E-flections of an Educator

Weekly Web Wanderings (weekly)

Posted on: April 7, 2012

  • The author presents a convincing argument for emulating instructional design found in “Angry Birds.”

    tags: teaching instruction learning assessment TEMS520

  • tags: CCSS reading literacy instruction TEMS520

    • research has demonstrated that access to self-selected texts improves students’ reading performance (Krashen, 2011), whereas no evidence indicates that workbooks, photocopies, or computer tutorial programs have ever done so
    • If school principals eliminated the budget for workbooks and worksheets and instead spent the money on real books for classroom libraries, this decision could dramatically improve students’ opportunities to become better readers.
    • he intensity and volume of high-success reading, that determines a student’s progress in learning to read
    • struggling readers typically encounter a steady diet of too-challenging texts throughout the school day
    • remediation that emphasizes comprehension can change the structure of struggling students’ brains.
    • to enable the brain to develop the ability to read: It takes lots of reading and rereading of text that students find engaging and comprehensible.
    • Studies of exemplary elementary teachers further support the finding that more authentic reading develops better readers
    • exemplary teachers were more likely to differentiate instruction so that all readers had books they could actually read accurately, fluently, and with understanding.
    • Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose.
    • When students write about something they care about, they use conventions of spelling and grammar because it matters to them that their ideas are communicated, not because they will lose points or see red ink if they don’t
    • Research has demonstrated that conversation with peers improves comprehension and engagement with texts in a variety of settings
    • better outcomes when kids simply talked with a peer about what they read than when they spent the same amount of class time highlighting important information after reading
    • Time for students to talk about their reading and writing is perhaps one of the most underused, yet easy-to-implement, elements of instruction
    • This high-impact, low-input strategy is another underused component of the kind of instruction that supports readers
    • simply requires a decision to use class time more effectively.
    • eliminate almost all worksheets and workbooks
    • ban test-preparation activities and materials from the school day
    • no studies demonstrating that engaging students in test prep ever improved their reading proficiency—or even their test performance

Posted from Diigo. The rest of my favorite links are here.

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