Teachers are surrounded by the greatest professional development resource ever created: other teachers. So, doesn’t it make sense to team up for mutual support and growth? In this white paper, we describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing. While school leadership can promote an environment that values and encourages trusting working relationships, the real work of coaching needs to be planned and executed by teachers themselves, the authors say.
For those of you who have coached, taught, and followed the five foundations of reading: Did you know there’s now a sixth?
It was back in 2000 when the National Reading Panel last published findings and recommendations for teaching the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research since then has been vetted, and last year’s What Works Clearinghouse practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, identifies a sixth foundation: Teaching students academic language skills, including the use of inferential and narrative language.
Ever since we articulated McREL’s six-phase model for student learning in our April 2018 white paper, Student Learning That Works: How Brain Science Informs a Student Learning Model, I’ve been having great fun talking about it with thousands of educators at conferences and workshops around the world, sharing instructional strategies and classroom practices that support each phase. (Learn more about the model in the spring 2018 issue of Changing Schools magazine and this October 2018 blog post.)
The purpose of the model is to remind us all that the goal of school isn’t teaching, it’s learning. This hasn’t been news to any of the educators I’ve interacted with. What is new is seeing the entire learning process—from disconnected data points to a robust plan for ongoing personal growth, mediated by known science on neurological and psychological processes—described in a unified model for student learning. Teachers often tell me they’ve been doing many of the strategies we endorse, yet have never before had an opportunity to think about why they work or how to sequence them in a cohesive manner (or how to tweak them to work even better for the precise mix of students in their class). In other words, they’ve long had a good toolkit and materials but often lacked the blueprints, and you need both to build a sound house.
A guest post by Elizabeth Ross Hubbell, co-author, with Bryan Goodwin, of the influential book, The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day, and the forthcoming Instructional Models: How to Choose One and How to Use One.
I have had the greatest pleasure working in schools and school districts around the world as they worked tirelessly to help their students succeed. One of the most common aspects of my work was helping schools during their transition to a new instructional model—a tool that can lead to consistently excellent instruction by explaining why successful teaching practices work and how to emulate them. I often came in after the model was chosen and was there to lead training, observation, and implementation efforts. On occasion, I had the good fortune to work with schools as they were starting the process and got to be a part of the discussions, trials, and decision making that went into making these monumental shifts.
Imagine asking hundreds of students and adults to share their unfiltered thoughts and feelings about taking notes in school. What do you think you’d get back? It turns out that our team has actually conducted this mini research experiment in schools across the country, and here are the most common responses: pained faces, deep shudders, a litany of adjectives like boring, tedious, and torture (not technically an adjective, but you get the idea.)Are these responses about what you expected? Are they similar to what your own would be if you were one of the respondents?This visceral and negative response to notes is a real problem because we know from research (and experience) just how important notes are to student success. In fact, the comprehensive meta-analytic study that underpins the second edition of Classroom Instruction That Works (2012) shows that teaching students how to make effective notes is one of the highest-yield strategies of all, with associated student gains of over 30 percentile points (Beesley & Apthorp, 2010).
We identified seven ways to use Interaction in an Instant in Tools for Classroom Instruction That Works, and Interaction in an Instant may be the least formal. Sometimes a simple opportunity to chat (within guidelines you’ll provide) is enough to generate energy in the classroom and launch students into a learning-by-talking process with many different peers
Frequently after working with a school district, we hear teachers and leaders say that one of the most valuable things they learned from their time with McREL was “a common instructional language” to use with one another and with students. You might be wondering: What exactly does this mean? And why would educators ever have felt they were deficient in their professional vocabulary?
Imagine a student who is well adjusted socially but . . .
• Is reserved in group activities; rarely contributes to classroom discussions or activities.
• Has difficulty completing tasks.
• Appears to not follow instructions.
• Is reported as not paying attention, having a short attention span, or “zoning out.”
• Makes poor academic progress.
What could be causing these problems?
One might not initially consider memory, particularly working memory, as the mechanism at work in these types of young learners’ struggles. However, research has shown that working memory problems, even in the absence of diagnosed developmental disabilities, can result in learning challenges for students (Dehn, 2008; Gathercole, Lamont, & Alloway, 2006; Gathercole & Alloway, 2007; Holmes, Gathercole, and Dunning, 2010; Willingham, 2009).
McREL 6-Phase Model of Learning | As deeply committed as we are to curiosity here at McREL, we recognize that in the absence of knowledge, curiosity wouldn’t do anybody much good. That’s why we’ve also been doing some digging into the nature of memory, hoping to guide teachers toward practices that maximize the acquisition and retention of knowledge.
As explored more deeply in our recent white paper, Student Learning That Works: How Brain Science Informs a Student Learning Model, the human brain works quite hard to help us filter out and forget extraneous information. This probably made good sense in the hunt-or-be-hunted days, but in the information age, forgetting is not a recipe for success.
Fortunately, once teachers know the stages of memory—and what happens between them—they can use some clever workarounds to help students strengthen recall. Essentially, we need to trick our brains into forgetting to forget.
SEL is one of those acronyms familiar mainly to educators. But once the idea behind social emotional learning is explained, only the staunchest readin’, ’ritin’, ’rithmetic types could possibly be against it. Simply put, should schools help students to develop the personal characteristics and interpersonal skills that are associated with success in school and life?
Even if the answer is a resounding “yes,” that still leaves the question: Can they?
McREL CEO Bryan Goodwin explores the research attempting to answer these questions in the October edition of ASCD’s Educational Leadership magazine. Frustratingly, he finds, SEL programs—and researchers’ attempts to evaluate them—have been too inconsistent to allow for sweeping do’s and don’ts on SEL objectives and design.