Education Leadership

Utilizing a three-column graphic organizer, learners imagine events in their reading as if they were physically present themselves. Learners exchange their accounts with another classmate looking for information they omitted.

Learning Outcomes

• Reflect
• Selective rereading
• Assess
• Explain

Implementation

1. After learners have read the content, distribute the three-column Eyewitness Testimonycharts (Click here to access all of our graphic organizer forms).
2. In the first column, learners record the focus of their eyewitness testimony (e.g., setting, character, interactions between characters).
3. The middle column is used to record the facts on which the testimony is based. This must focus on facts and details the author provides in the content. Encourage learners to record page and/or paragraph numbers. Prompt learners to attend carefully to descriptive language and essential information so that their versions show fidelity to the author’s content.
4. The third column is reserved for how each learner imagined this part of the author’s message. Ask learners to include imagined personal details as if they had been there in person.
5. Ask learners to share their versions with partners without conversation. As they read their partner’s testimony, ask learners to be alert to the specifics that were included and omitted from their versions of the content. Stress that accounts that are incompatible with the facts are deemed “inaccurate” in a court.
6. Lastly, allow partners to have an opportunity to discuss their findings with each other.

Phrase-cued texts are a means to train learners to recognize the natural pause that occurs between phrases in their reading. Because phrases are units that often encapsulate vital ideas, the learner’s ability to identify them can enhance comprehension of the content.

Learning Outcome

• Speed
• Accuracy
• Expression
• Comprehension

Implementation

1. Choose a brief (100- to 250-word) passage that is within the learner’s instructional or independent reading level.
2. Denote the sentence boundaries (ending punctuation) of the passage with double slashes (//).
3. Mark within-sentence phrase-breaks with naturally occurring pause points that are contained in the sentences. Mark each of these phrase breaks with a single slash mark (/). See example below: My grandfather did great things. // Henry lived during World War II / but he did not fight in it. // He competed in fencing for fun / and played basketball / on the best college team in his state/ and went to France / to take harp lessons / from a famous harpist there. //
4. Demonstrate fluent reading of the section, overemphasizing the phase breaks the first time.
5. Encourage the class to read with you a few times chorally. With each choral reading, lower the phrase breaks to a natural reading rate.

Are you looking for hacks for encouraging students to realize their academic potential? If so, keep reading.

1. Praise the learner for improving academic tasks and homework performance: (a) give the learner a concrete reward (e.g., classroom privileges, free homework pass, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

2. Assess the learner’s performance in an assortment of ways (e.g., have the learner give oral explanations, simulations, physical demonstrations, etc.).

3. Find the learner’s preferred learning style (e.g., visual, auditory, etc.) and use it continuously to enable the learner’s comprehension.

4. Find resource staff members (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.) from whom the learner may receive additional assistance.

5. Require the learner to make corrections after tasks have been reviewed by the teacher.

6. Make sure the tasks measure knowledge of content, not related skills such as reading or writing.

7. Alter instruction to include more concrete examples to enable learning.

8. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for improving their academic task and homework performance.

9. Give sufficient repetition/drill of ideas/skills to help the learner achieve minimal accuracy on tasks (i.e., require mastery/minimal accuracy before moving to the next skill level).

10. Make the learner redo tasks of poor quality if you are sure the task is within the learner’s capacity and ability level.

11. Create a minimum level of accuracy that will be accepted as a level of mastery.

12. Observe the learner’s performance of the first problem or part of the task to make sure the learner knows what is expected.

13. Provide instructions on a one-to-one basis before assigning a task.

14. Select various people (e.g., peer, paraprofessional, tutor, counselor, etc.) to help the learner improve work performance.

15. Minimize distracting stimuli (e.g., place the learner in the front row, give a carrel or “office” space away from distractions, etc.). This should be used as a way to lessen distractions, not as a punishment.

16. Teach the learner to practice basic study skills (e.g., reading for the main idea, note-taking, summarizing, highlighting, studying in an excellent environment, using time wisely, etc.).

17. Complete the first few problems of a task with the learner to make sure that they know what to do, how to finish the task, etc.

18. Organize their surroundings to give the learner increased chance for help or assistance on academic or homework tasks (e.g., give a peer tutor, seat the learner near the teacher or aide, etc.).

19. Get the learner to orally repeat directions, explanations, and instructions after they have been given to reinforce retention.

20. Let the learner put a task away and return to it at a later time when they might be more successful.

21. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten

28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade

37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade

33 of the Best Apps for Kids in the Tenth Grade

20 of the Best Apps for Kids in the Eleventh Grade

14 of the Best Apps for Kids in the Twelfth Grade

Standing in concentric circles, learners face each other and take turns asking questions about the assigned vocabulary.

Learning Outcome

• Review word meanings

Implementation

1. Each learner will need a list of the assigned vocabulary and a pen or pencil.
2. Separate the class into two groups and allow them to form an inner and outer circle, with the learners facing each other.
3. For the first 15 seconds, each learner in the inner circle asks a prepared vocabulary question (see sample questions below) of the learner she is facing. If the outer-circle learner answers correctly, the inner-circle learner initials his/her word list.
4. For the next 15 seconds, the outer-circle learner asks the inner-circle learner a question, and initials his/her sheet if she answers correctly.
5. Then learners rotate to the right and repeat the process with the new learners they face.
6. The group that has the most signatures at the end of the game wins.

Considerations

1. Demonstrate different types of vocabulary questions.
2. If there is an odd number of learners, make one learner the “supervisor” who walks around the circle to keep other learners on task.
3. Some learners will benefit from extra time to prepare questions ahead of time.
4. Learners can utilize the same questions multiple times.
5. Some learners may also benefit from an extended question-and-answer time (e.g., 30 seconds or a minute).

Are you looking for hacks to motivate kids to attempt new tasks? If so, keep reading.

1. Do not require the learner to finish the task in one sitting.

2. Minimize distracting stimuli (e.g., place the learner on the front row, give a carrel or “office” space away from distractions, etc.). This is used as a way of reducing distracting stimuli, not as a punishment.

3. Organize their surroundings to give the learner increased chance for help or assistance.

4. Select a peer or volunteer to help the learner begin a task.

5. Assess the clarity and quality of directions, explanations, and instructions given to the learner.

6. Get the learner to question any directions, explanations, or instructions not grasped.

7. Talk with the learner to explain (a) what the learner is doing wrong (e.g., not trying a new task) and (b) what the learner should be doing (e.g., asking for assistance or clarification, following instructions, staring on time, etc.).

8. Praise the learner for trying a new task: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

9. Praise those students in the classroom who attempt a new task.

10. Draft an agreement with the learner stipulating what behavior is required (e.g., trying a new task) and which reinforcement will be implemented when the agreement has been met.

11. Praise the learner for trying a new task within the duration of time they can be successful. As the learner shows success, slowly decrease the amount of time to begin the task to be reinforced.

12. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

13. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for trying a new task/task at school.

Description

Rapid-fire writing is a highly formatted way to get learners thinking and writing about a topic. This method helps learners clarify their thoughts by alternating between thinking and writing. It can uncover the feelings and emotions behind our initial reaction to a piece of content, and it also builds the skill and practice of iteratively reviewing and revising during the writing process. This method is often helpful in both brainstorming and beginning to narrow the focus for discussion, and it can be used to develop a thesis statement for a formal essay or report.

Implementation

1. Select the Text/Media: Select thought-provoking text/media to which learners will likely have varied and sophisticated responses. For instance, the reading “Talking about Religion” introduces a story, emotions of shame and fear, and ideas about democratic participation.
2. Gather Supplies and Introduce Protocol: Have learners get out paper and pens before they start reading or viewing so that they can instantly begin the rapid-fire writing process. Let them know that they will be following a structured protocol to guide their writing so that they aren’t surprised when you ask them to stop writing.
3. Learners Read/View Content: Have learners read the content or view the chosen content.
4. Think, Write, Read, Repeat: Use a timer to lead learners through this series of steps:
   One minute: Quiet thought; no writing.
   Three minutes: Write.
   One minute: Read and circle three main ideas from what you have written. No writing during this time. You can read, reread, and think, but do not start writing again.
   Two minutes: Write.
   Thirty seconds: Read and put a square around one word or phrase.
   One minute: More Writing.
5. Reflect on the Learning Activity: At the commencement of the reflective time of rapid-fire writing, the ensuing clarity of thought can be a great discussion piece.

Modifications

1. Abbreviated Learning activity: Depending on learners’ capability and writing experience, the duration of the time blocks may be shortened at the beginning and then increased to the times listed.

Description

A learning activity based on the S-I-T method provides a quick and straightforward way for learners to demonstrate their engagement with a piece of content, image, or video. In this learning activity, learners identify what they find surprising, exciting, and troubling about the material. Because the learning activity allows learners to process and articulate a short response, it’s especially useful when learners are encountering content they find shocking or an outcome that is counterintuitive. Having learners complete a S-I-T learning activity can be an effective way to help them prepare for a class discussion in which you want everyone to have something to contribute. It can also be a useful prompt for an exit card at the end of a learning activity about an emotionally challenging historical topic.

Implementation

1. Select a piece of content, image, or video that you expect learners will find engaging and will want or need to discuss after reading or watching.
2. After reading, observing, or watching this stimulus, ask each learner to identify the following:
   • One surprising fact or idea
   • One interesting fact or idea
   • One troubling fact or idea
3. Allow learners to share and debrief their S-I-T responses, either in pairs or as a class discussion. Or collect their answers and read them to find out how learners are feeling about and comprehending the material presented in class.