Interactive Panel: Allington, Valencia, Fisher, Duke, Johnston (WSRA 2013)

  1. Ready for the interactive panel with Allington, Johnston, Fisher, Duke, Valencia #WSRA13 pic.twitter.com/cPYrGeVB
  2. Research says: No worse thing you can do than giving kids a list of words and then define them with a dictionary – Duke #WSRA13
  3. “I am amazed at the amount of things I threw out when I went through materials from my past teaching practices. – Valencia #WSRA13
  4. Some researchers don’t take into account factors that impact school, such as homelessness or no books in classrooms. – Valencia #WSRA13
  5. #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
  6. There are no dyslexic or learning disabled students. There are only schools that do not teach kids to read. – Allington #WSRA13
  7. 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
  8. #WSRA13 Success in school should not be tied to the amount of available resources. Equatable resources for all students needs to happen now.
  9. What drives misconceptions in research? Money. – Allington #WSRA13
  10. #WSRA13 Learn from what didn’t work. Doug Fisher – True action research
  11. Chicago Public Schools spent millions of dollars on test prep. They have no evidence or research that shows it works. – Allington #WSRA13
  12. The only useful thing that came about NCLB was the What Works Clearinghouse. Should be bookmarked on all our browsers. – Allington #WSRA13
  13. #WSRA13 When Tt learn to do/use running records well their teaching improves – can’t be said for other progress monitoring tools. Allington
  14. Money doesn’t talk; it swears. Money determines what gets done, what gets promoted. – Johnston #WSRA13
  15. Need to provide professional development for teachers when trying to implement an intervention. – Johnston #WSRA13
  16. #WSRA13 Small changes/shifts in our practices can have big payback. Johnston
  17. Kids wait for teachers to guide (or control) a conversation. We need to build independent conversation skills #wsra13
  18. Formative assessment that looks like scaffolded instruction Smart teacher = Improved achievement and closed gaps #WSRA13
  19. Formative assessment can improve student learning. Improves lowest performing kids’ learning best. Need PD. – Valencia #WSRA13
  20. Benchmark assessments assume teachers intervene b/c of data. No research supports such assessments impact learning. #WSRA13
  21. Doesn’t matter what test you use. Without teacher expertise you have nothing. P. Johnston #WSRA13
  22. If you want to waste your time & lots of money, monitor progress frequently. Nothing in RtI law says we need to PM. -Allington #WSRA13
  23. What kids need is a responsive environment that gives feedback. – Johnston #WSRA13
  24. Wouldn’t use truck scale to show 5 lb weight loss. Need a different measure. Apply this to probes & classroom assessment. #WSRA13
  25. #WSRA13 Assessment does not close the gap – good teaching closes the gap. Research panel
  26. Assessments don’t close gaps. Teachers close gaps. If assessments take time fr teaching w/o data to guide teaching gaps widen. #WSRA13
  27. Allington, There are no learning disabilities just students that are harder to teach and take more time to learn – thought provoking.#WSRA13
  28. One day workshops that are never followed up or reinforced by coaches are pointless. #WSRA13
  29. Replace workbooks with writing journals, art, anything besides workbooks. – Allington #WSRA13
  30. “Left-handed basketball dribbling research is just as meaningless as DIBELS” -great insight from Richard Allington. #WSRA13
  31. What research is having a positive impact on teaching? What are you optimistic about? #WSRA13
  32. How do we create a culture of inquiry in schools to bridge the gap between research and practice? #WSRA13
  33. Make Puzzles of Practice (Problems of Practice) a way for teachers to explore questions about their own practice. – Duke #WSRA13
  34. We need to level up the knowledge of administrators in the area of literacy. Do they understand the research? – Fisher #WSRA13
  35. Big challenge facing secondary: How much time are kids actually reading and writing? #WSRA13 @DFISHERSDSU
  36. There are a lot of problems in secondary schools. Too many transitions, not enough time for kids to read and write. – Fisher #WSRA13
  37. Kids can do amazing things when they are fully engaged. #WSRA13
  38. When kids are fully engaged and interested in what they are reading, recall doubles and they can read more complex texts. – Duke #WSRA13
  39. #WSRA13 There is a difference between compliance and engagement. Most engagement research is really about compliance. Johnston
  40. Costa’s metacognative staircase – Naming, Knowing, Monitoring, Predicting and Taking Charge. Blochowiak/Ferwerda #wsra13
  41. #WSRA13 Teacher modeling needs to occur in every classroom/every day in all grades, in all content area. Doug Fisher
  42. Doug Fisher on annotating: “I write in every professional book I have. We need to teach kids how to do that.” #wsra13
  43. Close Reading: “This has hidden so much info in this text it’s going to take us some time to unlock all that.” #wsra13
  44. “close reading is a type of guided instruction, not modeling.” – Fisher #WSRA13

Author: Matt Renwick

Matt Renwick is an 18-year public educator who began as a 5th and 6th-grade teacher in Rudolph, WI. He now serves as an elementary principal for the Mineral Point Unified School District, also in Wisconsin (http://mineralpointschools.org/). He also teaches online graduate courses in curriculum design and instructional leadership for the University of Wisconsin-Superior. Matt tweets @ReadByExample and writes for ASCD (www.ascd.org) and Lead Literacy (www.leadliteracy.com).

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