🧵 MINI-WHITEBOARDS! Why MWBs remain one of the most effective, low-tech tools for improving classroom instruction —and how to use them with precision and purpose.
A thread for based on the latest issue of ⚗️DistillED!
https://t.co/RXZ28cGpIE
Unfortunately this is commonplace. Universities must do better! On that note however, I’m excited about the @IADeptofEd ‘s work to support teacher prep programs in Iowa. Good things are happening here!
My teacher prep program (University of Michigan) was a definite fail in terms of preparing me to teach structured literacy. I 💯 agree that it starts here.
"We must **resist the urge** to choose reading accommodations over reading interventions. It is NEVER too late to teach kids HOW to read."
- Kristin Sayeski
“…the biggest implication for educators around generative learning is that we, the educators, are responsible for creating the conditions for learning. We need to explicitly teach students how to be learners.” ~Megan Kruse https://t.co/bBeaDrbL4Y
“…if the same funds were invested in four-and five-year-olds, that are spent on interventions for the 2/3 of third graders who have not learned to read proficiently, a lot of anguish, sadness, and later costs could be avoided.” TRUTH from Dr. Jeannine Herron
Neuropsychologist
🧠 CLT! Dylan Wiliam said that Cognitive Load Theory is ‘the single most important thing for teachers to know’. This guide summarises some key ideas from CLT and offers 6 strategies to optimise instruction and maximise learning.
🌱 Support my work by tapping REPOST and grab a FREE high-quality copy here: https://t.co/Xj2XpPGvnu
📘📗 If you find these guide helpful, check out my books Teaching One-Pagers Volumes 1 and 2 on Amazon: https://t.co/fCMU90JkZx
"As Pamela Snow so compellingly reminds us: we cannot afford to waste another 20 years. Children’s instructional time is not ours to waste." @bmkruse3 This quote also reminds me of the Anita Archerism "Teach the stuff, cut the fluff!"
https://t.co/qOkw29XN9e
The Evidence Advocacy Center has a new menu for linguistically diverse learners! The team, chaired by @DrElsa_CHagan, provided research-based resources about education for students who are linguistically diverse. @ILAToday@CECMembership@reading_league https://t.co/U03xb4oZG1
The conclusion of the article Scientific Research & Classroom Application: How Structured Literacy Expands the Divide by G. Reid Lyon and Margaret Goldberg in https://t.co/jjhDLCxgjo is POWERFUL!!
👂 You heard that right... for reading fluency, AVERAGE is GOOD!
Students who read above average on ORF are likely reading TOO FAST to make sense of what they are reading.
Check out this article by @janhasbrouck to learn more: https://t.co/JqZbbhtpuB