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Ready for the interactive panel with Allington, Johnston, Fisher, Duke, Valencia #WSRA13 pic.twitter.com/cPYrGeVB -
Research says: No worse thing you can do than giving kids a list of words and then define them with a dictionary – Duke #WSRA13
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“I am amazed at the amount of things I threw out when I went through materials from my past teaching practices. – Valencia #WSRA13
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Some researchers don’t take into account factors that impact school, such as homelessness or no books in classrooms. – Valencia #WSRA13
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#WSRA13 The sense of urgency that we r currently feeling does not correlate with the amount of time it takes to have things change. Valencia
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There are no dyslexic or learning disabled students. There are only schools that do not teach kids to read. – Allington #WSRA13
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Even if there is a body of research showing one thing, there’s a tendency to look at one article/research that counters. -Fisher #WSRA13
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#WSRA13 Success in school should not be tied to the amount of available resources. Equatable resources for all students needs to happen now.
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What drives misconceptions in research? Money. – Allington #WSRA13
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#WSRA13 Learn from what didn’t work. Doug Fisher – True action research
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Chicago Public Schools spent millions of dollars on test prep. They have no evidence or research that shows it works. – Allington #WSRA13
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The only useful thing that came about NCLB was the What Works Clearinghouse. Should be bookmarked on all our browsers. – Allington #WSRA13
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#WSRA13 When Tt learn to do/use running records well their teaching improves – can’t be said for other progress monitoring tools. Allington
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Money doesn’t talk; it swears. Money determines what gets done, what gets promoted. – Johnston #WSRA13
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Need to provide professional development for teachers when trying to implement an intervention. – Johnston #WSRA13
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#WSRA13 Small changes/shifts in our practices can have big payback. Johnston
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Kids wait for teachers to guide (or control) a conversation. We need to build independent conversation skills #wsra13
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Formative assessment that looks like scaffolded instruction Smart teacher = Improved achievement and closed gaps #WSRA13
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Formative assessment can improve student learning. Improves lowest performing kids’ learning best. Need PD. – Valencia #WSRA13
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Benchmark assessments assume teachers intervene b/c of data. No research supports such assessments impact learning. #WSRA13
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Doesn’t matter what test you use. Without teacher expertise you have nothing. P. Johnston #WSRA13
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If you want to waste your time & lots of money, monitor progress frequently. Nothing in RtI law says we need to PM. -Allington #WSRA13
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What kids need is a responsive environment that gives feedback. – Johnston #WSRA13
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Wouldn’t use truck scale to show 5 lb weight loss. Need a different measure. Apply this to probes & classroom assessment. #WSRA13
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#WSRA13 Assessment does not close the gap – good teaching closes the gap. Research panel
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Assessments don’t close gaps. Teachers close gaps. If assessments take time fr teaching w/o data to guide teaching gaps widen. #WSRA13
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Allington, There are no learning disabilities just students that are harder to teach and take more time to learn – thought provoking.#WSRA13
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One day workshops that are never followed up or reinforced by coaches are pointless. #WSRA13
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Replace workbooks with writing journals, art, anything besides workbooks. – Allington #WSRA13
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“Left-handed basketball dribbling research is just as meaningless as DIBELS” -great insight from Richard Allington. #WSRA13
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What research is having a positive impact on teaching? What are you optimistic about? #WSRA13
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How do we create a culture of inquiry in schools to bridge the gap between research and practice? #WSRA13
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Make Puzzles of Practice (Problems of Practice) a way for teachers to explore questions about their own practice. – Duke #WSRA13
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We need to level up the knowledge of administrators in the area of literacy. Do they understand the research? – Fisher #WSRA13
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Big challenge facing secondary: How much time are kids actually reading and writing? #WSRA13 @DFISHERSDSU
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There are a lot of problems in secondary schools. Too many transitions, not enough time for kids to read and write. – Fisher #WSRA13
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Kids can do amazing things when they are fully engaged. #WSRA13
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When kids are fully engaged and interested in what they are reading, recall doubles and they can read more complex texts. – Duke #WSRA13
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#WSRA13 There is a difference between compliance and engagement. Most engagement research is really about compliance. Johnston
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Costa’s metacognative staircase – Naming, Knowing, Monitoring, Predicting and Taking Charge. Blochowiak/Ferwerda #wsra13
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#WSRA13 Teacher modeling needs to occur in every classroom/every day in all grades, in all content area. Doug Fisher
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Doug Fisher on annotating: “I write in every professional book I have. We need to teach kids how to do that.” #wsra13
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Close Reading: “This has hidden so much info in this text it’s going to take us some time to unlock all that.” #wsra13
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“close reading is a type of guided instruction, not modeling.” – Fisher #WSRA13
Reading By Example
Rethinking the Role of the Literacy Leader
