful to them.

IMPLICATIONS

Translanguaging for social justice through education opens up a world of possibilities for emergent bilingual students. Translanguaging practices may include multilingual and culturally-responsive texts, small group collaborations, and performance-based assessments. The power of culturally-responsive texts can be accessed through resources as simple as a song, a website, a film or YouTube video, or a newspaper article. For example, teachers can introduce newspapers in a variety of languages which the students can use to assess multiple perspectives regarding a major event or social issue. These ideas can be discussed and explored in a small group, which could then be developed into a collaborative project such as a poster or presentation. In small groups, students share responsibility for a final project, develop leadership abilities and cooperative working skills, and create a product that is reflective of their collective voice. Finally, when students share their small group work with their peers, teacher create an opportunity for authentic, performance-based assessment. It is authentic because students feel a real investment in their work and the understanding they have created; it is performance-based because it is grounded in their actual linguistic abilities and lived experiences. Teachers who want to extend these possibilities can use multilingual assessments to grant their students a higher capacity to show what they know. These assessments could be papers written in a variety of languages, mixed-media projects, or multilingual presentations.

These are just a few examples of how translanguaging can be used to preview, develop and assess academic development. The key here is for teachers to constantly be thinking about how to make learning more accessible, by opening up the possibilities inherent in the multiple languages students can use. This can and should be done regardless of the teacher's linguistic repertoire since the goals of translanguaging in this context are not grounded in the teacher's ability to understand what students produce but rather to give students an opportunity to create. More broadly, translanguaging grants all students a space to feel successful and interact with the curriculum when they are able to engage with content using language features of the own choosing.

FURTHER READING

Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York: CUNY-NYSIEB, The Graduate Center, City University of New York.

García, O., & Flores, N. (2012). Multilingual pedagogies. In M. Martin-Jones, A. Blackledge, & A. Creese (eds.), The Routledge handbook of multilingualism (pp. 232-246). London & New York: Routledge.

García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (eds.), Heteroglossia as practice and pedagogy (pp. 199-216). Dordrecht: Springer.

García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.

Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600-614.

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Theory, Research, and Action in Urban Education

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Maria Cioè-Peña and Tom Snell The Graduate Center, City University of New York In speaking about newcomers who are identified as English language learners, teachers can at times be heard saying that these children come to school "with nothing." What teachers mean by "nothing" can vary.

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Evidence based practise is teaching instruction that is guided by the latest research. It is practise that has been tested and proven to have positive learning results for students.

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Zaretta Hammond: Coaching for Instructional Equity

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The role of the ELL specialist is to become an advocate for ELL students. Teachers become ambassadors for ELL students in the school. ELL specialists collaborate effectively with teachers and administration in order to bring positive change for students.

"Candidates demonstrate dispositions of professionalism and leadership by collaborating with colleagues, advocating for ELs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching." (Fenner & Breiseth, 2017).

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You Are Already a Leader: Identifying Your Leadership Skills on Behalf of ELLs

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At this point in the school year, it’s a good time to hit the pause button and reflect upon how the academic year has been going. It’s also a point at which you can decide which goals you can set for the remainder of your work in the classroom this year to support your ELLs.In previous blog posts, I…

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ELL specialists are leaders within the school and district community.

Leadership Characteristics:

Exception communicator

Inspirational leader

High emotional intelligence

Work effectively with adults

Change agents

Growth mindset

Teachable

In the school system, ELL specialists can be successful leaders by:

Increasing home school connections

Building trust with students, families, and co-workers

Engage in professional development and educate the school

Promote mentorship

Use research data to improve instruction

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Roselinde Torres: What it takes to be a great leader

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The world is full of leadership programs, but the best way to learn how to lead might be right under your nose. In this clear, candid talk, Roselinde Torres describes 25 years observing truly great leaders at work, and shares the three simple but crucial questions would-be company chiefs need to ask to thrive in the future.

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The role of the ELL specialists includes making equity a priority for ELL students. To achieve equity, students are supported and have access to the same grade level content as their English speaking peers. The curriculum is not watered down for ELL students. ELL students should have access to rich curriculum.

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This rubric is a tool for reflection and ongoing development for teachers to assess how they are providing equitable services for ELL students.

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ELL teachers must provide effective language and literacy assessment. The ELL teacher develops an AIP for each student and these instructional supports and assessments can help inform this document.

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Learning how to communicate effectively is the overall goal when teaching ELL students. Communication includes listening, speaking, reading and writing. It is essential for educators to develop and use assessment tools that guide practise so that students develop the necessary competencies that will help them becomes effective communicators. (Learn Alberta)

Learn Alberta explains how communicative language involves developing language proficiency through meaningful interactions and learning engagements.
Learning opportunities should go beyond memorization and should take on a more communicative approach. Assessments should focus on the learners ability to understand and use language in an effective and authentic way. (Learn BC).

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Assessment-Literate Language Teacher is having
the knowledge, skills, and process associated with designing, selecting, implementing, scoring, and/or using high-quality assessments to improve student learning (U.S. Department of Education).

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Writing Assessments:

Individual writing prompt

Individual writing assignment (journal, notes, reports, projects, essays, tests, surveys)

Group administered writing prompt

Group writing projects

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This collection of grade-level writing samples provides teachers of English Language Learners with examples of student writing at each proficiency level. Teachers can use these interactive examples to build their understanding of the different writing competencies and levels within the Benchmarks.
Select a writing sample below.

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This collection of grade-level writing samples provides teachers of English Language Learners with examples of student writing at each proficiency level. Teachers can use these interactive examples to build their understanding of the different writing competencies and levels within the Benchmarks. Select a writing sample below.

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Samples of Language Assessment Videos from Learn Alberta 

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Samples of Language Assessment Videos from Learn Alberta 

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This collection of videos provides teachers of English language learners with an introduction to understanding language proficiency and using the Benchmarks. Classroom scenarios demonstrate how language and content can be taught simultaneously and how students at all proficiency levels can participate in classroom discussions and learning activities.

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This collection of videos provides teachers of English language learners with an introduction to understanding language proficiency and using the Benchmarks. Classroom scenarios demonstrate how language and content can be taught simultaneously and how students at all proficiency levels can participate in classroom discussions and learning activities.

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ELL students used to be in a space apart from the rest of their English speaking peers. Researchers and educators have learned that ELL students do not need to be segregated from the rest of the school. Instead, they need tools and advocacy to be successful within the inclusive learning environment (Platt & Wolfe 2015).

Platt and Wolfe (2015) explain how today, there are three key roles.

1) Supporting systematic language development
2) Supporting access to grade level content
3) Serving as advocates and local experts to support colleagues and the school in better meeting ELLs needs

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Role of ELL teacher - North Vancouver School District 

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Role of ELL teacher - North Vancouver School District 

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Welcome new students and provide orientation to the school

Identify and assess new students who were not assessed in August at ESC

Coordinate with school office staff to ensure students are correctly identified and included on the *1701 list before September 30th

Coordinate with ELL Facilitator to ensure identified students are included in ELL Central

Follow monthly checklist of tasks as outlined in Timeline

Provide support to Direct and Indirect students and work collaboratively with classroom teachers

Attend ELL networking meetings

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The ELL guidelines are intended to provide educators with expectations and outlines for instruction. The guidelines provide an overview of equitable instruction that allows for flexibility for ELL students.

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One of the main roles of an ELL specialist is to collaborate effectively with the classroom teacher. Co-teaching includes collaboration between the ELL specialist and classroom teacher. Dove and Honigsfeld suggest that there are three areas for successful co-teaching. This include: trust with co-teaching partner, use the 4 C's (co-planning, co-teaching, co-assessment and reflection), and leadership support.

Other ways to ensure successful co-teaching include (Dove & Honigsfeld):

1) Plan consistent time to collaborate
2) Clearly define roles
3)Establish a positive school culture

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Honigsfeld & Dove: Collaboration for English Learners

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When co-planning with classroom teachers, ELL teachers can decide the most successful methods for working with ELL students.

Push In:
ELL teachers can co-teach, work in small groups, or provide individual support within the classroom setting. The need for dedicated, explicit collaboration is important.

Pull Out:
ELL teachers can pull students and work outside the classroom setting while working with small groups or provide individual instruction.

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Structured Protocol can help teachers ensure equitable participation and create more culturally responsive discussions (Hammond, 2020).

Five steps to support protocols:
1) Offer structures and time for small talk (e.g tea party, diversity rounds)
2)Use protocols that allow all students to participate such as tuning and text-rendering protocols
3)Use values of social justice, respect, self worth and community  (e.g. cipher models - kiva)
4)Use spoken word poetry for deeper meaning
5)Give students the power to facilitate (wireframe, handoff,
3)
2)

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Structured protocols can help teachers ensure equitable participation and create more culturally responsive discussions.

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ELL specialists can collaborate effectively and co-plan. In order to co-planning to work, educators can create a plan to help make collaboration useful.

Honigsfeld & Dove (2021) suggest 5 essential practises to integrate curriculum and instruction for ELLs:
1. Curriculum development and alignment
2. Data informed planning an evidence based instruction
3. Co-Planning routines and protocols
4. Planning for integrated language and literacy instruction
5.Providing scaffolding and rigorous content

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Universal Designs for Learning as a Key to Equity 

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Universal Designs for Learning as a Key to Equity 

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Universal Design for Learning (UDL) is a framework that rejects one-size-fits-all teaching by offering students options for how to engage, what materials to use, and how to demonstrate learning, and it's a solid way to offer a more equitable education to all of our students. My guests Katie Novak and Mirko Chardin help us understand how it works and walk us through a sample lesson that's gotten the full UDL treatment.
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Thanks so much to Hāpara and Kiddom for sponsoring this episode!
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Get your copy of the 2021 Teacher's Guide to Tech at teachersguidetotech.com, and remember to use the code LISTENER at checkout for 10 percent off.

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‎The Cult of Pedagogy Podcast: 166: UDL as a Key to Equity on Apple Podcasts

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Universal Design for Learning (UDL) is a framework that rejects one-size-fits-all teaching by offering students options for how to engage, what materials to use, and how to demonstrate learning, and it's a solid way to offer a more equitable education to all of our students. My guests Katie Novak an...

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Oral Language Assessments:

Standardized language assessment

Language Surveys and Interviews

Sharing Picture Books

Informal Observation of student following directions

Classroom Discussions

Audio/Video Recording

Scribing student ideas

Running Record

Story Re-Telling

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Listening Assessments:

One to one interviews during class time

Listening tasks in which the students complete oral or written responses to orally given prompt (can be done individually or as a group)

Observation during class discussions/cooperative group tasks

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Reading Assessments:

During silent reading, student reads excerpt from book

Running record/individual reading assessment

Paired or small group reading

Guided reading

Literature circles

Structured literacy tasks

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Guidelines for Universal Designs for Learning from CAST 

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Guidelines for Universal Designs for Learning from CAST 

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Students that are struggling should receive intervention based on the RTI framework. Through a muli-tiered support system, educators can identify and plan interventions for students.

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Research shows that high quality professional learning can lead to student improvement and achievement. ELL specialists must take part in professional development and share knowledge with teachers and other staff members. Simon Breakspear created the "Teaching Sprints" process that supports teacher teams in collaborating and improving evidence based instruction.

3 Key phases of a Teaching Sprint:

1) Prepare
-engage in new learning, draw out connections and and challenges to practise
2) Sprint
-intentional practise the strategy or learning engagement
3) Review
-reflect on the process and learn from it
3)

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Structured literacy is explicit instruction that integrates speaking, reading, and writing. It emphasizes:

-Speech Sounds (phonology)

-Writing System (orthography)

-Sentence Structure (syntax)

-The meaningful parts of words (morphology)

-The relationship among words (semantics)

-The organization of spoken and written discourse

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The Science of Reading Basics, Part 2: The Simple View of Reading

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“When ESL teachers and classroom teachers collaborate, there is potential for consistency and efficiency in pedagogical planning for English language learners.”
-Vinten and Gallagher

Teacher collaboration is an essential factor that contributes to the success of achieving equity for ELL students. When ELL teachers and classroom teachers collaborate, each educator brings a new perspective and unique knowledge that can increase the value of educational practises. A collaborative approach can create a more nurturing environment for ELL students to thrive in. Possible factors that can help to help to create successful collaboration in schools include support from administration, allocating time, proper training, shared use of technology and expanding collaboration to the local community or other districts.

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Scarborough (2020) compares skilled reading to the strands of a rope.

Each strand represents a separate skill that when combined with others, creates a strong, proficient reader. Then one strand is not acquired with fluency, it weakens the strength of the rope. Each skill interconnects with other skills.

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Explicit Strategies for teaching writing to ELL students:

-Foster Vocabulary Skills

-Address the foundational skills of writing
-Printing skills

-Provide instruction on grammar and sentence structures

-Teach about topic sentences and paragraph structures
-Capitalization, punctuation, grammar

-Use graphic organizers to teach about different kinds of paragraphs
”It is used for _______” or “This can be described as ___________ because _________”

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Educational technology is necessary for extending the practise opportunities that EL students need (Cardenas-Hagen, 2020). Couros argues that “technology will not replace great teachers but technology in the hands of great teachers can be transformational”. If technology is used to help with social learning, foster collaboration and foster creativity, it would be beneficial for all learners. Technology must be used in informative ways in order to be used in a beneficial way for learners

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In the DATELs model, there are three C’s is involved in 21st century learning – critical thinking, communication, collaboration and creativity (Rubin, et al., 2022). In addition, digital resources should teach to receptive skills (listening, reading, and viewing) and expressive skills (speaking, writing, and visual representation).

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The SAMR model consists of four steps: Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation are considered “Enhancement” steps, while Modification and Redefinition are “Transformation” steps.

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ELLs cognitive growth needs to be supported in order for students to reach their potentials. Visible thinking routines have been created by educators that help students understand and their thinking and engage with content.

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Making Thinking Visible by Ron Ritchhart is a powerful book on developing numerous thinking strategies and routines that can help students become excellent thinkers.

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Advancing Our Understanding of Visible Thinking Practices

With the support of funding from The Melville Hankins Family Foundation and through our collaboration at Mandela International Magnet School we have been able to continue our research and development work around visible thinking practices. Specifically, we have developed new routines, deepened our understanding of how teachers use thinking routines to maximum effect, and identified the power of visible thinking practices to benefit students and transform schools and classrooms. Specifically, we identified 6 powers of visible thinking practices. These include fostering deep learning, cultivating engaged learners, changing the role of students and teachers, enhancing formative assessment practice, improving learning (even when measured by standardized tests), and developing thinking dispositions. Click on the images below to read the text on a plan background.

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Advancing Our Understanding of Visible Thinking Practices With the support of funding from The Melville Hankins Family Foundation and through our collaboration at Mandela International Magnet School we have been able to continue our research and development work around visible thinking practices.

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Culturally sustaining practise also includes connecting families and the school.

Ideas for connecting school and families:
-Connect families to local community supports that will becomes core sources of information for them
-Provide workshops (in multiple languages) for parents to learn about services offered in the community and at the school (Honigsfeld et al., 2021).
-Request Swiss workers during parent teacher conferences or others meetings with parents.
-Provide news letters and school information in multiple languages online and in paper
-Include visuals when providing paper communication for parents
-Use google translator or other language apps
-Encourage families to share how their children learn best (Honigsfeld et al., 2021).
-Take time to get to know student background information, ask parents questions about what they like to do as a family, continue to build a strong connection with families
-Teachers and admin take time to reach out to families to seek input from them when designing culturally and linguistically responsive curriculum.
-Allow children to access school technologies in the classroom school as iPad or Laptop
-Provide information on local libraries that allow uses for technology