LexiaTalks

Students from around the ages of 11 to 16 are learning how to think critically and analyze information with greater depth, and teachers must determine how to effectively assess middle and high school students' learning in a way that acknowledges both their developmental strengths and challenges.

To view the original blog, visit: How to Make Assessments Meaningful for Middle and High School Students

English Learners are often thought of as a homogenous group, but in reality, they are extremely diverse. Although you likely know these common facts about ELs, you may not be as familiar with the underlying complexities of this often misunderstood population. 

Here are five things you may not know about English Learners:

To view the original blog, visit: 5 Things You May Not Know About English Learners

A teacher shortage is affecting school districts across the United States, with the Economic Policy Institute calling the situation “real, large and growing, and worse than we thought.” As EPI researchers explained, “A shortage of teachers harms students, teachers, and the public education system as a whole,” with higher turnover rates contributing to the destabilization of schools and the deprofessionalization of teaching. High-poverty, high-need schools have been hit the hardest, with these more vulnerable communities struggling to find and retain experienced, highly qualified teachers.

To view the original blog, visit: Supporting New Teachers: What Do They Really Need?

Site-based instructional coaching is becoming a more frequent (and sometimes mandated) form of support and leadership. But is it effective? A 2019 article published by the online education news site Education Dive came up with some insightful answers to this question.

To view the original blog, visit: Instructional Coaching: The Professional Development Approach Leading to Better Outcomes

How do students learn to read? Although this deceptively simple question has inspired decades of research and yielded an array of science-backed instructional methods, many students are still not making the progress educators would like to see, with the most recent Nation’s Report Card indicating that fourth- and eighth-graders' average reading scores have decreased over the past two years. So, why is student reading proficiency so low when there is a wealth of research devoted to reading instruction?

To view the original blog, visit: Putting the Science of Reading to Work

“Little people have all the feelings that adults have—[just] with way less world experience,” according to Mayra Cruz, principal of a public middle school in Washington, D.C.

Cruz’s words are a succinct answer to a question posed in a recent article from The Atlantic: Why is middle school so hard for so many people?. Ask just about anyone to reflect on their middle-school years and you’ll likely be met with a resounding groan, a few shared memories laced with regret and self-deprecation (“I can’t believe I dressed like that”, “I was so awkward at that stage!”), and general disdain for the middle-school environment and its unwritten social rules. 

To view the original blog, visit: Stuck in the Middle: Navigating the Middle School Experience

Staying motivated to read can be a challenge for many students, especially those who are reading below grade level. Some students are motivated to keep working for external, competitive reasons—they want to earn a good grade, win a contest, etc.

On the other hand, collaborative activities encourage students to learn from each other with less pressure to perform, which is a more appealing option for other students. So, which motivational strategy should educators use: competition or collaboration?

To view the original blog, visit: How to Motivate Students Using Competitive and Collaborative Activities

Homework seems like a fact of life for most people—something that students and teachers alike accept as an essential part of teaching and learning. But is homework necessarily a good thing? While some parents and teachers insist that it is an important way to reinforce what goes on during the school day, persistent questions are being raised about how much homework students should get (and whether they need it at all).

To view the original blog, visit: Homework: Good, Bad…Necessary?

Concerned literacy educators work tirelessly to close achievement gaps caused by socioeconomic status, race, disability, and English-language proficiency. However, there’s one more education gap that needs to be addressed: gender. Educators have noted that girls consistently outperform boys in reading skills, and research bears this out. Studies reveal that the literacy gap between male and female students is both longstanding and worldwide.  

To view the original blog, visit: Closing the Literacy Gender Gap: Top Tips for Motivating Boys to Read

Project-based learning is a popular teaching practice built around student-driven projects, done either independently or collaboratively, that are often shared with one or more groups of students. This way, students are encouraged to learn by doing, which may lead to more interest, excitement, and energy in the classroom.

The question is, can this practice apply to ELL students, too?