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Our expert researchers, evaluators, and veteran educators synthesize information gleaned from our research and blend it with best practices gathered from schools and districts around the world to bring you insightful and practical ideas that support changing the odds of success for you and your students. By aligning practice with research, we mix professional wisdom with real world experience to bring you unexpectedly insightful and uncommonly practical ideas that offer ways to build student resiliency, close achievement gaps, implement retention strategies, prioritize improvement initiatives, build staff motivation, and interpret data and understand its impact.

Jan 18
Love4

Higher-order questioning inspires higher-level thinking

By Blog, Classroom Instruction that Works, Engaging Classrooms 10 Comments

It’s a typical morning in your American History classroom. Today’s learning centers around the Revolutionary War and you want to help students engage by connecting with their senses and emotions. How can you do this successfully? Try asking your students to imagine, explain, debate, and interpret—from their perspective—the experience of crossing the Delaware with George Washington.

Teacher: You are floating down the Delaware River and you are seated behind George Washington. What do you hear, feel, smell, and see?

Students: I hear the waves crashing against the boat. I feel anxious and scared. I smell body odor. I see George’s white hair.

The next day, begin with a reminder of their imagined journey on the boat; then review and check for understanding. The students could have simply read a passage and answered questions about George Washington’s river crossing, but this simple immersive exercise promotes deeper relevance, engagement, understanding, problem-solving, comprehension, and retention.

Why does this exercise work so well?

Asking higher-order questions requires more time for students to think and articulate their answers, and can greatly extend classroom conversations and learning. When students are challenged with higher-order questions, they draw from their own experience to formulate their answers. In other words, their understanding becomes personalized. Thought-provoking questions not only encourage deeper discussions in the classroom, but also help students develop skills they can use in real-life decision making. Asking a variety of questions helps students actively and broadly engage with and deepen their understanding of the content. The questions invite students to respond based on their thoughts about the content, relying not just on basic recall but actual experience, helping students learn how to think rather than what to think.

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Dec 15
Love1

Teachable Life Lessons: Hula hoops® and fishy handshakes

By Blog, Classroom Instruction that Works, Engaging Classrooms 20 Comments

How do you know when you’ve made a positive impact on a former student? As a teacher, there isn’t anything much more rewarding than receiving an “out-of-the-blue” message via phone call, e-mail, social media, or a personal visit from a former student. While I’ve yet to be contacted about how wonderfully I taught a specific subject or lesson, I have had former students tell me about the life lessons they learned in my classroom that made a difference or had an impact on their successes.

Educators do so much more than teach content and prepare students for assessments. Yes, we teach A LOT of content in the short time we have students, but when we take a step back and objectively look at who, what, and where we want our students to be as adults, it becomes easier to slip quick life lessons into the classroom throughout the year. Life lessons can have an impact on students as they mature into adulthood or as they apply for that first job. Research tells us that lessons that tap into our emotions have a much greater chance of being retained, so creating funny or engaging scenarios—such as a fishy handshake or sharing stories from real-life—can help students recall specific social awareness skills they learned in the classroom.

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Dec 13
Love0

What skills do students really need to compete in a global economy?

By Blog, Career & Tech Education, Engaging Classrooms, Math, Science, STEM, GreenSTEM & STEAM No Comments

The alarm bell has been sounding for a while now about a shortage of skilled STEM workers in the U.S., with business leaders often calling on schools to do a better job of preparing students for a hypercompetitive global economy. As a result, we’ve seen a dramatic, nationwide rise in STEM initiatives—from large federal programs like Educate to Innovate to your local elementary school’s afterschool robotics program.

Others, however, say there is no evidence of such a shortage and that other factors are at play, such as businesses not being willing to pay higher wages that would attract more skilled workers. Some critics have even suggested that focusing too much on math, particularly algebra, is taking away from other, more critical skills students need to be learning.

So what’s an educator to do? In the December 2016/January 2017 issue of Educational Leadership, McREL’s Bryan Goodwin and Heather Hein try to get some answers by taking a look at what the research says about the skills gap and how to best fill it.

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Nov 22
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Research spotlights an invisible barrier to student success: Fate control

By Blog, Engaging Classrooms, Research Insights, School Improvement No Comments

Half a century ago, a researcher at Johns Hopkins University set out to determine if and how schools could counteract the effects of poverty on student success. Hopeful that the findings would provide evidence to support War on Poverty education policies, policy makers and even President Lyndon Johnson were shocked when the study found that the effect of non-school factors outweighed school characteristics, leading researcher James Coleman to conclude that schools provide “no opportunity at all” to even the playing field for impoverished and minority students.

However, as McREL’s Bryan Goodwin explains in the latest Research Matters column in Educational Leadership, many people overlooked one powerful finding that still has implications today: A single “student attitude factor” (or lack thereof) showed a stronger relationship to achievement than all of the school factors combined.

In the decades since, Goodwin adds, researchers have built on this finding, showing that academic success is largely based on how much control students think they have over their ability to succeed—or their “fate control.” Internals, or those who believe they can shape their futures by their actions, are more likely to succeed academically than externals, who see their circumstances as shaped by forces out of their control.

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Nov 10
Love0

From cornfields to classrooms: Why am I doing this?

By Blog, Classroom Instruction that Works, Engaging Classrooms One Comment

For five summers as a teenager growing up in Iowa, I worked as a corn detasseler, walking up and down rows and rows of corn, finding each tassel, grabbing it, pulling it off, and throwing it to the ground. When I applied for the job, I didn’t know why the corn needed to be detasseled, I only knew that I would earn $3.35 per hour. After I was hired and given good direction, I learned that it was extremely important for me to do my job correctly or the plants would not cross-pollinate and the crop would fail. While this might seem like a simple objective, it made my job more meaningful and provided me with both the information and motivation I needed to help the crops flourish.

Similarly, our students need to have clear objectives in the classroom so that they understand what they should be learning and why it is important.

It’s crucial that teachers communicate clearly with students about learning objectives. In the Framework for Instructional Planning found in the second edition of Classroom Instruction that Works (CITW) (2012), Setting Objectives is one of the non-negotiables within the first component, Creating the Environment for Learning. CITW offers four recommendations for setting objectives.

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Oct 04
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Model lesson plans offer a lifeline to new teachers

By Blog, Classroom Instruction that Works, Research Insights No Comments

The learning curve for first-year teachers is notoriously steep: Not only are they having to keep up with the content they’re teaching, but they’re also figuring out how to deliver it well, assess it right, manage the classroom and their students’ behavior, and design effective lesson plans. Striking just one of these things from their list, research shows, can go a long way toward supporting and retaining novice teachers.

In the latest Research Matters column in Educational Leadership, McREL’s president and CEO Bryan Goodwin shows how providing well-designed lesson plans is a simple yet powerful way to improve teacher performance—among both new and struggling teachers.

A 2016 study of middle school math teachers, for example, found that when one group was given model lesson plans along with webinars and opportunities to network with other teachers and the plans’ developers, their students showed higher achievement—a 0.08 effect size, or the equivalent of moving students from a classroom with an average teacher to one at the 80th percentile of quality. Moreover, these effects were doubly beneficial for weaker teachers.

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Sep 22
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Career Readiness: What does it really mean and how do we get there?

By Blog, Career & Tech Education, Common Core, Future of Schooling, Technology in Schools 3 Comments

School systems across the country are being pushed to re-think their approach to Career Technical Education (CTE) and what it means to be “career-ready.” Job markets are continually changing, and it’s become more critical than ever that secondary students are prepared for college and career upon graduation. While many educators have equated career readiness to college readiness, others have begun to take a more nuanced approach, understanding that not all careers—like students—fit the same mold (Conley & McGaughy, 2012; DeWitt, 2012).

In 2015, ACT refined its definitions of the types of academic skills required for work: Work readiness skills are the academic skills required of all students to be prepared for the workplace; career readiness skills are those particular academic skills needed to work in a given industry; and job readiness skills are the particular academic skills needed for a specific job.

At McREL, our review of CTE-related certifications, standards, curriculum documents, and textbooks in nearly a dozen industries and career pathways has confirmed that the academic content required by various industries and jobs can differ greatly.

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