EdPod

Formative assessment has proven to be a powerful strategy that teachers can employ to increase student performance. In a large scale, 2011 study, Phelan and colleagues, developed a framework and professional development program for nearly a hundred teachers and four thousand students who participated in brief formative assessments as an augmentation to a school’s  6th … Continue reading "Episode 10. Can you check me now? Formative assessment in math."

If students are expected to reach full proficiency in English within 5-7 years, what should we do about those who don’t? In a 2010 landmark report, Laurie Olsen wrote about the “Reparable Harm” of Long Term English Learners (LTELs) in California. Because of state and federal language policy, this widespread issue affects most U.S. schools … Continue reading "Episode 9. Long Term English Learners. Separating Myth from Reality."

There has been a growing concern for the reading achievement of English Learners (ELs). Many schools and districts invest thousands – if not millions – of dollars in interventions to ensure that students gain reading skills and catch up to their peers. We discuss Snyder, Witmer, & Schmitt’s (2017) reviews on effect sizes of various … Continue reading "Episode 8. Attention! English Learner Intervention."

Usually we teach academic language by focusing on vocabulary. So what is “academic language” besides the “language of the classroom?” In validating a test to measure academic language, Uccelli, Galloway, Barr, Meneses, & Dobbs (2015) propose a more precise definition that includes morphologically complex words, understanding dense syntactic structures, resolution of pronoun reference (anaphors), and … Continue reading "Episode 7: Academic Language. It’s not just vocabulary."

In 2001, the Elementary and Secondary Education Act (ESEA) was reauthorized as No Child Left Behind (NCLB) under the premise of greater accountability and school choice. It was passed with bipartisan support, but over the course of the subsequent 12 years became increasingly criticized from all sides of the political spectrum. Looking ahead to the … Continue reading "Episode 6: English Learner Accountability post-NCLB"

Educational Data Mining (EDM) and Learning Analytics (LA) are emerging fields that apply big data to education. What are they? Can a K12 teacher be helped by these coming changes? Educational Data Mining and Learning Analytics by Ryan Baker and George Siemens is an excellent introduction to the field. We also draw from an article … Continue reading "Episode 5: Big Data and Education"

Students must learn math concepts and vocabulary simultaneously. Computational knowledge and fluency flow from being able to speak the language of math. We discuss ways that students can interact with the language, learn vocabulary, and our own classroom struggles trying to teach students to be more mathematically literate. We read and discuss the  2015 article … Continue reading "Episode 4: Understanding Math Vocabulary"

We discuss disciplinary literacy in science. Teachers can activate and develop students’ science literacy through the use of trade books. We mention a variety of strategies, including book groups and genre studies. Full reference: Fang, Z. (2013). Disciplinary Literacy in Science. Journal of Adolescent & Adult Literacy, 57(4), 274–278. https://doi.org/10/gcw8qc

We discuss historical thinking. Skills students use in history include sourcing, contextualizing, corroborating and close reading. History isn’t just memorization of facts, but developing critical thinking skills specific to the discipline. More info: Read more about historical thinking at the Stanford History Education Group. We referenced Elise Fillpot’s article (2012). Historical Thinking in the Third … Continue reading "Episode 2: Historical Thinking"

Our first episode! We discuss Teaching Disciplinary Literacy to Adolescents. Reference: Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content- area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/HAER.78.1.V62444321P602101)