A few of my notes from part one of a two part series with Faye Brownlie.
The results of over 400 case studies looking supporting struggling young readers (primary aged) found that the following four things made the biggest impact:
- Focusing on meaning & purpose rather than teaching isolated reading skills. Doing “reading makes sense” activities where the focus is on making sense of text.
- Having choice in what they read and how they share their understanding.
- Time for one-on-one coaching with a peer or adult. Time to read and talk about what you are reading with someone daily.
- Having someone develop a strong relationship with the student.
Three Frameworks — mental models for teachers
Universal Design for Learning (UDL)
Multiple means:
- to tap into background knowledge, to activate/access prior knowledge, to increase engagement and motivation
- to acquire the information and knowledge to process new ideas and information
- to express what they know
Focus on ACCESSIBILITY rather that adaptation.
Focus on THE GOAL rather than activity.
Backward Design (from Understanding by Design)
Gradual Release
For Primary example of using Gradual Release see slides 41-59 here (warning 60mb).
BTW: Gradual Release works for supporting K-12.
Some Key Phrases
- “Tell me a bit more…”
- “Tell me what did you notice…”
- “What do you know so far…”
- “Does this make sense…”
- “A coach doesn’t do it for you but is someone who makes you smarter.”
Then I mentally checked out during the last 15 minutes when the focus was on Inquiry Circles.
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