Simply A Hard Task

Douglas W. Carnine, Jerry Silbert, Edward J. Kame'enui, Sara G. Tarver & Kathleen Jungjohann TEACHING STRUGGLING AND AT-RISK READERS—A Direct Instruction Approach

Teaching students how to read well and for meaning is simply a hard task. There is so much more to it than one would expect. It goes way beyond knowing your letter names and sounds, blending them together and poof—a word with meaning. 

For those of our students who have difficulty with learning how to read, this process is even more difficult. The multiple authors of Teaching Struggling and At-Risk Readers A Direct Instructional Approach have looked closely at what works and is needed to support these students to become successful readers.    

The authors begin with laying the foundation of who these students are and what literacy and language skills they are lacking to become proficient readers. With the abundance of literacy programs available claiming to remedy reading proficiency, this often becomes the reading teacher’s biggest challenge. Which program to use? 

The “essential features of effective reading programs” (p. 11) are clearly identified. More importantly, the authors distinguish the specific steps needed to adapt their current reading program with lessons that make instruction “explicit and systematic” (p.17) for the struggling reader. With dwindling funding a reality in schools across the country, using what works isn’t always an option. Making what you have work is more of the current alternative. 

Instructional presentation techniques that are consistent and clear for students are critical key components of direct instruction. These techniques require reading teachers to be purposeful in their signaling when they want all students to respond. The pace must be quick enough to be engaging, but slow enough for think time. The teacher must monitor student responses closely, routinely correct errors, and provide individual turns to ensure mastery. 

Each of these techniques is revisited through the five big ideas in reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. What it looks like and feels like in a kindergarten, first grade, and second grade classroom is discussed in the author’s final chapters. Creating a schoolwide reading program for students who are below grade level also includes developing a system for routine and on-going assessments, consistent time for small and whole group instruction, instructional focused groups, and selecting material to create the program needed for catch up growth. Not an easy task, but one that is clearly laid out in Teaching Struggling and At-Risk Readers.

“The majority of children who enter kindergarten and elementary school at-risk for reading failure can learn to read at average or above levels, but only if they are identified early and provided with systematic, explicit, and intensive instruction in phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension strategies . . . early identification of children at-risk for reading failure coupled with the provision of comprehensive early reading interventions can reduce the percentage of children reading below the basic level in the fourth grade (e.g., 38percent) to six percent or less” (G.R. Lyon, 2001). 

The Growing Gap

Robert D. Putnam OUR KIDS—The American Dream in Crisis 

                                                

Once in a while there is a book that comes along that just makes you think and reflect about the world you grew up in, the world you are living in, and the world where our children will lead us. We each navigate our own path in this world but the load we bring and take with us is incredibly different. Different is good, but not necessarily fair. 

The steps we take in life and the hills we climb are often dictated by where we started. Robert D. Putnam’s book Our Kids shares many contrasting stories of our children’s strides through life and the economic disparities that can occur if ones life’s resource is less than another’s. The children’s stories are more than the rich getting richer and the poor getting poorer. Putnam looks closer at the widening income inequality to the opportunity inequality our kids are experiencing

Putnam carefully explains this gradual decline of opportunities that has continued over time. As each of his stories unfolds about real kids in real families, privilege or not, and “at different times in different parts of America,” each case illustrates a strong correlation of income inequality to opportunity inequality. Putnam states, “As our cases illustrate, it took several decades for economic malaise to undermine family structures and community support; it took several decades for gaps in parenting and schooling to develop; and it will take decades more for the full impact of those divergent childhood influences to manifest themselves in adult lives.” 

Putnam addresses this dilemma with posing this complex but thought provoking question, “What is to be done?” What can be done for Our Kids who are experiencing unequal opportunity and economic growth? This widening opportunity gap poses a threat and even undermines their engagement in our democratic society. What can be done for Our Kids who are experiencing unequal opportunity and access to democracy? “Equality of opportunity is not a simple guide to public action” (p. 242). What can be done for Our Kids who are experiencing unequal opportunity and moral obligations?

Putnam explores these complex questions and advocates solutions will not come easily. He does offer a “menu of complementary approaches that have some collective promise of changing our current course” (p. 243). We all can start small.  We can look at what’s working with different policies, in different settings, with our current family structures, child development and care, parenting, schools, and our communities. Although before we begin we all need to change our mindset. “For America’s poor kids do belong to us and we to them. They are our kids.” (p. 261). 

Gayle Gregory & Martha Kaufeldt THE MOTIVATED BRAIN—Improving Student Attention, Engagement, Perseverance

                                                                       

Just recentlyAs educators we want our students to learn and grow and be the amazing people we know they are becoming. Although in order to support their learning, we also know we can’t do this for them. They have to want to learn and grow. In Gayle Gregory and Martha Kaufeldt’s book, The Motivated Brain, Improving Student Attention, Engagement, and Perseverance, they show us where to start.

“The more teachers understand about how brains learn naturally, the more brain friendly techniques will become the norm and the more frequently students will experience success” (p. 32). Neuroscientists published recent research and have identified seven basic emotional processing systems (Panksepp & Biven, 2012). They include “raw emotional feelings” and “our instinctual emotional behaviors” (p. 35). The system that gives each of us the drive to learn is defined by Panksepp as seek.   

This seeking emotional process system allows us to actively engage in the world around us by finding things that are important and what we should avoid. When our students have frequent opportunities to proactively engage in their own learning rather than simply completing a given assignment, more learning is occurring. In brain research terms, this feeling of “wanting” to learn is fed by the release of dopamine in our brains. “Dopamine provides us with a continued feeling of “wanting” as we seek, investigate, and research” (p. 38). 

This release of dopamine increases our drive or motivation to focus on doing those tasks that are engaging and meaningful. As educators, we need to be mindful of the evidence-based teaching and learning strategies research has shown to have positively impacted student learning. The authors Gregory and Kaufeldt reviewed several educational researchers including Marzano and Hattie and found, “these strategies were extremely ‘brain–friendly’ as they aligned with how the brain prefers to learn” (p. 67).  

To make learning more substantial for students in our rapidly changing world, the authors offer practical brain “seeking” strategies for teachers to use in their classrooms. These strategies include empowering students with opportunities to investigate, problem solve, make connections, and apply what they know. When implemented in a safe environment, where effort and grit are recognized as characteristics of a learner, these strategies can be powerful change agents as students are motivated to seek and discover and become owners of their own learning. 

Readers Take Charge

Gravity Goldberg MINDSETS & MOVES Strategies That Help Readers Take Charge Grades 1-8

It seems like forever ago I was an instructional literacy coach. Working with teachers and administrators to support effective instruction to meet the needs of all of our students was a whirlwind of activity. I had the opportunity to attend extensive professional development through the lens of Reading First. Whether you are in agreement or not of this initiative, it did start many meaningful conversations. Most importantly the equity question became an important topic of conversation. The dialogue to engage each of our learners on the road to becoming engaged readers continues with Gravity Goldberg’s book Mindset & Moves. 

I specifically used the word each learner versus every learner. Their meanings are similar but with clear differences. Each is referring to an individual, while every often refers to a group which you combine together as one. Goldberg is very passionate about empowering each of our students to “take charge” of their own learning. She clearly outlines how we can shift our classroom instruction towards reader’s ownership and it starts with instilling in each of our students the power of a growth mindset. 

Goldberg combines the work of John Hattie and Carol Dweck early on in her book. “Hattie’s research of what actually impacts student achievement supports the need for reader ownership. This is not just about making students feel good; this is also a way to ensure real, visible learning is going on. In order for real learning to occur readers benefit from ownership that allows them to take risk, struggle, and continue to develop grit within a classroom that supports students without robbing them of opportunities to struggle” (p.26). Students are also taught about how to reflect on their own reading process, set goals, monitor their learning, accept and ask for feedback, and collaborate.

To get started Goldberg coaches the reader through a series of instructional shifts for the classroom teacher. It begins with a bit of curiosity and changing your lens from that of a deficit mindset to one of an admirer. Noticing what exactly our students are doing, rather than what they have not yet mastered. Become a “Miner” and get to know your students reading practices. Knowing what they are doing you can act as a “Mirror” to provide specific feedback to celebrate what they are already doing and guiding them to the next step. When a greater understanding is needed for your students you become their “Model” to show how and what strategies authentic readers use to construct meaning with text. Finally as a “Mentor” you act as a guide to support students using new strategies on their own and transferring these with other types of text.

Your classroom-learning environment is key to “creating space for ownership” (p. 59). The photo tour of reading classroom examples Goldberg uses in chapter four is the books version of Pinterest. Not only does this display authentic student ownership examples, but also it is what a literacy coach would do to get a teacher excited about teaching reading. Modeling by example and generating meaningful conversations with fresh new perspectives on “building students’ agency and independence” (bc).   

Goldberg’s Mindset & Moves offers classroom teachers and literacy coaches a fresh perspective on teaching reading. The goal is not just to teach our students to be good readers, but how each of them can become owners of their own learning. 

Restorative Justice Practices

Dominique Smith, Douglas Fisher, & Nancy Frey BETTER THAN CARROTS OR STICKS — Restorative Practices for Positive Classroom Management 

This is technically my fifth year as a building principal. I feel grateful every day for the experiences that continue to teach me the effective practices of a learning leader. By far the most important understandings I am beginning to develop and implement are the restorative practices needed for students to truly be stewards of their own behavior. 

Dominque Smith, Douglas Fisher, and Nancy Frey have outlined a clear positive approach to creating a respectful learning environment in their book Better Than Carrots and Sticks, Restorative Practices for Positive Classroom Management. They outline two critical components of an effective learning environment, interpersonal skills to maintain healthy relationships, and high quality instruction for each student (p. 2). 

Focusing how the student has violated school rules and is now answerable for punishment has often been the traditional approach to discipline. A restorative approach focuses on the people and relationships that have been violated. Students are accountable for their actions in a more reflective way. Trained staff now approaches the offender with strategic questioning strategies to support their understanding the effects their actions had on others and how they can begin to repair any harm that has been done to their victims. Opportunities are given to the offenders to express their remorse and begin to make amends. "We believe that students should have a chance to learn from their mistakes and to restore any damaged relationships with others" (p. 3).

The big ah-ha for me was learning how does this Restorative Justice approach (RJ) work with our already successful School-Wide Positive Behavior Interventions and Supports (SWPBIS) system. What I learned is RJ practices and SWPBIS protocols are not "mutually exclusive initiatives" but complimentary.  Our PBIS team collects data and analyzes student behaviors to identify the stuck points that trigger problematic actions.  This data provides discussion topics for the whole class to problem solve in weekly community justice circles. Students and their teachers examine these problematic behaviors. Together they problem solve on how they can build a classroom culture of care and accountability where they can keep things right without harming others. 

The RJ approach supports the SWPBIS practices through ownership. Students are brought into the conversation and given a voice in the problem solving process. "Restorative practices represent a positive step forward in helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness" (p. 19). We have merged the SWPBIS and RJ and established SWPRD School Wide Positive Restorative Discipline practices to work towards a positive learning outcome for each of our students. 

Bottom line—we are working WITH our students to create and build a positive school climate by problem solving together behavioral issues that bring and cause harm to others. Each staff member carries with them a list of questions we ask students as conflicts occur. The purpose of these questions is to support student ownerships of the choices they make that can negatively impact others. Not to problem solve FOR them, but WITH them.  

It is without a doubt the most impactful practice for me to date on how to create a positive learning environment WITH our students. They become responsible for the actions that have hurt or harmed others.  “Rather than focus on punishment and isolation from the community, restorative justices focuses on meaningful accountability, which includes actively engaging in understanding what harms have been done, how to repair those harms, and identifying supports needed to make things right” (Sprague, J., 2012). 

Self-Directed Learners

Douglas Fisher & Nancy Frey BETTER LEARNING Through Structured Teaching --  A Framework for the Gradual Release of Responsibility

                                              

I was reluctant to re-read Douglas Fisher and Nancy Frey’s updated version of Better Learning Through Structured Teaching. I was already a huge advocate of the Framework for the Gradual Release of Responsibility; “I do it. We do it. You do it together. You do it alone.” Improving on this framework seemed highly unlikely in my opinion, but I caught myself demonstrating a fixed mindset with this rationale and plunged on. 

Until recently, I have always envisioned Fisher and Frey as such a stoic pair. They are focused, bring a sense of urgency, and are relentless about teaching and learning. Little did I know they have a tremendous sense of humor!  Just pages into the book, Nancy narrates an event that many of us who are newer to technology might recognize in ourselves.

In short, while out of town speaking at an important event, Doug loses his flip style cell phone. The two of them take a cab to the nearest Sprint store, where the savvy sales tech weaves his magic and talks Doug into the buying the latest Smart phone. The clerk assures him a busy person like himself will not only need the ability to make and take calls, but email, text, search the web, take photos, etc.

Although on the way back to the hotel, the phone rings and Nancy nor Doug knows how to answer their new Smart phone. No matter what button they select, Doug’s phone calls goes unanswered and his frustration mounts. “I think it’s broken.” Back in the cab they both go to the Sprint store, where the young sales tech proceeds to show them once more how to operate the device. 

Here is where the Framework for the Gradual Release of Responsibility ‘clicks’ for both Douglas and Nancy. “When learners experience difficulty and confusion, they need guided instruction, not more modeling.” Doug then turned to the sales tech and said, “I really don’t need another model, I need some guided instruction. Can I hold the phone while you talk me through the operation?” (p. 16). 

That is the whole point. Gradually releasing the responsibility for learning from the teacher to the student. We need to pass the baton from the teacher to the students so they can become self-directed owners of their own learning sooner rather than later. The updated version of Better Learning Through Structured Teaching emphasizes the need to prepare students all the way through the four essential and interrelated instructional phrases to be owners of their own learning. 

Fisher and Frey assure the reader this structured teaching process is not only engaging for our students, it expands their capacity for learning. Nancy couldn’t agree more. She also purchased a Smart phone that day. Together they learned to navigate the ‘newness’ of this technology and collaboratively mastered the device and practiced texting and calling each other.  I do it. You do it. We do it together. You do it alone.

"Constructing the Highway in Segments"

Larry Ainsworth COMMON FORMATIVE ASSESSMENTS 2.0 —How Teacher 

Teams Intentionally Align Standards, Instruction, and Assessment

                                                                       

Just recently, I was the on the other end of the classroom learning environment. As a student, I was expected to come prepared, listen, take notes, and assimilate the content. The subject was important and vital to the next steps in my learning trajectory. As I am nearing my end goal in education, I wanted this experience to be meaningful. It was not.

Week after week, the lectures continued with power point after power point. It was, and still is, a blur. What they wanted me to know and be able to do is still unknown to me. I thrive on being engaged in the learning process. I will read closely, talk to colleagues, and process through note taking, and reflect what I do, and can do better. I will forever be a leader who learns. 

Throughout the class, I continued to be frustrated, mad, and frankly didn’t do my best work week after week. As a near straight A student, to receive a B for my coursework was embarrassing. I know better, and take full responsibility. What I do matters, as John Hattie would say, and I didn’t do much of anything during these weeks of instruction. I also wondered how many students in our classrooms were having the same experiences.

I just recently completed Common Formative Assessments 2.0 by Larry Ainsworth. It reminded me of what a unit of instruction could look like and, even more important, feel like. When educators collaboratively implement the recommended design steps to “intentionally align standards, instruction, and assessment” one of the by-products is students demonstrating ownership of their own learning. It is no longer mystery learning to them, but meaningful experiences to support students reaching their outcome goals.

Another important outcome of this process is the teacher’s experience. No longer is their planning and preparation a solitary task but an on-going collaborative conversation they have with like colleagues. Together teachers become the scholars as they refine their student focused learning practices. This experience allows them to collectively “make more accurate inferences about student understanding so they can adjust instruction to improve student learning” (back cover). 

My next class starts in a few weeks. As a student, I WILL put forth better effort to be a better learner. As a building leader, I will also be mindful of creating a positive school culture where a deep understanding of this process is continually revisited. Our outcome goal will be to provide an equitable learning environment where ALL of our students have the opportunity to be engaged in their own learning. 

Learn more about Ainsworth Common Formative Assessment 2.0 at:     http://www.corwin.com/pd/common-formative-assessment-2.0.html