• How Teacher Talk Affects Student Vocabulary Growth

    Posted By Louisa Moats, Ed.D. | Jan 06, 2016

    Rather than focusing on text reading this month, let’s turn our attention to one of the critical components of language necessary for comprehension: vocabulary. Educators often point to the importance of expanding students’ vocabularies, but how is verbal learning acquired? A new line of research has confirmed, not surprisingly, that the way the teacher talks and how the teacher uses language directly affect student vocabulary growth.

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  • Happy Holidays from Voyager Sopris Learning

    Posted By EdView360 | Dec 23, 2015

    Thank you for being part of the EdView360 community this year. We hope that our blog has helped and inspired you in some small way as you continue to enrich the lives of our youth. Enjoy a well-deserved break, and we'll see you back on the blog in 2016!

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  • Top 10 Tips for Traveling with Students

    Posted By AshaLee Ortiz | Dec 16, 2015

    In the digital age, we have the world at our fingertips. However, nothing truly compares to experiencing something firsthand. If experience is the best teacher, then there is a strong rationale for field trips. With the holiday season upon us, groups from schools across the nation will be performing in parades or at Bowl games. Spring break is just around the corner, and is a prime time to travel with students. Despite this knowledge, I have been hesitant to provide my students with the same types of rewarding experiences I had on field trips in my youth. Sure, I would take my classes to district festivals, and last year even planned a rewards trip with a partner teacher to the local amusement park, but the idea of planning a larger experience for my students seemed daunting. Where would I begin?

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  • MISSION: LITERACY ... Empowering and Engaging Students As Agents

    Posted By Antavia Hamilton-Ochs | Dec 09, 2015

    Year after year, I struggled with students who claimed to hate reading. They didn’t like to read. They told me so, over and over again. I have a stock response: “You know, every time you say that an English teacher cries.” Handing out reading assignment packets or calling for volunteers to read aloud was consistently met with gut-wrenching groans. I am an unusually peppy person, but I was deflating. Must I hear this every time? We hadn’t even started the reading yet. I had to end this cycle of abuse on innocent texts. They weren’t to blame. The curriculum, teachers’ interests, accessibility, and availability were all factors in killing reading for our students. Alas, poor little packets of photocopied words take the bulk of the wrath for students being told over and over again “Reading is FUN!” as they gaze down, bracing themselves for one more double-sided, black-and-white chore.

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  • Staying Grounded in Reading Realities

    Posted By Louisa Moats, Ed.D. | Dec 02, 2015

    A Better Approach for Struggling Readers At the end of October, I attended and spoke at the annual International Dyslexia Association (IDA) meeting in Dallas. IDA remains the best interdisciplinary conference for all professionals, advocates, and families concerned with reading, writing, and language difficulties. IDA meetings, over the past three decades, are where I’ve obtained my real education.

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  • Educators Everywhere: Thanks for Giving Your All

    Posted By EdView360 | Nov 25, 2015

    As an educator, you may never know exactly what impact your influence will have on their lives, but know that you have made a difference.

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  • What Do Struggling Learners Need in Math Instruction?

    Posted By John Woodward, Ph.D. | Nov 18, 2015

    It takes time for research to be translated into practice, particularly when it comes to textbooks. For example, it was nearly 20 years ago when U.S. math educators examined the textbooks and instructional practices of highly successful countries around the world, only to determine what we already knew. American math textbooks were “a mile wide and an inch deep.” In contrast, international curricula typically contained fewer topics that were addressed in greater depth.1 The traditional structure of math textbooks as you move across the grade levels has been unfortunately predictable. James Flanders’ analysis of elementary and middle school texts in the late 1980s characterized the typical text as bloated with all kinds of review and extra content.2 Almost 30 years later, we still have the same problem in many of our math textbooks.3 This problem remains in spite of the fact that efforts like the National Council of Teachers of Mathematics (NCTM) standards to infuse more conceptual understanding and problem solving in textbooks occurred in the intervening years.

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  • From Reluctant to Reader: One Student's Transformation

    Posted By Helen Long, M.S.Ed. | Nov 11, 2015

    It’s a catch-22. Because reading is difficult for them, older struggling readers don’t like to read, and therefore they don’t read. As a result and over time, vocabulary, sentence structure, comprehension, and academic language become less familiar, and these students begin to fall further and further behind. In Carver, Massachusetts, 11th grader Noah Pina explained to a group of educators, including myself, how an intervention program changed his life. Noah started the curriculum last year reading at approximately a fifth grade level and is now reading at a 10th grade level!

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  • 3 E's of Classroom Management: Engage, Empower, Encourage

    Posted By Michelle George | Nov 04, 2015

    As we quickly approach the holidays, if you’re still going strong with your classroom management, well done! The first part of the semester was critical to classroom management success, and now the goal is to maintain that momentum throughout the year. The student teacher I mentored last year has her own classroom now, and she worked hard to start the year off right. We talked recently about how to keep her classes running smoothly. I’ve been blessed with so many great mentors and some great professional development over the years, so I’m borrowing from that wealth of experience to identify three central practices that I’m confident will see her through. I call them my smooth-sailing standards.

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  • What Can We Do about Aggression and Bullying in Our Schools?

    Posted By Jeffrey Sprague, Ph.D. | Oct 28, 2015

    No matter our experiences or background growing up, most of us can remember at least one or two occasions during childhood where we were picked on, made fun of in front of peers, humiliated in some way, threatened, intimidated, or perhaps even beaten up. I was a tall boy (and “smart”) in my school and clearly recall the students who did these things to me, as well as details and circumstances surrounding these terrible incidents. Mostly I was picked on by older (and larger) students, and I recall particularly one of my classmates who seemed bent on making me suffer daily. Adults in the school didn’t seem to notice or care—at least it certainly felt that way. No adult ever talked to us about bullying, how to report it, or what to do about it. Maybe they just thought it was “normal.”

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