Education Leadership

Matthew Lynch published in Education Leadership, Teachers, Trending Topics

The A-Z of Education: School Finance and Organization

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on school finance and organization.

Click here to view all of the articles in the series.

Adequate Yearly Progress is a No Child Left Behind requirement that schools make annual incremental progress toward 100 percent of students reaching the proficient level on state reading and mathematics assessments by the 2013–2014 school year.

American Federation of Teachers (AFT) is a nationally organized association, intended to represent the interests of all affiliated classroom teachers. It is comprised of professional teachers who advocate for teachers’ concerns, educational reforms, as well as for changes to current legislation.

American Recovery and Revitalization Act (ARRA) refers to a law passed in 2009 regarding the provision of a stimulus package to assist, among other things, in the creation and retention of teachers and school staff.

Authentic Assessment refers to the testing of students which measure accomplishment and mastery in a more holistic manner than standardized testing. The outcomes of these assessments are sometimes considered being more representative of a teacher’s effectiveness than the results of standardized testing.

Block Grant is a means for educational funding where federal government monies are paid to the state in a “block,” rather than being specifically designated to particular programs or purchases.

Categorical Aid refers to the means of federal funding for education where monies are targeted to specific federal programs or services and must only be used for those purposes. These monies are required to be accounted for and reported on periodically.

Chief State School Officer is the title given to the head of education for the state. This position may be elected, but is often appointed by the governor.

Elementary and Secondary Act (ESEA) was passed in 1965 in regards to various aspects of educational policy. This includes the funding of education up until the end of high school, and aims to promote the removal of achievement gaps between students of differing socioeconomic backgrounds.

Local School Board is the term used to describe the governing body for educational policy and funding at the local level. Members are usually elected by the community.

Local School District refers to the organization that channels funding and policies at the local level.

Local Superintendent is the head of education at the local school district. They are hired by the local school board.

National Education Association (NEA) is the largest professional organization and labor union, representing not only public school teachers and related personnel, but also retired educators and college students who wish to become teachers.

No Child Left Behind (NCLB) Act is an act which promotes the setting of high standards, as well as the setting and conducting of standardized testing, with a view to develop certain fundamental and core skills, such as basic literacy. Schools are rated in terms of performance, with sanctions imposed against schools that are not performing adequately.

Parent Teacher Association (PTA) refers to a formally organized association of parents, who work in conjunction with the school teachers in bringing about changes within the school. PTAs can receive federal funds.

Parent Teacher Organization (PTO) refers to a locally organized group of parents who work in conjunction with teachers in bringing about changes in a school. PTOs do not receive federal funds.

Privatization refers to the movement away from management by local or state-level government structures, and the move towards management by private individuals or corporations.

Site-based Management/Decision-Making is the process by which all school-related decisions are made at the school level with input from all interested stakeholders. As these decisions are taken by parties who are based at the school, they generally more accurately represent the true needs of the school.

State Board of Education is presided over by the Chief State School Officer and responsible for upholding the state educational legislation is observed.

State Department of Education is the department that channels funds and policy decisions from the governor and the legislature, to local educational authorities.

Title I Federal legislation that makes funds available to improve the educational experiences of children from low income families.

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Matthew Lynch published in Education Leadership, Teachers

How to Create Your Own Personalized Learning Network

Going to Google and searching for answers to your education-related questions is not the same thing as carefully constructing a deep network of resources customized to your professional endeavors.

There are several ways to approach building a system, and we’re breaking down how to create a personalized path to PLN success.

Be Selective

Know who you’re connecting with before you connect.

Everyone in your network should have personal or professional experience with your topic or field. They should also have credentials visible on their online profiles or verified by mutual connections.

On that note, it’s important not to create an “echo-chamber” when you’re building a network. Having an online community with varying and, sometimes conflicting, ideas and perspectives about your topic will help shape your ideas and further your understanding.

If you’re looking for a group of people who all think and act the same way, you’re not honestly looking for an educational experience. Sometimes it takes individuals with the opposite outlook to really make a difference in your classroom and your life.

Be Thoughtful

Hitting connect with someone on LinkedIn or following them on social media isn’t enough to create a successful PLN. Reach out to professionals and explain why you believe it would be beneficial to connect.

And before you even press send, figure out what steps you would like to take with someone post-connection. In your initial message, help them understand how their credentials might help you, and what you can provide for them in return. Then break down your plans for starting a network.

Whatever you say to a potential connect, make sure you know your intention so that you can accurately express your intention and ultimately live your intention.

Start on Social Media

If you’re lost as to where to begin, start on social media sites like Twitter or Instagram. It may seem counterproductive, but some of the most productive connections and conversations take place via social media.

Create a Twitter or Google Plus account and follow influencers in your field. We suggest starting with 20. You’ll be amazed at the content and conversations you’ll watch play out if you limit your followers to individuals who share your passion for the same educational issues. Social media sites are also great ways to stay up-to-date on the latest education-related news and breakthrough innovations. You’ll be bombarded with retweets of relevant articles and see commentary unfold between journalists, researchers, and educators alike.

After you’ve followed a select few, begin to direct message influences, share your resources, and comment on existing conversations. You’re guaranteed to receive back interesting and relevant information.

Social sites are a great place to continuously learn and watch a nonstop stream of information work its way through one online influencer at a time. One day, that influencer may be you.

Ask Questions

If you’ve stumbled upon a blog or online profile that interests you, read what they have to say and ask questions. People with excellent credentials and an existing network are great resources to help narrow your education-related questions and point you in the right direction. They’ll provide recommendations of who to connect with, resources for additional research and ways to relate your personal or professional needs to an existing network. Who knows, maybe the exact circle you’ve been searching for already exists! 

Create Your Own Content

If you’ve got ideas, you’re dying to share about a hot topic issue, write a blog post, share it with as many people as possible, and the network will come to you.

Having content to share with others is also a great way to introduce yourself and prove to potential connects that you’re legitimate and will add value to any PLN conversation. Think about what you look for in potential connects, and make sure your online presence mirrors those requirements.

We also recommend commenting on other influencers’ blog posts, photos, and research papers. See how people are innovating, then interact with them and ask questions. React to their ideas, provide original ideas of your own, and do everything possible to add value! Thoughtful commentary, whatever it may be, will instantly grab the attention of those you wish to connect with most.

Give Credit

When you’re communicating with other professionals, give people credit for their ideas and contributions. Everyone likes to be acknowledged and thanked personally, and the more amiable of an atmosphere you create within your network, the more productive work will arise from conversations.

It’s also important that your network trust you with their thoughts. If they’re concerned you’ll steal their ideas or leave their hard work unacknowledged, they’ll be hesitant to share anything else and may end up leaving your PLN.

Remember the WHY

You’re connecting with others to improve yourself as an educator and solve issues in the education world.

Every great conversation you have online helps the students you work for every day and improves the quality of your classroom. Every milestone you reach in your PLN is one step closer to finding solutions that you can advocate for to policy-makers who often have the final say in the structure of your school.

Remind yourself why you’re making an effort to connect and stay motivated throughout your PLN endeavors.

At the end of the day, becoming a vessel in the improvement of tomorrow’s classroom is an invaluable position. Become that vessel and add value to your community with the help of a successful personal learning network that’s custom built and thoughtfully constructed.

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Matthew Lynch published in Education Leadership, Teachers

What is the Importance of a Personal Learning Network?

As discussed in a previous post, a personal learning network (PLN) is a customized social media platform for educators. But instead of sharing pictures, status updates, and liking each other’s filtered profile pictures, educators can learn from people and resources around the globe to improve their teaching methods, stay up-to-date on the latest edtech trends, and receive endless outside support.

Today we’re listing a few key reasons why you should invest in a personal learning network, for the good of yourself and the students you’re responsible for.

So, why PLNs?

Control Everything

No one knows which areas you struggle with as an educator more than you do. Nothing can tell you exactly what’s going on inside your classroom aside from the memories you relive every day. So, it’s your job to seek out a select number of experts and fellow teachers who specialize in or have experienced the same difficulties.

The great thing about a PLN is that it doesn’t limit you. Combine in-person and online resources, wade through several websites, speak with educators and tech professionals and cognitive psychologists. Chat online or skype or meet for coffee. The resources are endless and there are endless ways to customize your experience.

A lot of educators shape their PLNs with a question. How does the classroom adapt to a tech-driven world? How can we personalize education for every student? How do we keep girls interested in STEM courses?

A PLN means people from all around the world with a variety of different specialties are collaborating to answer one question. With that equation, it’s almost impossible for a solution not to arise. If you’re experiencing a problem, the PLN you build is your personalized team combining their knowledge to help solve that particular issue.

A solution to your educational struggle is on the horizon.

Get Challenged

A PLN is not necessarily a group of like-minded individuals. If that were the case, you wouldn’t be seeking out other opinions in the first place because it’s likely you already have a group of people in your life who feel and think exactly the same way as you.

PLNs provide you with people who have different viewpoints on hot topic issues and, if they’ve been vetted beforehand, have a wealth of knowledge, credentials, and research to back up their arguments.

As educators, sometimes we haven’t fixed the problem because we keep using the same method to solve it. A student is struggling with math and we send them to the same tutor, or explain it the same way, or use the same software. Sometimes we need someone to come in and point us in the opposite direction before a solution is found.

Get Out of Your Own Head

In the same vein, the solution to our problem is often right in front of us. We just need someone with fresh eyes to stand before us and point it out.

How do you know you’re in the dark about the latest edtech tool if you’ve never heard of the software to begin with?

If your lesson strategy feels stale or something isn’t clicking between you and your students, get out of your rut and ask the outside community for advice. It’s guaranteed that someone in the education community has experienced the same problem and found a solution they’re desperate to share.

Share What You Know

PLNs aren’t just about taking, they’re about giving back to your network by sharing your own knowledge, ideas, and reflections.

If you have a groundbreaking idea about preparing your classroom for a tech-centered, universally connected world, share it with others and receive feedback, research partners, and ways to develop and execute the concept.

Your unique ideas help others in the education community grow, and if you’re in the development stage, having a sounding board to bounce ideas off of is invaluable to the growth of any project. 

Find a Support System

Being a teacher is an emotionally grueling job that people outside of the education world can’t always understand.

Having an online or in-person group of teachers to share stories with helps you cope with and release emotions building within. Is your classroom underfunded? Vent to fellow teachers sharing the same struggle. Are you feeling exhausted by your profession rather than inspired? Talk it through with educators who’ve been exactly where you’ve been.

Don’t just think of PLNs as a professional resource; think of it as a form of virtual therapy. 

Support Your Students

Don’t limit the kids in your classroom to your own educational preferences and methods of teaching. Interacting with other educators allows you to bring different opinions and ideas directly to your students, so they can also be exposed to a variety of opinions and new ways of thinking.

Education is moving away from the institution and towards the individual. Presenting students with other resources helps them personalize their own educational experience.

In short,

Every website, journal, Twitter feed, and individual person is a resource. With an infinite number of resources in the universe, now widely available through social platforms and internet access, you have the power to hand-pick which ones will contribute to your personal and professional growth.

Create your own personal learning network, if not for yourself, for the people you make daily decisions for – your students.

 

 

 

 

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Matthew Lynch published in Education Leadership, Teachers, Trending Topics

The A-Z of Education: Education Law

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on education law.

Click here to view all of the articles in the series.

Code of Ethics refers to an individual’s chosen ethical behavior guidelines, providing direction in the daily activities of his or her chosen profession. This code of ethics assists an individual to make self-satisfactory decisions quickly.

Corporal Punishment is a form of discipline where physical pain is deliberately inflicted to punish, reform, and/or deter unacceptable attitudes or behaviors.

Due Process, in education, refers to laws pertaining specifically to education and mean that fairness should be rendered in all arenas and that teachers’ rights or students’ rights, as individuals, should under no circumstances be violated.

“Free Exercise” Clause is a clause in the U.S. Constitution that reads: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.”

Liability is the state of being legally obliged and responsible to perform certain actions, whether instructed to or not by an official of a judiciary court.

Procedural Due Process Rights includes the appropriation of specific legal procedures to ensure fair treatment of students.

Religious Freedom is a principle that supports the freedom of an individual or community, in public or private, to manifest religion or religious belief in teaching, practice, worship, and observance; the concept is generally recognized also to include the freedom to change religion or to follow any religion.

Sexual Harassment, in the context of the school environment, involves unwelcome sexual advances, including sexual remarks, and harassment that is sexual in nature.

Substantive Due Process Rights means that any restrictions imposed on student’s rights must be demonstrated by a valid reason.

Tort Laws are bodies of rights, obligations, and actions applied by courts in civil proceedings during which individuals are found to have been victims of the wrongful actions of others.

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Matthew Lynch published in Adult Education, EdTech & Innovation, Education Leadership, Elementary Education, Personalized Learning

Teacher Leaders In the 21st Century

 

As we find ourselves standing on the fault lines of shifting paradigms in education question about how we lead and will be lead seem to surface with between each mini quake and aftershock. The reoccurring rumbles to develop a mindset and culture that embraces failing, thinking outside the box, and risk taking, feel shaky when they originate from a group specifically selected because of their lack of failure, ability to maneuver within the box, and their skill to mitigate risk. New pedagogies require that we follow differently as much as that we be led differently.

 

In a building or culture cultivating 21st-century teaching strong leadership will be more dependent upon open communication and honest feedback from trusted voices in the fray, lynch pins, teacher-leaders that are applying design thinking in real time, managing innovation in action, and proving the value of deep learning daily. One of the unexpected consequences of a personalized learning culture is that for the first time there are multiple paths to access the demonstrable power of teacher-leaders. Academia has grappled with how to harness the magic of master level classroom craftsmen for more than a decade now, moving them into administration, linking them to mentorships, and persuading them to present their work in various ways. While each of these routes has offered opportunity none has offered a way to capitalize effectively on the skill set that makes those classroom maestros as valuable as they are. However, in a 21st-century learning environment where the leadership is multi-directional teacher-leaders can become a celebrated conduit for what works, and testing ground for new best practices.

In a world obsessed with leadership skills and a profession built upon a limited hierarchy it can be easy to not recognize the necessarily complex infrastructure of successful schools. Educational institutions are what economist refer to as weak link systems1. A structure more dependent on the best performance of the weakest link. (ie: soccer teams rather than basketball teams, where the best player is dependent upon the skill of the lesser known players for success.)

As we explore the multitude of roles and aspects of leading a school or district in a digital age, where change is a constant theme and innovations and risks are goals then identifying, accessing and amplify those lynchpins is essential. As a district administrator explained it, “Personalized learning is a healthy virus we want to spread as systemically and infectiously as possible…” Leadership within this kind of educational system is then no longer a title it is a distributive model2.

 

 

Following that analogy through a slight modification of Malcolm Gladwell’s The Law of the Few,2 which theorizes that The success of any kind of academic epidemic is heavily dependent on the involvement of teacher-leaders with a particular and rare set of pedagogical gifts:

Marine: These are the first into any new challenge, idea, or program. They are the risk takers, the ones that can and will fall in the valiant effort to try new learning.

Maven:  Especially valuable in the digital age these are information specialists that know what apps and extensions are new, where to find the best list research on STEM projects and when AI will be ready for the classroom

Media Moguls: 87% of teachers are on some kind of social media, these are the ones on all kinds of social media. To go back to the epidemic analogy these are they carriers.

McGyvers: With an inherent understanding of how to hold extract the useful elements of any lesson and modify or even redefine them with digital wonderment.

The odds are good that you have these people sitting in hard chairs reading an email from you almost daily. These qualities are not in their personnel record, Finding them and allowing them to bring a whole new skill set

 

1:  http://www.goodreads.com/book/show/17465493-the-numbers-game

2: http://www.gettingsmart.com/2017/04/preparing-to-lead-in-a-project-based-world/

3: http://www.goodreads.com/book/show/2612.The_Tipping_Point?ac=1&from_search=true

 

 

 

 

 

 

 

 

 

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Matthew Lynch published in Education Leadership, Education News

How genetics could help future learners unlock hidden potential

This article was written by Darya Gaysina

Salman Rushdie recently caused controversy by bemoaning the lack of “rote learning” in schools. He spoke about the benefits of learning poetry by heart – a method many see as archaic and outdated in today’s classroom.

Despite the criticisms of Rushdie’s comments, the debate around the effectiveness of different learning strategies in modern education is as active as ever – with many recognising that each pupil prefers a different learning style and technique.

This can of course make it hard for teachers to gear classes up for each individual’s preferred style of learning. Especially given that one style, such as social learning, can appear to be the exact opposite of another style, such as those who prefer a more solitary style of education.

Research shows that when it comes to learning strategy preferences or even A-level choice, they are pretty hard wired in each individual – with genes playing a large part in the process. And we know that genes can also shape our relationships with other people – whether they be parents, teachers or peers.

Why genes matter

“Educational genomics” is a relatively new field, which has been expanding rapidly in the recent years because of advances in technology. It involves using detailed information about the human genome – DNA variants – to identify their contribution to particular traits that are related to education.

And it is thought that one day, educational genomics could enable educational organisations to create tailor-made curriculum programmes based on a pupil’s DNA profile.

A number of recent large-scale genetic studies on education-related traits – such as memory, reaction time, learning ability and academic achievement – have identified genetic variants that contribute to these traits. And studies using even more advanced technologies are also currently underway, promising to add to our growing knowledge of what helps us to learn.

This information could then be used to find out what DNA variants contribute to reading and mathematical ability, or school achievement. And then used to predict whether or not a pupil is likely to be gifted in a particular field such as music or mathematics, for example. These “traits” could then be nurtured in the classroom.

A personalised approach

But despite all the existing evidence for individual differences in learning, genetics is rarely a consideration when it comes to education. Though, recent years have seen a rise in funding and research into personalised medicine. This involves “mapping” genetic differences among people to predict and target potential health issues in later life, which has allowed doctors to adjust treatment and prevention approaches to try and stave off risks before they even begin to develop.

So it wouldn’t be a great leap to use these same databases – and research funding – to advance the field of educational genomics. Meaning that every child in the future could be given the opportunity to achieve their maximum potential.

It is well-known that hundreds or even thousands DNA variants are involved in complex human traits. Shutterstock

But it is also important to bear in mind that our genes do not work in isolation. The human genome is a dynamic system that reacts to the environment. And the role of the environment in education is just as important to the development of a child.

For example, musical talent can be inherited, but can only be developed as a skill in the presence of specific environmental conditions – such as the availability of musical instrument and hard practice.

And educational genomics aims to uncover this complex relationship – to look at how the genome works in different environments. This information will then help researchers to understand how this interplay affects brain and behaviour across the life of a person.

By considering DNA differences among people in the future, educational genomics could provide the basis for a more personalised approach to education. This would most likely be a much more effective way of educating pupils because educational genomics could enable schools to accommodate a variety of different learning styles – both well-worn and modern – suited to the individual needs of the learner.

And in time, this could help society to take a decisive step towards the creation of an education system that plays on the advantages of genetic background. Rather than the current system, that penalises those individuals who do not fit the educational mould.

Darya Gaysina, Lecturer in Psychology, University of Sussex

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Education Leadership, K-12, Teachers

Understanding Academic Language and its Connection to School Success

Carlyn Friedberg, MS, CCC-SLP, Assessment Specialist, Lexia Learning

Alison Mitchell, Ph.D., NCSP, Director of Assessment, Lexia Learning

Elizabeth Brooke, Ph.D., CCC-SLP, Chief Education Officer, Lexia Learning

As students progress through school, they are expected to demonstrate increasing levels of sophistication in their language and reading skills across all content areas. In order to gain knowledge through independent reading and participate in meaningful discussions in the classroom, students must master the complex words and phrases that characterize the language of school. Proficiency in these skills, otherwise known as academic language, is critical for reading comprehension and overall academic success.

Across the country, educators and policymakers have begun to acknowledge the importance of academic language, as well as its notable absence from curriculum and assessment. Recent national and state standards reflect a shift towards academic language by calling for instructional focus on words that appear across content areas, as well as opportunities for students to develop knowledge of words and concepts through discussion and reading (Baker et al, 2014). Students must be able to determine the meaning of unfamiliar words, understand nuances in word meanings and multiple meaning words, and utilize sophisticated words and phrases, including transitions and precise word choice (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). These demands are particularly challenging for students with impoverished experience or limited exposure to English.

Many students struggle with academic language because their exposure to language outside of school does not include advanced words and phrases. The transition to “school talk” poses a particular challenge for English Language Learners (ELLs) since they must simultaneously develop everyday language already familiar to their monolingual peers, along with academic language skills (O’Brien and Leighton, 2015). Without exposure to advanced English language skills at home, ELLs face double the demands of language learning. Increasing numbers of ELL students attending schools across the country, as well as significant numbers of students from low income backgrounds and those with learning disabilities, have made it an educational imperative that instruction and assessment directly promote students’ academic language proficiency.

What is Academic Language?

The term academic language may be used to refer to formal English rules, structure, and content for academic dialogue and text, and the communicative conventions that allow students to meet the demands of school environments. A concise definition refers to academic language as “the specialized language, both oral and written, of academic settings that facilitates communication and thinking about disciplinary content” (Nagy & Townsend, 2012). For actionable, instructional purposes, these specialized language skills include advanced vocabulary and syntax that help students unlock key elements of both oral and written language. These skills support the listener or reader in gaining a rich understanding of the message being delivered.

What are key elements of Academic Language?

Vocabulary and syntactic knowledge in oral and written language encompass specific skills that allow students to meet academic demands across the curriculum. Though commonly used to denote breadth of knowledge of word definitions (i.e., how many words a student knows), vocabulary knowledge also refers to depth of understanding of word parts (prefixes, suffixes, roots), multiple meanings, and figurative language that shape the subtleties of vocabulary use. Proficiency in word parts and relationships helps students acquire new vocabulary, reason about the meaning of unfamiliar words, and comprehend the sophisticated vocabulary that characterizes academic language, including:

  • Morphologically complex words (words with multiple parts, including prefixes and suffixes) e.g., comfortable; prediction; reconciliation
  • General-academic words that are high frequency and may be abstract or have multiple meanings, e.g., investigate; principle; asylum
  • Discipline-specific words that typically contain Greek combining forms, e.g., ecosystem; longitude; integer

Syntactic knowledge refers to the understanding of parts of speech and rules that govern how words and phrases combine into sentences, and how sentences combine into paragraphs. To comprehend connected text, students must master basic grammatical rules as well as sophisticated knowledge of words and phrases that are used to establish referents, organize ideas, denote relationships between concepts, and develop text cohesion, including:

  • Use of connective words requiring sentence-level inferencing, e.g., consequently; whereas; similarly
  • Resolution of pronoun reference, e.g., We examined the extent to which native plants in coastal regions adapted to climatic changes in their (The reader needs to connect the pronoun their to the noun native plants)
  • Grammatical agreement between subjects, verbs, and tense, e.g., All of the candidates, as well as the current President, are attending the televised debate.

Given the increasing emphasis on students’ abilities to independently engage with complex text, perhaps the domain most impacted by students’ academic language skills as they progress through school is reading comprehension. In fact, researchers have shown that reading comprehension difficulties are in large part due to students’ challenges in understanding the academic language of school texts (Uccelli et al, 2015). Vocabulary knowledge particularly predicts students’ literacy achievement, because it contributes significantly to both word identification and reading comprehension skills. In addition, vocabulary and syntactic knowledge have been shown to account for the majority of individual differences in reading comprehension performance for students in upper elementary school through high school (Foorman, Koon, Petscher, Mitchell, & Truckenmiller, 2015). Vocabulary knowledge and syntactic knowledge help students engage with text and progress towards deep reading comprehension with increasing independence by supporting their abilities to:

  • Acquire knowledge through reading and synthesize it with previously learned material
  • Analyze audience, structure, purpose, and tone of texts
  • Evaluate evidence, main ideas, and details in what they read

How do you teach Academic Language?

Instruction in academic language supports students’ access to content across all subject areas. Because the functions and structures of students’ home languages can significantly affect their reading comprehension, even when their first language is English (Westby, 2005), this instruction must be explicit and structured. Using language from the curriculum, educators of all disciplines can provide students with repeated exposure to and application of high-utility vocabulary words, both general-academic and discipline-specific, instruction in word-learning strategies and word relationships, and practice with complex syntactic forms.

In order to maximize the impact of academic language instruction, educators need to first understand their students’ specific language competencies. Educators should assess students’ knowledge of word associations, use of structural analysis, and abilities to make connections and inferences within and across sentences. In addition, evaluating both academic language and reading comprehension skills through use of authentic academic texts will help educators to identify students who need support coordinating vocabulary and syntactic knowledge with comprehension strategies.  By assessing students’ skills before, during, and after teaching academic language, educators can collect actionable data that helps identify which students are likely to be successful or at risk for academic difficulty and what areas to target in instruction.

Academic Language Instruction for Early Elementary Students

Students need a strong foundation in age-appropriate language to aid their comprehension and expression in the classroom and support them towards engaging with more complex language as they progress through school. For early elementary students who are learning to read, academic language can be taught via oral language instruction. As students’ reading skills develop, they can apply their knowledge to text. Educators can leverage younger students’ natural enthusiasm for learning new words and participating in discussions to teach vocabulary and syntactic skills using the following strategies:

  • Foster a language-rich classroom that includes opportunities for students to learn and apply new vocabulary when following directions, describing, participating in conversations, and listening and responding to stories.
  • Provide explicit instruction in word relationships and categories, high-utility vocabulary (e.g., spatial, relational, temporal, and descriptive words), and content-area words.
  • Teach word-learning strategies for acquiring new vocabulary, including the use of sentence-level context clues and word analysis skills.
  • Demonstrate self-monitoring of comprehension when encountering complex language and ideas in texts read aloud.

Academic Language Instruction for Upper Elementary and Secondary Students

As students approach third grade and beyond, extracting relevant meaning while reading becomes more essential but challenging as students encounter texts that are increasingly complex and diverse (Nagy & Anderson, 1984). To meet these challenges, upper elementary and secondary students need instruction in more sophisticated academic language skills, including advanced vocabulary and grammatical structures. In particular, instruction in words and phrases that contain Greek and Latin word parts are essential to academic success (Corson, 1997), as 60–90% of words found in academic contexts contain these forms. Illuminating the connection between the root “struct” and the words “instruct,” “construct,” and “destruction” not only provides a key to the meaning of those words, but may also inspire students to engage with future novel words in an inquiring manner. Educators can help older students build their vocabularies, learn ways to reason about unfamiliar words, and think critically about what they have read with the following strategies:

  • Teach students about the morphological structure of words (prefixes, suffixes, and base/root words) and how words are joined together. Transitioning students’ thinking from “I don’t know the meaning of this word” to “What parts of this word do I recognize?” has the potential to generate a more active approach in a student’s response to spoken and written language.
  • Before students read class selections, preview and pre-teach vocabulary that will be important for their comprehension of the text, and provide semantic maps (graphic organizers or “webs” that connect new vocabulary to related words and concepts) when teaching new words.
  • Combine exposure and modeling with guided practice and independent, repeated oral and written application.

In addition to developing vocabulary, students need explicit instruction in the ways that words connect to other words, phrases, and concepts; new words must be learned and applied alongside the language structures within which they appear (Nagy and Townsend, 2012). With opportunities to read, write, say, and hear language that varies in form and function across contexts, students can internalize syntactic knowledge skills. In particular, focusing on connective (or “signal”) words and phrases in text can help students interpret relationships between ideas within and across sentences, clarify what they have already read, and provide clues to what they will read.  To teach syntax skills, educators can use the following strategies:

  • When discussing texts, coach students through the meaning of sentences that require careful interpretation, especially those that require connections or inferences about multiple ideas.
  • Provide students with sentence frames that chunk complex sentences into meaningful phrases and demonstrate how changes in word choice and order affect meaning, subject-verb agreement, and pronoun usage.
  • Enhance lessons and conversations using academic language with pictures, video, and other multimedia to help students with language weaknesses connect definition and function to concepts and their current background knowledge.

Summary

Through targeted assessment and explicit instruction in academic language, educators have the power to impact students’ vocabulary knowledge, syntactic knowledge, and, subsequently, their reading comprehension. Although this instruction is particularly critical for struggling readers and English Language Learners, all students will benefit from targeted instruction in the words, phrases, and forms that constitute academic texts and discussions. While teachers’ classroom practices support students individually, school leaders can bolster language gains through selection of curriculum, assessment, and professional development opportunities that target this goal.  A unified mission around academic language helps districts and schools improve students’ likelihood of educational success and provides students with the tools they need to comprehend their world, in school and beyondReferences:

Click here to access the references for this whitepaper.

 

 

 

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Matthew Lynch published in Education Leadership, First Year Teachers, K-12, Teachers

Empowering Students: The 5E Model Explained

When choosing an instructional model, teachers seek strategies that help students gain a complete understanding of new concepts. They aim to engage students, motivate them to learn, and guide them toward skill development. One of the ways to do that is by incorporating inquiry-based approaches like the 5E Model, which is grounded in active learning.

Research suggests that there is a set order of events that facilitates learning, known as a learning cycle. Educators J. Myron Atkin and Robert Karplus argued in 1962 that effective learning cycles involve three key elements: exploration, term introduction, and concept application. “In their scheme, exploration allowed the learners to become interested in the subject at hand, raise questions, and identify points of dissatisfaction with their current understanding. Introduction of new ideas and terms, primarily by the instructor, but negotiated by both instructor and students, followed. Finally, concept application provided learners with opportunities within the classroom to apply their new ideas, try out their new understandings in novel contexts, and evaluate the completeness of their understanding,” according to Kimberly D. Tanner in the article “Order Matters: Using the 5E Model to Align Teaching With How People Learn.”

Theoretical Foundations

The findings of Atkin and Karplus directly informed the creation of the 5E Model, which focuses on allowing students to understand a concept over time through a series of established steps, or phases. These phases include Engage, Explore, Explain, Elaborate, and Evaluate. The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study, promotes collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions. 

The 5E Model is based on the constructivist theory to learning, which suggests that people construct knowledge and meaning from experiences. By understanding and reflecting on activities, students are able to reconcile new knowledge with previous ideas. According to subject matter expert Beverlee Jobrack, “Educational movements, such as inquiry-based learning, active learning, experiential learning, discovery learning, and knowledge building, are variations of constructivism.”

In the classroom, constructivism requires educators to build inquiry, exploration, and assessment into their instructional approach. In many ways, this means the teacher plays the role of a facilitator, guiding students as they learn new concepts.

The Model Explained

The following is an overview of the five phases of the 5E Model.

Engage 

In the first phase of the learning cycle, the teacher works to gain an understanding of the students’ prior knowledge and identify any knowledge gaps. It is also important to foster an interest in the upcoming concepts so students will be ready to learn. Teachers might task students with asking opening questions or writing down what they already know about the topic. This is also when the concept is introduced to students for the first time.

Explore

During the exploration phase, students actively explore the new concept through concrete learning experiences. They might be asked to go through the scientific method and communicate with their peers to make observations. This phase allows students to learn in a hands-on way.

Explain

This is a teacher-led phase that helps students synthesize new knowledge and ask questions if they need further clarification. For the Explain phase to be effective, teachers should ask students to share what they learned during the Explore phase before introducing technical information in a more direct manner, according to “The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.” This is also when teachers utilize video, computer software, or other aides to boost understanding.

Elaborate

The elaboration phase of the 5E Model focuses on giving students space to apply what they’ve learned. This helps them to develop a deeper understanding. Teachers may ask students to create presentations or conduct additional investigations to reinforce new skills. This phase allows students to cement their knowledge before evaluation.

Evaluate

The 5E Model allows for both formal and informal assessment. During this phase, teachers can observe their students and see whether they have a complete grasp of the core concepts. It is also helpful to note whether students approach problems in a different way based on what they learned. Other helpful elements of the Evaluate phase include self-assessment, peer-assessment, writing assignments, and exams.

Application and Effectiveness

The 5E Model is most effective when students are encountering new concepts for the very first time because there is opportunity for a complete learning cycle. According to co-creator Rodger W. Bybee, the 5E Model is best used in a unit of two to three weeks in which each phase is the basis for one or more distinct lessons. “Using the 5Es model as the basis for a single lesson decreases the effectiveness of the individual phases due to shortening the time and opportunities for challenging and restructuring of concepts and abilities—for learning,” Bybee explains. And if too much time is spent on each phase, the structure isn’t as effective and students may forget what they’ve learned.

According to The BSCS 5E Instructional Model: Origins and Effectiveness, “The sustained use of an effective, research-based instructional model can help students learn fundamental concepts in science and other domains.” The following research findings illustrate the positive impact of the 5E Model in classrooms:

The 5E Model allows educators to create a unique learning experience for students. Teachers who can incorporate instructional models like the 5E Model into their classrooms help students build a strong foundation of knowledge through active participation. 

Lesley University’s online Master of Education programs equip teachers with the knowledge and tools to effectively educate students in the modern classroom. With specialized degrees in mathematics education, science in education, and more, Lesley offers opportunities for educators to deepen their understanding of current approaches and hone their teaching skills and assessment strategies. Learn more about Lesley’s online education programs.

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@oldbrainteacher published in Ask An Expert, Assistive Technology, Digital & Mobile Technology, EdTech & Innovation, EdTech Policy & Reform,

An Open Letter to District Administrators

Dear School District Administrators,

Most open letters are written as a passive criticism or open critique of a large institution. I have no wish to be passive in my critique and observations.  They are intended to spur conversation and reflection.  These are the tools of our trade as teachers.  I was hired to critique and foster reflection.

 

 

 

After studying and researching in your administrative offices over the previous year, you have embraced personalized learning as a targeted result, as we deploy technology throughout the district.  It is a goal widely acknowledged to be systemic in scope and paradigm shifting by its nature. So with all sincerity, I applaud your willingness to step bravely into a well-reasoned approach to 21st-century learning.

It is widely agreed that personalized learning is also a new pedagogical mindset that must extend beyond the classrooms; that fact pushes forward my primary question “How does the leadership of a personalized learning environment shift itself to accommodate the new network of change?”

pass or failAs I continue learning to apply a more personalized approach to my teaching. I have found that many of those same skills can be used to reflect and evaluate options. So I have tried here to apply a similar cognitive approach, an open critique and sincere question on eight observations I have noted as my school, and our district has embarked on a journey of blended and personalized learning.

In the classrooms we are, approaching the close of another school year, you at the District offices are approaching the hiring season. As you do so, I would ask that you perhaps take some time to consider the qualities your prize as you develop a leadership team for the future.  It is commonly understood that there is a shortage of new teachers in the US, as well as a disconcertingly high number of experienced professionals leaving our classrooms. But that is not the case for program administrators and principals. The number of people earning Masters Degrees’ in educational leadership or seeking an administrative endorsement is higher now than at any time in the past 25 years. According to the US Bureau of Labor Statistics

You have the opportunity to look broadly and consider carefully those that will help lead us through this systemic paradigm shift.

Personalized learning achieved through a blended curriculum keeps students engaged; it pushes them to grow and demands that they understand both themselves as learners and our curriculum as it pertains to their lives. In a very real sense, PL embodies the vision that led so many of us into teaching as a profession. The opportunity to connect not just with a child, but with a child through teaching and learning.

Personalization is full of hard data, human connections and an intricate web of lessons, apps, and projects. Peel back that top layer and the overwhelming nature of the idea begins to surface, PL disseminates the control of the learning within a classroom, the students practicing to take control of their own path. The teacher building supports and taking them away.

That complex dance of adding and subtracting scaffolding while it is being used is being successfully done. But it is severely limited when it has to fall within blocks of time and for a set number of minutes each week.

  • Where once our administration needed to be skilled at defining, defending and delineating blocks of time we are now asking them to find flexibility within a rigid structure and extra time where the was never enough.

?  How do we as a district support the required complexity of a school schedule while still offering the time to rigorously dig deeply into an area of study?

Underneath the popular jargon and interview buzzwords that you will hear, like Grit and Mindset, are classrooms where those life skills are being developed.  In those rooms, both students and teachers are failing, examining their efforts and sometimes failing again.  Learning to fail and from failure is important for real success.

  • As an institution, we are built to reward success and admonish failure. As a culture of educators, we are largely populated by those that thrived in that climate exemplifying their own successes and hiding their failures.

? How do we insure ourselves and reassure others that our district leadership understands the role of failure and exploration as we move into a new mindset?

We do not work in an industry where taking chances, innovating or finding a creative alternative is celebrated, least of all at the administrative level. Rather we as a profession, are accurately profiled as safe, steady, stable, predictable types.  Our administrators even more so than those of us in the classroom.

  • We are now in an era where we will need to be inventive, take calculated chances and create new ideas. We will need to look for those traits in our leaders as we move into uncharted paths with impressionable cargo.

? What are the important character trait of a 21st-century school administrator, and how do we ensure that the status quo does not continue to be the status quo?

?  How will the changing power dynamic in classrooms impact both our schools and our district as a whole?

One of the most powerful aspects of personalized learning is that it is, out of necessity, powered from the classroom up.  Teacher-leaders are the ones moving the bar and setting the standards. Those classroom maestros will need strong support and stronger feedback.

  • Please remember as you consider the next steps for those that will be leading the dwindling number of magnificent classroom teachers that we are a profession built on the artful combination of personal connections, honest feedback, and transparent agendas with all of our students, not simply those in the most need.

?  How can we use our transition into personalized learning, as an opportunity to both support and capitalize on the prowess of our teacher-leaders?

The devices, the web resources, the alignment of lessons and project to a standard, all of these pieces are new and as unfamiliar as they are integral to this shift.  As a teacher, I know there is no shame in saying I don’t know, and that I will not be able to master all of those elements of the job I love without support.  I am confident and comfortable say that my principal and school as a whole will need support as well.

It is not an uncommon critique to observe that the current structure of our educational system was built with management in mind rather than support and growth. Nor is it an uncommon refrain for teachers ask for support. It is uncommon, however, to have the opportunity to create the needed change.

?  What structures of support can we enhance or establish to best help our schools thrive as centers of blended and personalized teaching?

?  How do we find a way to structure and support creativity while still managing growth and learning?

If you are overwhelmed by the questions and standards set before you if you feel as though the task is disproportionate to the tools available. Please know that I, and every classroom teacher, that works for you is familiar with those insecurities. We grapple with them every fall, we understand, from experience I can tell you that the while the challenge never fades the overwhelmed feeling does.

With sincere thanks for all that you do to move us forward,

Brian Cleary  @oldbrainteacher

 

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Matthew Lynch published in Education Leadership, Teachers

Maintaining a Connection with Students: 7 Tips for Administrators

Most principals were once classroom teachers. They loved education and making a direct impact on students and learning. But something drew them out of the classroom and into administration.

People who become principals understand that their impact will be further reaching than it was in the classroom. They give up the day-to-day, close relationship building with students in order to create and implement systems that will ensure success for all students and teachers.

But principals and administrators are still teachers at heart. The best ones make time to stay involved with student learning. They know their personal relationships with students will create a warm and welcoming culture in the school. We drew on our experiences of teaching in schools and also spoke with principals to collect some of the best ways administrators can stay connected to students despite not being in the classroom every day.

1. Teach lessons about things you love.

Remember that lesson you loved teaching when you were in the classroom? You don’t have to give it up. Make appointments to teach at least one lesson in each classroom throughout the year. I taught at a school with a principal who loved poetry. She asked to come into my fourth- grade classroom and teach a poem by Mary Oliver. My students were thrilled to have a guest teacher. The principal read the poem and led the class in a Socratic seminar to analyze its meaning. Then each student painted an image related to their understanding of the poem.

2. Host a lunch with the principal event.

There’s nothing like bonding over food. Pick a day each week or each month to host students for lunch. You can eat with them in the cafeteria or invite them to dine with you in your office. This helps students see that trips to the principal’s office don’t have to be a bad thing.

3. Get goofy.

Students think of principals as serious people who are usually pretty busy. By participating in school events, you’ll show them that you’re a fun person who cares about the school. Dress up for holidays, parades, and special events.  Volunteer to sit in the dunk tank at the fair. Don’t be afraid to get messy in the hopes of connecting with students.

4. Make discipline a learning experience.

One of the reasons students don’t feel a close connection with principals is because of the idea that their job is to punish students, make phone calls home, and generally be strict and unwavering. Make sure that when you do have to work with students on discipline that you make it an experience of listening and understanding. Trying to get to the root of the issue rather than rushing to punish students will help go a long way towards building trust. If you’re not sure how to get started, check out the Love and Logic program for schools. It’s all about logical consequences and getting students to take responsibility.

5. Take polls and surveys in the hallways.

If you’ve got a big decision to make, ask for student input. During assemblies or while monitoring the hall in between classes, pull a few students aside and ask their opinions on things. Once you learn students’ names, say hello and greet them personally every time you see them.

6. Attend after school activities.

Sporting events have a way of bringing people together. You don’t need to attend every baseball game of the year, but try to make it to a few. Greet students before or after the game. The next day, congratulate students on their participation and achievement. This goes for other functions, too. Attend the community science fair if one of the students at your school is participating. Making the effort to show up for students outside of school hours shows them how much you care. It’s a great way to build relationships.

7. Create a “Principal’s Book of the Month” program.

Share your interests and love of reading with the whole school. Designate one book each month that you want to share with each class. Purchase enough copies so that each teacher gets one. Try to make it to each class at least once during the year to read the book of the month to students. The principals at one of my first schools used this program to build on reading standards. Each grade level would respond to the book of the month and one classroom would display those responses in a designated hallway. As you walked down the hallway, you saw responses to the same book from classes in kindergarten through fifth grade. It was great way to build camaraderie knowing every student in the school had read the same book.

If you’ve made the switch from teacher to administrator, you’ve probably already got a few great systems in place for keeping connected with students. If you haven’t made the switch, hopefully, this gives you some idea that keeping positive relationships with students when you’re a principal isn’t so hard.

Amanda Ronan is an Austin-based writer. After many years as a teacher, Amanda transitioned out of the classroom and into educational publishing. She wrote and edited English, language arts, reading, and social studies content for grades K-12. Since becoming a full-time writer, Amanda has worked with a diverse set of clients, ranging from functional medicine doctors to design schools to moving companies. She blogs for Teach.com, writes long-form articles, and pens YA and children’s fiction. Her first YA series, My Brother is a Robot, is slated for release by Scobre Educational Press in September 2015.

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