ReportWire

Tag: instruction

  • DEI in education: Pros and cons

    eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

    Key points:

    Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

    One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

    DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

    In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

    Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

    Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

    Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

    The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

    Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

    In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

    Latest posts by eSchool Media Contributors (see all)

    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

    Source link

  • How teachers and administrators can overcome resistance to NGSS

    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

    Latest posts by eSchool Media Contributors (see all)

    Nancy Nasr, Ed.D., Santa Paula Unified School District

    Source link

  • The advantages of supplementing curriculum

    Key points:

    Classroom teachers are handed a curriculum they must use when teaching. That specific curriculum is designed to bring uniformity, equity, and accountability into classrooms. It is meant to ensure that every child has access to instruction that is aligned with state standards. The specific curriculum provides a roadmap for instruction, but anyone who has spent time in a classroom knows that no single curriculum can fully meet the needs of every student.

    In other words, even the most carefully designed curriculum cannot anticipate the individual needs of every learner or the nuances of every classroom. This is why supplementing curriculum is a vital action that skilled educators engage in. Supplementing curriculum does not mean that teachers are not teaching the required curriculum. In fact, it means they are doing even more to ensure student success.

    Students arrive with different strengths, challenges, and interests. Supplementing curriculum allows teachers to bridge inevitable gaps within their students.  For example, a math unit may assume fluency with multiplying and dividing fractions, but some students may not recall that skill, while others are ready to compute with mixed numbers. With supplementary resources, a teacher can provide both targeted remediation and enrichment opportunities. Without supplementing the curriculum, one group may fall behind or the other may become disengaged.

    Supplementing curriculum can help make learning relevant. Many curricula are written to be broad and standardized. Students are more likely to connect with lessons when they see themselves reflected in the content, so switching a novel based on the population of students can assist in mastering the standard at hand.   

    Inclusion is another critical reason to supplement. No classroom is made up of one single type of learner. Students with disabilities may need graphic organizers or audio versions of texts. English learners may benefit from bilingual presentations of material or visual aids. A curriculum may hit all the standards of a grade, but cannot anticipate the varying needs of students. When a teacher intentionally supplements the curriculum, every child has a pathway to success.

    Lastly, supplementing empowers teachers. Teaching is not about delivering a script; it is a profession built on expertise and creativity. When teachers supplement the prescribed curriculum, they demonstrate professional judgment and enhance the mandated framework. This leads to a classroom where learning is accessible, engaging, and responsive.

    A provided curriculum is the structure of a car, but supplementary resources are the wheels that let the students move. When done intentionally, supplementing curriculum enables every student to be reached. In the end, the most successful classrooms are not those that follow a book, but those where teachers skillfully use supplementary curriculum to benefit all learners. Supplementing curriculum does not mean that a teacher is not using the curriculum–it simply means they are doing more to benefit their students even more.

    Latest posts by eSchool Media Contributors (see all)

    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

    Source link

  • Los Angeles Unified School District Chooses ClassVR from Avantis Education to Bring Immersive Virtual Reality Learning to Students

    Los Angeles Unified School District Chooses ClassVR from Avantis Education to Bring Immersive Virtual Reality Learning to Students

    Chicago — Los Angeles Unified School District (Los Angeles Unified) has chosen ClassVR from Avantis Education, a global leader in educational virtual and augmented reality (VR/AR) technology, to introduce groundbreaking immersive learning experiences to students. With more than 16,000 ClassVR headsets deployed, this collaboration supports Los Angeles Unified’s Instructional Technology Initiative and is designed to provide the district’s students with access to cutting-edge VR and AR tools to enhance student engagement and enrich academic instruction.

    ClassVR, designed exclusively for K-12 classrooms, provides an all-in-one immersive learning solution which includes all the hardware, software, training and support required to successfully deploy VR/AR. Through the collaboration, Los Angeles Unified educators can access ClassVR’s vast Eduverse library — housing hundreds of thousands of virtual reality and augmented reality resources — allowing teachers to create captivating, interactive lessons that engage students on a deeper level.

    Empowering Schools with Immersive Technology

    Avantis Education has been a trusted partner of Los Angeles Unified for two years, providing virtual reality experiences that spark curiosity and inspire learning across the district. Initially adopted by a few schools, ClassVR’s success has led to its rapid expansion. Many Los Angeles Unified schools now utilize their own ClassVR headsets for both in-class instruction and extracurricular enrichment programs, fostering a dynamic learning environment where students can explore everything from history and science to career and technical education, all through the immersive lens of virtual reality.

    This latest collaboration will focus on enrichment programs before and after school, with significant potential for broader applications across a wide array of academic disciplines. The collaboration positions Los Angeles Unified as a leader in using immersive learning technologies to offer students, impactful educational experiences that enhance academic outcomes.

    “Los Angeles Unified has demonstrated its commitment to being a pioneer in educational technology by placing students at the forefront of innovative learning tools,” said Huw Williams, CEO of Avantis Education. “Through our collaboration, we’re proud to help the district expand its use of VR technology in a thoughtful, strategic way, supporting the district’s vision of making learning more engaging and future-focused.”

    About Avantis Education

    Avantis Education, the creators of ClassVR, provides simple classroom technology used by more than 2 million students in 200,000 classrooms in over 90 countries.

    The world’s first virtual reality technology designed just for education provides everything a school needs to seamlessly implement VR technology in any classroom, all at an affordable price. To learn more visit http://www.avantiseducation.com/ and www.classvr.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

    HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

    BOSTON/PRNewswire/ —  Adaptive learning company  HMH today announced HMH Classcraft’s ™ AI Summarization tool, which allows teachers to quickly understand student comprehension and adapt instruction in the moment. This innovative tool, powered by generative AI, analyzes open text responses from students working in small groups or individually and provides educators with a quick and insightful summary of how the class is doing, followed by helpful feedback recommendations.

    This new functionality makes it easier for educators to  use proven instructional strategies like “turn and talk,” a common teaching method where peers discuss relevant classroom content with one another. Classcraft allows students to submit written comments during turn and talk conversations, which are then intelligently summarized by the GenAI and shared with the educator.

    Although teachers are adept at reading the faces and body language of their students, it can be difficult to gauge understanding in real-time when 15 pairs of students are having conversations simultaneously. With Classcraft‘s summarization functionality, teachers have a window into peer-to-peer discussions that would otherwise not be possible.

    For instance, as students discuss natural wonders of the world and submit their observations, the tool might summarize comments into a few succinct bullets:

    • “Students displayed creativity and personal engagement with the topic, showing varied interest in Earth’s natural wonders through imaginative comparisons and personal anecdotes”
    • “They understood the uniqueness and excitement of natural wonders, appreciating their physical characteristics and the rare phenomena they represent”
    • “Some students struggled to grasp the broader significance of why these places are considered wonders, focusing instead on personal or less scientifically relevant aspects, like comparing wonders to their backyards or questioning the global rarity of phenomena”

    These helpful summaries enable educators to quickly identify key themes and concepts from student conversations, improving their ability to provide personalized, effective support in real time and increasing student engagement during whole class instruction.

    “At HMH, we are listening to educators, and we know where the pain points lie with whole-class instruction. We are committed to offering tools that address the most pressing challenges for educators,” said Shawn Young, SVP of Product Management and Strategy at HMH. “We know saving them time and helping them engage students is key. Classcraft’s new GenAI-powered summarization tool does both.”

    The development of the AI Summarization tool combines best-in-class AI models, pedagogical expertise, and feedback from teachers to improve the day-to-day teaching and learning experience.

    Classcraft facilitates immersive and dynamic learning experiences that help educators deliver engaging, standards-aligned, high-impact and responsive instruction in real time. Districts and schools across the US have been using Classcraft, and now the AI Summarization tool, and have reported initial successes and great potential. Classcraft will be releasing exciting new features and functionality throughout the school year. Learn more about Classcraft  here.

    About HMH
    HMH is an adaptive learning company that helps educators create growth for every student. Our integrated curriculum, assessment and professional learning solutions use data to paint a full picture of every learner and recommend how to best support their needs. By partnering with educators, we create lasting momentum so that all students can reach their full potential. HMH serves more than 50 million students and 4 million educators in 150 countries. For more information, visit  www.hmhco.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

    Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

    AUSTIN, Texas–( BUSINESS WIRE)–Proximity Learning Inc., the pioneering provider of synchronous virtual instruction for K-12 education, announced today its partnership with LinkIt!, a market leader providing data warehousing, analytics, assessment and multi-tiered system of support (MTSS) solutions for K-12 schools.

    Proximity Learning teachers can now access LinkIt!’s assessment creation and analysis tools to personalize their virtual learning programs, which have proven to increase grades across core subjects by up to 56 percent in some districts.

    “Our teachers have provided standard-setting instruction to over 500,000 students,” said Evan Erdberg, president and founder of Proximity Learning. “Our goal is to equip teachers with the training and resources they need to not only provide a stellar virtual learning experience but to deeply connect with their students to understand their individual and group learning needs. Tools like LinkIt! allow us to measure the effectiveness of our educational program by monitoring and nurturing student progress.”

    Designed by K-12 educators, technologists and data experts, the LinkIt! platform offers assessment management, data analytics and intervention support to drive student performance. With the addition of LinkIt!, Proximity Learning teachers can better measure pre- and post-test performance to meet every student’s academic needs.

    “We founded LinkIt! to close the gap between curriculum assessment and mastery for standardized testing. Since then, we’ve evolved our tool to support hundreds of districts and partners throughout the U.S. with capturing student data and improving educational outcomes,” said Joshua Powe, co-founder and executive chairman of LinkIt!. “Assessment data is a powerful tool for educators, administrators, parents and the students themselves. Tracking and analyzing progress is critical to surrounding students with a holistic learning environment focused on their success.”

    To learn more about LinkIt!’s data collection and analysis platform, visit www.linkit.com. To find out more about how Proximity Learning is empowering school districts and improving the learning experience, visit www.proxlearn.com.

    About Proximity Learning Inc.

    Established in 2009, Proximity Learning Inc., an Education Solutions Services company, has pioneered using web conferencing technology to stream certified teachers into a classroom when a teacher could not be found locally. Students are able to see, learn and interact with a teacher “live” each day from within their school classrooms. This PLI model directly addresses the acute and growing teacher shortage crisis plaguing school districts across the U.S. To learn more, visit www.proxlearn.com.

    About LinkIt!

    LinkIt! is a market leader providing data warehousing, analytics, assessment and MTSS solutions for K-12 schools. We help school districts streamline collecting, managing and analyzing student performance data to improve academic achievement, save time and increase overall productivity. Specifically, the company’s data warehouse and assessment platform enable schools to store and analyze third-party and locally created data for all grade levels and subject areas. LinkIt! also provides custom analytical services to help schools better understand their data for more effective decision-making and action planning. Lastly, our MTSS solution helps schools optimize workflows to create individualized student learning plans. At LinkIt, we come to work every day knowing that our work directly impacts students, teachers and their ability to succeed. While we differentiate our products by being comprehensive, easy to use and innovative, our unique value proposition is our relentless focus on customer service and support.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Literacy First Expands its Early Childhood Literacy Program to Chattanooga, TN After Successful Pilot Program

    Literacy First Expands its Early Childhood Literacy Program to Chattanooga, TN After Successful Pilot Program

    Austin, TX —  Literacy First, a program from The University of Texas at Austin’s Charles A. Dana Center dedicated to improving literacy outcomes for young learners, is excited to announce its expansion beyond Central Texas. In partnership with Chattanooga 2.0, Literacy First piloted its evidence-based tutoring program in Chattanooga, TN, during the 2023–2024 school year. 

    The Literacy First tutoring model supports children at Title I schools in grades K-2, providing personalized literacy instruction to address individual needs. Through high-impact, one-to-one tutoring during the school day, they close gaps in literacy skills and set students on a path to excel in school and life as they learn to read.

    Literacy First successfully piloted its program with first and second grade students at East Side Elementary. This marks the first time Literacy First has replicated its tutoring program outside of Central Texas. The positive impact on student literacy outcomes was evident, with over half of students in the pilot program reaching or nearing grade-level reading standards by the end of the school year, motivating the district to expand the services offered. 

    For the 2024–2025 school year, Literacy First, in partnership with both Chattanooga 2.0 and Hamilton County Schools, will extend the program to include 11 additional elementary school campuses and two District Lead Coaches. This expansion is part of Literacy First’s gradual release Capacity Building Model, where their expert staff trains and supports district staff and paraprofessional tutors over several years. The goal of this model is for the partner schools and organizations to implement the program independently with reduced support from Literacy First over time. 

    “We are thrilled to bring our proven tutoring model to Chattanooga and collaborate with partners dedicated to creating opportunities for all children to build a strong educational foundation in reading,” Literacy First Director, Dr. Claire Hagen Alvarado stated.

    Chattanooga 2.0 Director of Literacy and Student Strategy, Brandon Hubbard-Heitz added, “Literacy First’s tutoring model is a key strategy in Chattanooga 2.0’s effort to build a robust and aligned system of literacy supports for children beginning from birth at home, in school, and across the community. We were excited to launch the model in Hamilton County Schools and are even more excited to see the model’s expanded impact on K-2 students across the county.”

    Reading is essential to success in every academic discipline, which is why it was important to us to see Literacy First scale up as a tool to support students who need a little extra help,” says Dr. Justin Robertson, Superintendent of Hamilton County Schools. “I am excited about the partnership with multiple community partners to provide tutoring that will make a real impact in both the short and long term.”

    For more information about Literacy First and their mission, visit  www.literacyfirst.org.

    About Literacy First

    Literacy First teaches young children how to read, equipping them to excel in life and realize their dreams. Since 1994, Literacy First has partnered with public, Title I schools and community organizations to provide intensive and effective literacy tutoring in English and Spanish to K-2 students. Literacy First is an outreach program of the Charles A. Dana Center at The University of Texas at Austin. Learn more at  www.literacyfirst.org. 

    About Chattanooga 2.0

    Chattanooga 2.0 was established in 2016 and is a small nonprofit that works to change systems in order to impact generational changes in Chattanooga and Hamilton County, TN. The ultimate goal is to improve economic opportunity and quality of life — and Chattanooga 2.0 believes education attainment is the first step. From early childhood education to the attainment of a thriving wage career, the small team leads initiatives to remove systemic barriers and provide intentional supports to children, students, and their families. Chattanooga 2.0 convenes and leads community groups such as Early Matters, Great Teachers Great Leaders, the Out of School Time Alliance, and the Chattanooga-Hamilton County Children’s Cabinet. For more information visit  www.chatt2.org.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Understanding cognitive development in students via Piaget’s Theory

    Understanding cognitive development in students via Piaget’s Theory

    Key points:

    In the ever-evolving landscape of education, it is important to understand how students think and learn so as to be able to teach effectively. Jean Piaget, a Swiss psychologist, profoundly impacted educational theory with his comprehensive theory of cognitive development. His work was developed in the mid-20th century, but it remains highly relevant and influential in today’s classrooms.

    Piaget’s stages of cognitive development

    Piaget proposed that children move through four distinct stages of cognitive development. Each stage represents a different way of thinking and understanding the world. The concepts can be applied in the classroom.

    1. Sensorimotor stage (birth to 2 years)

      In the sensorimotor stage, infants learn about the world through their senses and actions. This stage is characterized by the development of object permanence, which is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

      In early education, incorporating sensory activities and interactive play can greatly benefit infants and toddlers. Sensory experiences (i.e., tactile play with different textures, auditory stimulation through music, and visual exploration with bright colors and shapes) help stimulate and develop the senses of infants and toddlers. Additionally, engaging them in interactive play activities (i.e., peek-a-boo) encourages movement and interaction, which aids in developing essential cognitive skills, such as object permanence.

      2. Preoperational stage (2-7 years old)

      During the preoperational stage, children begin to use language and think symbolically, but their thinking is still intuitive and egocentric. They struggle with understanding the perspective of others and exhibit centration, and focus on one aspect of a situation at a time.

      In early childhood education, fostering language development and utilizing play-based learning are essential. Language skills can be nurtured through storytelling, singing, and conversations, which encourages children to express their thoughts and feelings. Play-based learning (i.e., role-playing games and imaginative play) helps children explore different perspectives and scenarios. Additionally, using concrete examples through visual aids and hands-on activities ensures that abstract concepts are made tangible and relatable thereby enhancing understanding and retention.

      3. Concrete operational stage (7-11 years old)

      In the concrete operational stage, children begin to think logically about concrete events. They understand the concepts of conservation, classification, and seriation, and can perform mental operations, but their thinking is still grounded in concrete experiences.

      In elementary education, incorporating hands-on activities, promoting group work, and using visual aids are crucial for effective learning. Hands-on activities (i.e., experiments, manipulatives, and real-world problem-solving tasks) require logical thinking and reasoning, which helps students grasp complex concepts. Group work fosters collaborative learning through projects and discussions, thereby encouraging students to consider different viewpoints and ideas. Additionally, visual aids like charts, diagrams, and models help students understand and organize information, making learning more accessible and engaging.

      4. Formal operational stage (12 years and up)

      In the formal operational stage, adolescents develop the ability to think abstractly, reason logically, and plan systematically. They can consider hypothetical situations and use deductive reasoning.

      In secondary education, challenging students with abstract thinking, encouraging debate and discussion, and assigning independent projects are key strategies for promoting deeper learning. Engaging students with problems that require abstract thinking (i.e., algebraic equations, scientific theories, and philosophical questions) helps develop their analytical skills. Debates and discussions on complex topics enhance critical thinking and reasoning abilities. Furthermore, assigning independent research projects that necessitate planning, investigation, and synthesis of information fosters self-directed learning and comprehensive understanding.

      Integrating Piaget’s theory into modern classrooms

      Piaget’s theory emphasizes the importance of developmental readiness and individualized instruction. To integrate his principles into modern classrooms, educators can employ several strategies. First, differentiated instruction recognizes that students are at different developmental stages and tailors instruction to meet their individual needs. This approach provides a variety of activities and assignments that cater to different learning styles and levels of cognitive development. Active learning is another key strategy, which involves students in hands-on activities, experiments, and interactive lessons to solidify new concepts and foster deeper understanding.

      Scaffolding offers support and guidance as students learn new concepts so as to gradually reduce assistance as they become more proficient, which allows them to develop independence and confidence. Formative assessment is crucial for monitoring students’ progress and understanding, thereby providing regular feedback to identify areas where additional support or challenges are needed. Lastly, reflective practice fosters a classroom environment that encourages students to think deeper, ask questions, and explore different problem-solving strategies, promoting deeper cognitive engagement and self-awareness.

      In summary, it is important to understand Piaget’s theory of cognitive development because it provides valuable insights into how students think and how they learn. By applying these principles, teachers can create more effective, engaging, and developmentally appropriate learning experiences. Embracing the stages of cognitive development ensures that instruction meets students where they are, thereby fostering growth and maximizing their potential. As educators, recognizing and responding to the cognitive needs of our students is key to nurturing their intellectual and emotional development so as to pave the way for lifelong learning and success.

      Latest posts by eSchool Media Contributors (see all)

    Dr. Yuvraj Verma, Bessemer City Middle School

    Source link

  • Really Great ReadingÂŽ and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Really Great ReadingÂŽ and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Washington DC – Really Great Reading®, a leader in foundational reading instruction, and OxEd & Assessment (OxEd), a University of Oxford spinout company renowned for their best-in-class solutions for assessing and improving oral language, announced a strategic partnership to address critical oral language development needs in US school districts.

    The partnership will bring OxEd’s evidence-based oral language assessment, whole class instruction, and remediation programs to the US, providing school districts with tools to enhance their oral language protocols and ultimately improve reading comprehension and other aspects of educational attainment.

    “Many school districts need an oral language solution. We searched globally for the right partner and OxEd was the clear choice,” said Scott DeSimone, CEO of Really Great Reading®. “We are very proud to be working with them. Really Great Reading is committed to helping schools improve their oral language protocols, a critical foundational skill that enhances a wide range of academic achievements, including reading comprehension.”

    “Enriching oral language instruction supports overall academic achievement for all children, enhancing their reading comprehension and overall academic and social development,” said Dr. Charles Hulme, CEO and Founder of OxEd & Assessment. “Our intervention program, the NELI Intervention, part of the TEL Ted oral language toolkit, is the best-evidenced language intervention globally and has been shown to help children make up to seven months’ additional progress in their language skills. We’re proud to partner with Really Great Reading to bring these programs to school districts in the US.”

    Developmental Language Disorders (DLD) occur as frequently as dyslexia, affecting communication and academic performance. Many students with ADHD and dyslexia also struggle with DLD. By proactively identifying and remediating oral language deficits, OxEd helps unlock students’ full potential. Early identification and intervention are crucial, as oral language skill is the foundation for all education, making OxEd’s assessment tools and remediation strategies vital for educational programs.

    The COVID-19 pandemic has exacerbated oral language delays in many students, particularly those aged 4-12, who missed critical enrichment during formative years. While there is a focus on remediating pandemic-related skill deficits, oral language skills often receive less attention. OxEd bridges this gap by offering solutions to assess and teach these foundational skills, helping students overcome COVID-related setbacks. Dr. Hulme added, “By addressing these delays promptly, we can ensure comprehensive academic success and prepare students for future challenges.”

    About Really Great ReadingÂŽ

    Really Great Reading, a pioneer in literacy education, leverages 18 years of Science of Reading expertise to create practical tools for educators and students of all ability levels. For more information, please visit www.reallygreatreading.com.

    About OxEd & Assessment (OxEd)

    OxEd is a University of Oxford spinout company launched to take decades of research into children’s early language and reading development through to practical application in schools. OxEd develops educational assessment apps, whole class instructional solutions, and interventions which have been proven to improve educational outcomes for children. For more information, please visit www.oxedandassessment.com.

    .

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • IOTA Community Schools (Formerly Green Dot Public Schools Tennessee) Chooses Reading Horizons to Boost Student Literacy Outcomes

    IOTA Community Schools (Formerly Green Dot Public Schools Tennessee) Chooses Reading Horizons to Boost Student Literacy Outcomes

    Memhis, TN — IOTA Community Schools has chosen Reading Horizons, a
    leading provider of foundational literacy programs, to enhance reading instruction across four middle and high schools in the Memphis Metro Area. IOTA has raised the bar in education reform, helping thousands of students in Tennessee’s historically underserved communities succeed in college, leadership, and life. IOTA stands for Innovation, Opportunity, Transformation, and Access.

    “Because of our intentional focus on academics, IOTA students have an opportunity to graduate from high school more prepared for college and their careers,” said Christina Austin, Chief Academic Officer for IOTA Community Schools. “Our strategic partnership with Reading Horizons ensures IOTA students receive effective, research-based reading instruction, preparing them for success in school and beyond.”

    Reading Horizons ElevateÂŽ is the leading program for effectively teaching foundational reading skills to older learners. Based on over 40 years of research, it blends direct instruction with engaging and age-appropriate software to make reading a reality for all learners. The program has proven successful across multiple age groups and settings, including intervention, adult education, special education, dyslexia, and multilingual learners.

    In Tennessee, there are 115 charter schools with over 44,000 students enrolled. According to the 2023-34 Tennessee Charter School Center Impact Report, Tennessee’s public charter school students have emerged as national leaders in academic growth. Despite serving students with more significant needs, Tennessee’s charter schools demonstrated one of the highest average growth rates in the nation. Across Tennessee, public charter students receive the equivalent of 34 extra days of reading instruction (compared to their non-charter counterparts), creating ample opportunity to leverage the new partnership with Reading Horizons.

    “IOTA Community Schools is committed to academic opportunity and excellence for each student,” said Trisha Thomas, President of Reading Horizons. “We are excited to be in a strategic partnership to ensure equitable education for all students, regardless of their background. We share a vision for all students in Tennessee to have the foundational reading skills they need to become confident readers and learners.”

    For more information, visit www.readinghorizons.com.

    About Reading Horizons

    Reading Horizons empowers educators to eradicate illiteracy with effective, tech-enabled foundational reading instruction that helps all students achieve reading proficiency. For 40 years, Reading Horizons has continuously aligned its simple instructional method with advancements in the science of reading. We have supported educators and students with ongoing, synergistic partnerships, serving as a trusted, innovative, foundational literacy partner. Adopted by over 200,000 educators, our proven method for teaching foundational literacy prevents and remediates reading difficulties, supporting our mission to ensure students reach
    reading proficiency by the end of third grade. Reading momentum begins at Reading Horizons.

    About IOTA Community Schools

    IOTA Community Schools is creating access to comprehensive opportunities by embracing each student and preparing them for life through innovative and transformative academics while building sustainable pathways to economic growth.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Digital Promise and Edthena Partner to Strengthen Science of Reading-Based Instruction Using AI-Powered Coaching

    Digital Promise and Edthena Partner to Strengthen Science of Reading-Based Instruction Using AI-Powered Coaching

    WASHINGTON, D.C. – Digital Promise and Edthena are partnering to help train and support teachers on Science of Reading-based instruction by incorporating Digital Promise’s Learner Variability Project resources into the Edthena offerings. Now, as teachers complete coaching cycles, they will be able to select a Science of Reading pathway within the AI Coach by Edthena platform and access Digital Promise’s research-based content, strategies, and best practices.

    “Teachers need research-based strategies at their fingertips so they can implement Science of Reading programs with fidelity,” said Barbara Pape, senior director of Digital Promise’s Learner Variability Project. “Our Learner Variability Project resources are steeped in research and made easily accessible through Edthena’s AI Coach.”

    The hundreds of teacher-facing strategy recommendations are backed by published academic studies documenting the predictiveness of student outcomes. The Learner Variability Project builds on emerging research into learner variability to support a whole-child framework for student achievement.

    AI Coach is an adaptive, first-of-its-kind solution that uses conversational artificial intelligence to support teachers as they work through coaching cycles. Within the Science of Reading pathway, teachers will have a full complement of content-specific supports—covering topics such as phonological awareness, sentence structure, and verbal reasoning—to help analyze their teaching and build their students into skilled readers.

    Using the secure platform, teachers independently reflect on their practice and set near-term goals as part of a self-paced module that mirrors the instructional coaching process. Teachers have an interactive conversation with Edie, the AI-driven coach, who asks probing, open-ended questions and offers personalized tips and resources for improvement.

    “The AI Coach process helps all teachers build upon their Science of Reading training by focusing on implementation of best practices,” said Adam Geller, founder and CEO of Edthena. “Our partnership with Digital Promise ensures teachers’ learning experiences within AI Coach are grounded in research on how to help students become fluent readers and reach their full potential as learners.”

    The evidence-based AI Coach process is designed to complement the efforts of school leaders and instructional coaches, and helps to alleviate time and scheduling restraints associated with in-person coaching sessions that can often be a barrier to ongoing professional learning. Teachers can meet with the virtual coach on a schedule that’s convenient to the changing demands of the school day, and have the option to pause and resume their coaching cycle at any point. This enables teachers to get the help they need, when they need it.

    In addition to the newly-added Science of Reading pathway, which is available in both an early-elementary and late-elementary version, teachers can also complete coaching cycles focused on common teaching techniques such as checking for student understanding, balancing student-teacher talk time, facilitating group discussions, and more.

    To learn more about the Digital Promise and Edthena partnership and the Science of Reading pathway in AI Coach, visit https://www.edthena.com/scienceofreading.

    About Edthena

    Edthena is the leading provider of innovative technologies to support educator professional learning and streamline feedback to teachers. The companyoffers the AI Coach platform, an artificial intelligence-driven solution to guide teachers through coaching cycles; the Edthena Video Coaching platform, the classroom observation and collaboration platform for using videos as part of professional development; and Edthena Organization Libraries, a platform for schools and districts to curate and share best-practice teaching videos. Edthena is the recipient of numerous awards from organizations such as SIIA, District Administration, and Tech & Learning. For more information, visit www.edthena.com. For more news about Edthena, visit www.edthena.com/blog/.

    About Digital Promise
    Digital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators, researchers, technology leaders, and communities to design, investigate, and scale innovations that support learners, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being, fulfillment, and economic mobility. For more information, visit the Digital Promise website and follow Digital Promise for updates.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Renaissance Launches Powerful New Teacher Experience for the 2024‒2025 School Year

    Renaissance Launches Powerful New Teacher Experience for the 2024‒2025 School Year

    BLOOMINGTON, MN – Renaissance, a global leader in pre-K–12 education technology resources and insights, announces the launch of Renaissance Next, a uniquely powerful new teacher experience that aims to transform classroom instruction and empower educators with in-the-moment recommendations to support their most critical decisions.

    “We started out by asking the question that is on the mind of every educator as they consider what’s next in their classroom: ‘How do I provide each learner with the right support, help, or acceleration?’” said Todd Brekhus, Chief Product Officer at Renaissance. “That’s what led us to create Renaissance Next, which gives teachers actionable insights and quality instructional resources to meet their students’ needs.”

    Renaissance Next provides teachers with real-time recommendations in the classroom, combining accurate assessment, purposeful practice activities, and instructional data in a single view.

    Integrating key products from the Renaissance ecosystem, including Star Assessments, Freckle, Accelerated Reader, myON, and Lalilo, while surfacing recommended Nearpod resources based on math and ELA assessment performance, Renaissance Next harnesses the power of these tools to offer educators in-the-moment insights to guide teaching and learning. Teachers can quickly view students’ performance, understand each student’s progress and skill mastery, and review relevant lesson plans and activities to adapt, amplify, or adjust.

    “Renaissance Next gives me a quick glimpse of where my kids are, where they need to go, and what I need to do,” said Julia Witges, a third-grade teacher at Carbondale Elementary School District 95 in Illinois, and a Renaissance Next beta tester. “It provides all of these tools that make my job so much easier, including the ability to differentiate down to individual student needs.”

    Thousands of teachers with access to Renaissance products beta tested the new platform, which presents data that schools can use to inform decisions ranging from individual student learning to the district as a whole. The teachers’ feedback helped to shape the design of Renaissance Next, ensuring that it meets a wide variety of classroom needs.

    “We plan to embed insights from Renaissance Next across our district and systems,” said Janice Pavelonis, the superintendent of Carbondale Elementary School District 95. “Renaissance Next complements our strategic plan for the 2024–2025 school year, which involves students understanding their own data and progress, and setting their own goals, with support from and in consultation with their teachers.”

    The insights and recommendations for differentiated instruction offered through Renaissance Next are made possible, in part, through the strategic use of AI. During development, Renaissance leveraged AI to better catalog its large library of pre-K‒12 instructional resources and practice activities, so that this content would be more readily accessible to educators in the classroom.

    “The Renaissance database is a rich resource that incorporates over 38 years of real student and teacher data and insights,” said Brekhus. “The Renaissance Next platform brings those insights to teachers so they can truly see every student, and it leverages lesson and activity recommendations to accelerate learning for all.”

    Renaissance Next is now available for the 2024–2025 school year. To learn more, visit renaissance.com/renaissance-next.

    About Renaissance
    As a global leader in education technology operating in more than 100 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at renaissance.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Texas’ Pine Tree Independent School District Expands Partnership with Global Edtech Leader to Support Innovative Science Instruction

    Texas’ Pine Tree Independent School District Expands Partnership with Global Edtech Leader to Support Innovative Science Instruction

    Charlotte, NC—Texas’  Pine Tree Independent School District (PTISD) today announced an extension of its multi-year collaboration with global edtech leader  Discovery Education. In this new phase of partnership, students in grades K-8 will this year return to classrooms that feature innovative science lessons powered by  Science Techbook for Texas by Discovery Education. A dynamic core instructional curriculum, Science Techbook for Texas was created from the ground up expressly for Texas educators and learners. 

    PTISD’s talented team serves a diverse student body of more than 4,500 learners in the western portion of Longview and part of the neighboring city of White Oak. PTISD is a Texas District of Innovation, and as such, has created a thoughtful strategic plan with three goals: all students will reach their full potential; all students will thrive in a global society; and all students will discover and pursue their unique passions. 

    To support progress toward these goals, PTISD’s leadership team sought an innovative, updateable, digital-print-kit blended science curriculum that would easily integrate into instruction to create unique, student-centered learning experiences. Following a thorough review process, the district selected Science Techbook for Texas by Discovery Education for teachers and students in grades K-8. 

    Science Techbook for Texas includes everything educators need to create modern science lessons, including engaging digital resources, print student and teacher editions, hands-on activity kits, and virtual investigations. In addition, an embedded professional learning component within Science Techbook for Texas helps teachers quickly and easily integrate this resource into classroom instruction, ensuring school leaders see maximum return on their technology investment. Science Techbook for Texas was rated as 100% aligned to the Texas Essential Knowledge and Skills and the English Language Proficiency Standards at every grade level by the relevant state review panels and earned a 100% score from the Texas Resource Review for its K-5 and Biology editions. 

    The Science Techbook for Texas’ curriculum includes ready-to-use, phenomena-driven lessons that motivate students with powerful technology tools—such as toggle-on authentic Spanish translation—that personalize the student experience, and time-saving teacher tools that streamline preparation and grading. Available in both print and digital formats, Science Techbook for Texas provides a seamless classroom experience complete with immersive, interactive ways to explore scientific phenomena, including hands-on engineering activities, labs, and STEM connections. In PTISD, Science Techbook for Texas will be used alongside  Discovery Education Experience, an award-winning K-12, cross-curricular, supplemental digital learning resource already used districtwide. 

    “Pine Tree Independent School District has a long history of providing students with captivating educational experiences that prepare them for future success in our increasingly global environment,” said Dr. Lisa Mullins, PTISD’s Executive Director of Quality Education. “The adoption of these powerful core instructional resources helps us continue our tradition of excellence and prepares our students to thrive beyond graduation.” 

    Through its digital, print, and blended options, Science Techbook for Texas delivers a wide range of high-quality resources that support students as they discover how science is practiced in the real world, while focusing on deeper understanding and the application of grade-appropriate science content. Recently,  Discovery Education’s Science Techbook was certified as meeting the rigorous, evidence-based ESSA Tier III standards as set forth in Every Student Succeeds Act (ESSA).  

    Multiple studies show that regular use of Discovery Education Science Techbook in the classroom has many positive academic results for educators and students across a variety of districts and populations in the United States. For example, in an independent study with Arizona’s Sahuarita Unified School District, a third party evaluated Discovery Education’s impact and found that use of Science Techbook resulted in increased science, math, and reading proficiency in grades 3-8. In the second study, a correlation was found between frequency and depth of use of Science Techbook and student achievement in science in grades 6 and 7. This research and more can be found  here. 

    All educators using Discovery Education’s digital resources have access to the  Discovery Educator Network. A global community of education professionals, the Discovery Educator Network connects members across school systems and around the world through social media, virtual conferences, and in-person events, fostering valuable idea sharing and inspiration. 

    “Discovery Education is proud to support Pine Tree Independent School District’s efforts to create innovative science instruction,” said Discovery Education’s Manager of Education Partnerships Jason Fennell. “Dr. Lisa Mullins, Superintendent Steve Clugston, and the rest of the district’s talented team of teachers and administrators have charted an exciting new course in science education that helps all students pursue their curiosity as they prepare for a bright future, and we are excited to be chosen to support their work.” 

    For more information about Discovery Education’s  award-winning digital resources and professional learning solutions visit  www.discoveryeducation.com and stay connected with Discovery Education on social media through  X (formerly Twitter),  LinkedIn,  Instagram,  TikTok, and  Facebook.  

    About Discovery Education 
    Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at  www.discoveryeducation.com. 

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • 95 Phonics Lesson Library Meets ESSA Standards of Evidence for Grades 4-5

    95 Phonics Lesson Library Meets ESSA Standards of Evidence for Grades 4-5

    Lincolnshire, IL – Today,  95 Percent Group LLC, the trusted source for comprehensive, proven literacy solutions, announced that its 95 Phonics Lesson Library™ is now listed on the Evidence for ESSA website for Tier 2, small-group instruction, for grades 4-5. The rating confirms the program’s research meets federal standards under the Every Student Succeeds Act (ESSA) for demonstrating evidence of efficacy. In 2022, 95 Phonics Core Program® by 95 Percent Group also earned ESSA listing for Tier 1 Instruction.

    Based at Johns Hopkins University’s Center for Research and Reform in Education, Evidence for ESSA was established following the 2015 Congressional approval of the federal act and provides independent, authoritative information on program research that meets the ESSA evidence standards. As a leading resource in the field, the website enables educators and communities to select effective instructional tools to improve student outcomes.

    “Our continued, strategic investment in research both provides us with the information we need to continue to grow and develop our product offerings and demonstrates to educators the power of our programs to accelerate literacy skill development for all students,” said Brad Lindaas, CEO, 95 Percent Group. “We are excited to expand our listings on the highly respected Evidence for ESSA to include supporting intervention for students in grades 4-5.”

    95 Phonics Lesson Library provides teachers with the tools to guide students to grade-level mastery. This evidence-based program for intervention offers three levels of instruction and easy-to-use, fully prepared lessons. As a precision tool, 95 Phonics Lesson Library gives students the targeted intervention they need to fill specific skill gaps.

    LXD Research founder Rachel Schechter, Ph.D., said, “Much of the current focus of science of reading has been on the earlier elementary grades. Our recent research demonstrates the ways that 95 Percent Group programs are effective instructional and intervention tools for students in grades 4-5.”

    In the study that earned 95 Phonics Lesson Library Evidence for ESSA approval, two schools in Ohio’s Youngstown City School District implemented the program with students in grades 4-5. At mid-year, LXD found that 7 percent more 4th graders and 13 percent more 5th graders were on or above benchmark compared to their peers in other district schools that were not using the program.

    “Educators making decisions about science of reading aligned materials for their students are faced with complex and time-consuming decisions. They need to ask questions, such as ‘Is this program evidence-based?’ and ‘Will it move the needle for our students?” 95 Percent Group has made a long-term investment in independent research they can trust, in order to put that information at their fingertips,” said Amy Boza, Ph.D., director of research at 95 Percent Group. “In addition, the work has been highlighted at both national and international academic conferences including IDA.”

    About 95 Percent Group

    95 Percent Group is an education company whose mission is to build on science to empower teachers—supplying the knowledge, resources, and support they need—to develop strong readers. Using an approach that is based in structured literacy, the company’s One95™ Literacy Ecosystem™ integrates professional learning and evidence-based literacy products into one cohesive system that supports consistent instructional routines across tiers and is proven and trusted to help students close skill gaps and read fluently. 95 Percent Group is also committed to advancing research, best practices, and thought leadership on the science of reading more broadly. For more information, visit www.95percentgroup.com. 

    About LXD Research

    LXD Research is an independent evaluation, research, and consulting division within Charles River Media Group focusing on educational programs. They design rigorous research studies, multifaceted data analytic reporting, and dynamic content to disseminate insights. Visit www.LXDResearch.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Missouri Approves 95 Percent Group Programs as Recommended English Language Arts Supplemental Resources

    Missouri Approves 95 Percent Group Programs as Recommended English Language Arts Supplemental Resources

    Lincolnshire, Ill. – Today 95 Percent Group LLC, the trusted source for comprehensive, proven literacy solutions, announced the Missouri Department of Elementary & Secondary Education approved its 95 Phonics Core Program®, 95 Literacy Intervention System™, and Sound Wall Classroom Kit™ as recommended English Language Arts Supplemental Resources. Missouri is one of more than 40 states nationwide to support evidence-based literacy instruction focused on the science of reading. The state’s Missouri Read, Lead, Exceed initiative provides a framework for action to align state, district, and local literacy efforts, with the goal of ensuring every student develops the strong literacy skills they need for the future.

    “I am thrilled to see the accelerating, national momentum behind using evidence-based, science of reading aligned instruction to help young learners build literacy skills,” said Brad Lindaas, CEO, 95 Percent Group. “We have already seen our school and district clients in Missouri experience significant literacy success with their students and are excited to participate in the state’s broader goal of supporting every student in growing into a strong reader.”

    After an extensive review process of submitted materials, Missouri state education officials selected 95 Percent Group’s programs for inclusion on its recommended supplemental materials list for grades K-5, determining that they meet state curriculum standards and are aligned to the science of reading.

    95 Percent Group has a strong track record in Missouri. According to an independent study of 16 Missouri schools conducted over two years by LXD Research, more students were reading on grade level when they used the company’s flagship product, 95 Phonics Core Program, as compared to their peers who were learning with a different program. Based on this study, 95 Phonics Core Program earned the Strong rating on the Evidence for ESSA website for Tier 1, Whole-Class Instruction. The Strong rating confirms that the program’s research meets federal standards under the Every Student Succeeds Act (ESSA) for demonstrating the highest level of evidence. School partners call the program essential to their students’ literacy progress.  

    Joplin School District Assistant Superintendent of Learning Services Sarah Mwangi said, “What we have learned on our journey is that 95 Phonics Core Program is a great centerpiece for our literacy instruction. It is the program that we are dedicated to ensuring happens for our kids each day. It’s intensive, explicit and straightforward, offering exactly what you need to do with students instead of being one piece of an overwhelming ‘big box’ curriculum. If you are a district that has struggled with inconsistent foundational literacy instruction and you need to get schools back on the same page, 95 Phonics Core Program is a great, direct, explicit way to do that.”

    95 Percent Group products approved by the Missouri Department of Elementary & Secondary Education are:

    • 95 Phonics Core Program: a Tier 1 structured literacy solution that supports meaningful and effective literacy progress linked across grades, grounded in the science of reading and for the critical K-5 years. The program adds an explicit phonics strand to the daily reading block to ensure that all students receive consistent evidence-based and research-aligned phonics instruction to improve outcomes.
    • 95 Literacy Intervention System™:  a new digital platform that puts the tools for diagnosing skill gaps, digitally grouping students with similar needs, and assigning targeted reading instruction at teachers’ fingertips. Linking to 95 Phonics Core Program™ and 95 Phonics Lesson Library™, the 95 Literacy Intervention System allows teachers to ensure all students receive the targeted instruction they need to quickly graduate from intervention.
    • Sound Wall Classroom Kit for Grades K-2: provides teachers with everything they need to create a Sound Wall to help students build phonological and phonemic awareness. The kit includes Kid LipsÂŽ cards, a Kid LipsÂŽ teacher’s instructional guide, phoneme/grapheme cards – teacher’s instructional set, phoneme/grapheme mini cards, Student Sound Wall folder, and many other resources.

    About 95 Percent Group

    95 Percent Group is an education company whose mission is to build on science to empower teachers—supplying the knowledge, resources, and support they need—to develop strong readers. Using an approach that is based in structured literacy, the company’s One95™ Literacy Ecosystem™ integrates professional learning and evidence-based literacy products into one cohesive system that supports consistent instructional routines across tiers and is proven and trusted to help students close skill gaps and read fluently. 95 Percent Group is also committed to advancing research, best practices, and thought leadership on the science of reading more broadly. For more information, visit www.95percentgroup.com. 

    About LXD Research

    LXD Research is an independent evaluation, research, and consulting division within Charles River Media Group focusing on educational programs. They design rigorous research studies, multifaceted data analytic reporting, and dynamic content to disseminate insights. Visit www.LXDResearch.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Equitable learning with small-group instruction and student-tracking

    Equitable learning with small-group instruction and student-tracking

    Key points:

    In the realm of education, balancing instructional strategies like small-group instruction and student-tracking presents both challenges and opportunities for fostering equitable learning environments.

    While small-group instruction offers personalized learning experiences, student-tracking aims to tailor instruction based on abilities. However, both approaches have raised concerns regarding inequity and stigmatization. As an educator, navigating these complexities led me to employ a rotation-based approach that integrates both strategies to ensure all my students receive equitable learning opportunities over the academic year.

    My approach was informed by recognizing the inevitability of initial low performance data, which I attributed to factors like the summer slide. I prioritized targeted support and intervention strategies to address the diverse needs of students from the outset and aimed to mitigate learning loss and promote academic growth. Student-tracking, while offering tailored instruction, has been subject to criticism for perpetuating inequality and limiting exposure to diverse perspectives. Conversely, the personalized approach to small-group instruction fosters deeper engagement but may pose challenges in managing multiple groups and ensuring equitable access to resources.

    To address these concerns, I implemented a rotation-based model where each quarter focused on a different student group. This approach allowed for tailored instruction while ensuring all students received the same amount of instructional time by the year’s end. Specifically, I may have seen one group for more minutes during the first quarter, but then saw that group for fewer minutes in a future quarter. By the end of the school year, each group was seen for the same number of minutes (more or less).

    Flexibility and adaptability were crucial in adjusting instruction duration to meet the evolving needs of each group. By embracing inclusivity and flexibility, I aimed to foster an environment where every student felt valued and supported in their learning journey. By integrating both small-group instruction and student-tracking within a rotation-based framework, I aimed to strike a balance between personalized learning and equitable access to educational opportunities. This approach allowed me to address the diverse needs of my students while minimizing the potential for stigmatization or exclusion. Throughout the school year, the rotation-based model facilitated a dynamic learning environment where students received targeted instruction tailored to their individual needs. Whether focusing on remediation, enrichment, or skill development, each group received the attention and support necessary for academic growth.

    Upon reflection, the outcomes of this strategy have been overwhelmingly positive. Through dedicated efforts and personalized support, students experienced significant growth across various domains. Notably, there was an overall typical growth of about 144 percent in mathematical performance amongst my fifth graders; the end of year data also revealed that my students went from 0 percent proficient to 71.4 percent proficient or nearing proficiency. This indicates the effectiveness of the implemented strategies.

    This growth is a testament to the commitment of both students and educators alike and demonstrates the power of targeted interventions and a supportive learning environment in fostering progress and achievement. The journey of implementing tailored strategies and providing individualized support has yielded remarkable outcomes. Witnessing tangible growth in academic performance (with an overall mathematical increase of 144 percent) highlights the effectiveness of this effort. These results reaffirm the power of personalized education and the importance of fostering a nurturing learning environment via intentionality.

    Latest posts by eSchool Media Contributors (see all)

    Dr. Yuvraj Verma, Jefferson County Schools

    Source link

  • Friday 5: Blended learning

    Friday 5: Blended learning

    Key points:

    Blended learning is not a new instructional approach, but it became more mainstream during and after the COVID pandemic, when educators and students elected to keep parts of entirely-online learning they favored during pandemic learning.

    Here are some facts, trends, and advantages you may not know about blended learning–also known as hybrid learning:

    What are the five pillars of blended learning?

    Blended learning–along with a little empathy–can open up a new mode of teaching and learning and help motivate students on a deeper level. Five important components and advantages of this learning modality are face-to-face instruction, online learning, flexibility, personalization, and integration. Discover the unbeaten path to hybrid learning.

    What is the strength of blended learning?

    Blended learning examples are life-changing for many students, extending personalized and flexible learning options to select individuals or groups. But with onset of the pandemic, widespread adoption of hybrid models suddenly became a necessity across all student populations. Now, years later, how have districts overcome the initial challenges and applied the lessons learned to re-imagine teaching and learning and develop an innovative vision for change in their school communities? Learn about hybrid learning’s strengths.

    What is the argument for blended learning?

    Schools should reimagine the learning processes and leverage in-person and hybrid learning to help students achieve the best possible results. Forced to go online during the pandemic, schools quickly turned to video conferencing and online tools and these tools helped reveal the advantages and disadvantages of hybrid learning. These new approaches offered ways to reduce many of the traditional barriers to services and support. Plus, they provided flexibility to best meet the needs of students and their families. Here’s more on flexible hybrid learning.

    What are the 5 key ingredients of blended learning?

    With the COVID-19 pandemic impacting learners across the world, we’ve witnessed the growing need for an education option that combines the benefits of a traditional in-person classroom and online learning. But the need for this option won’t just be a fleeting trend. The future of hybrid learning is bright, and the benefits and advantages of blended learning to students are unmatched. Here are 5 components of a great hybrid learning program.

    What are 3 positive outcomes of blended learning?

    The most important thing to remember when implementing new blended instructional strategies is that there is no universal way to do it. Examples of blended learning activities combine a mix of face-to-face and online instruction for students. Gen Z is the first truly internet-dependent generation–getting their entertainment, information, and socialization online, oftentimes from social media. Therefore, to reach these students where they are, we need to evolve our instructional strategies. Here are some positive outcomes of blended learning.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Laura Ascione

    Source link

  • EPS Learning Programs Selected by Virginia Board of Education as Recommended Literacy Solutions

    EPS Learning Programs Selected by Virginia Board of Education as Recommended Literacy Solutions

    BETHESDA, Md./PRNewswire-PRWeb/ —  EPS Learning, the leading provider of PreK-12 literacy solutions, announced that four of its programs have been recommended by the Virginia Board of Education for evidence-based literacy instruction that’s aligned to science-based reading research. The recognition supports Virginia schools in a multi-year effort to improve early learning outcomes for students who are below proficiency levels in reading.

    According to the 2022–2023 Virginia Assessment Results, which demonstrate significant and persistent learning loss in reading and math, more than half of students in grades 3-8 either failed or were at risk of failing their reading SOL exam. To remedy reading proficiency beginning in the 2024–2025 school year, the  Virginia Literacy Act (VLA) will mandate core literacy and research-grounded instruction for K–5 students. The enacted legislation provides tools, resources, technical assistance and funding to schools within the state.

    EPS Learning programs meet the required parameters to be recommended as top literacy intervention solutions, including alignment with evidence-based literacy instruction, comprehensive and intensive intervention, support that is accessible and can be easily implemented into any curriculum, inclusivity and representation. The EPS Learning programs included in the recommendation are:

    • SPIRE Family (Specialized Program Individualizing Reading Excellence): Provides explicit, systematic, multisensory instruction through an easy-to-implement intensive program.
    • Reading Assistant for SPIRE: Offers assessment, including a dyslexia screener, highly personalized reading practice for students and real time performance data for teachers through an AI-powered virtual “tutor.”
    • Megawords: Teaches the reading, spelling and contextual uses of multisyllabic words through multisensory instruction and a systematic progression of skills.
    • Wordly Wise 3000: Provides direct academic vocabulary instruction to develop the critical link between vocabulary and reading comprehension.
    • SPIRE Next™: Provides skills-based, genre-specific instruction and practice that uses close reading to build comprehension.

    Additionally, EPS Learning offers several sets of decodable readers and other materials not subject to VLA approval that complement these programs:

    • Readfetti – full-color fiction and non-fiction decodable readers and read aloud cards that align with many popular phonics programs
    • Mac & Tab – decodable readers featuring an adorable cat and rat, made popular through the Primary Phonics program
    • Alphabet Series – decodable readers including charming stories, made popular through the Recipe for Reading program

    “The recognition of EPS Learning solutions by the Virginia Department of Education further validates our framework for literacy instruction that’s backed by nearly 70 years of experience,” said Steven Guttentag, Chief Executive Officer at EPS Learning. “We champion Virginia’s significant efforts to ensure that all students in the state can access literacy as the springboard to lifelong learning and opportunity.”

    To learn more about the recommended programs, visit  https://www.epslearning.com/virginia-literacy-partnerships-recommended-programs.

    For more information about EPS Learning, visit  https://www.epslearning.com/.

    About EPS Learning
    EPS Learning has partnered with educators for more than 70 years to advance literacy as the springboard for lifelong learning and opportunity. The 20+ literacy solutions included in the EPS Literacy Framework are based on the science of reading and support grades PreK through 12, all tiers of instruction, and every pillar of reading. EPS Learning offers evidence-based intervention and customized professional learning to help move students toward growth, mastery, and success. Visit  http://www.epslearning.com to learn more.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Open and Closed Syllable Words

    Open and Closed Syllable Words

    Are you excited about teaching your elementary students about syllable types? You should be! A syllable is a word part with a vowel in it. Teaching kids about the six types of syllables gives them insider strategies to read and spell words. Start early with teaching kids about closed syllable words and open syllable words in kindergarten and first grade to make using their syllable knowledge a habit. As kids progress, tackling long words one syllable at a time makes reading and writing easier.

    Learn more about open and closed syllables below. Then fill out the form to grab our free printable word list and cards, and try some of the activities below.

    Jump to:

    What is a closed syllable?

    A closed syllable has a short vowel sound spelled by one vowel letter. It ends with (is “closed by”) a single consonant, a consonant blend, or a consonant digraph. The words “hit,” “ramp,” and “mash” are closed syllable words. The words “picnic” and “basket” each have two closed syllables.

    CVC (consonant-vowel-consonant) words are closed syllable words. These are usually the first words children learn to decode using their early knowledge of consonants and short vowel sounds. So, closed syllables are usually the first syllable type we teach students. Once kids can read CVC closed syllable words, it’s exciting for them to move on to reading other one-syllable closed syllable words that have more letters, like “frog,” “camp,” or “grass.” Plus, they can also read words that have multiple closed syllables, like “picnic” and “basket.”

    Note: Once students are very comfortable reading closed syllable words, you can let them know about a handful of exceptions. Syllables with -ild, -ind, -old, -olt, and -ost are technically closed, but the vowels make long sounds, as in “wild,” “kind,” “fold,” “bolt,” and “most.”

    What is an open syllable?

    An open syllable ends in a long vowel sound spelled by single vowel letter. “Hi” and “me” are open syllable words. “Zero” has two open syllables. You can dramatically sing the long vowel sounds in open syllable words to help kids notice how they differ from closed syllables; the end of an open syllable is “open” for the vowel to make its long sound.

    Talk about open syllable words vs. closed syllable words once students get comfortable reading short vowel sounds in CVC words. When students seem ready to consider how vowels can also make their long sounds in words, go for it!

    Note: Once students are comfortable reading open syllable words, you’ll want to teach the exception for words ending in “a.” Words like “sofa,” “yoga,” “data,” and “zebra” technically end in open syllables but the “a” makes the schwa (“uh”) sound.

    Closed syllable word and open syllable word lists

    We Are Teachers

    Check out our handy list of sample words below. Be sure to download the printable version to keep on your desk, plus our word cards make prepping activities quick and easy!

    Examples of Closed Syllable Words

    One syllable: at, in, on, up, cat, mat, pat, sad, leg, web, wet, bed, hid, hit, pig, six, job, got, mom, rot, sun, bus, gum, mud, mash, path, when, dish, with, moth, such, much, frog, grass, camp, prank, shrink, crack, fetch, punch

    Two syllables, both closed: hotdog, picnic, sunset, tennis, upset, magnet, disgust, sunblock, radish, robin, napkin, dentist, cactus, seven, pencil, helmet, mitten, plastic, pumpkin, rabbit, insect, subject, subtract, trumpet

    Tip: For many more closed syllable words, check out our CVC word list. All CVC and CCVC words are closed syllable words!

    Examples of Open Syllable Words

    One syllable: hi, me, be, he, she, we, no, go, so, yo, flu

    One syllable with y acting as a vowel: by, my, shy, cry, fly, dry, sky, why

    Two syllables, both open: zero, hero, solo, polo, Wi-Fi, yo-yo, dodo, tutu, baby, navy, pony, tidy

    One open syllable + one closed syllable: virus, rodent, focus, music, pilot, bonus, begin, evil, human, bacon, robot, open, item, siren, refill, unit, pilot, even, silent, minus, hotel, frozen, relax, pretend

    Ideas for teaching closed syllable words and open syllable words

    Printable word cards featuring open and closed syllable words.
    We Are Teachers

    Use our downloadable word list and cards to make prepping these activities a snap. Remember, anytime you’re working with word lists to teach phonics, first check that kids know the meaning of all the words you use in your activities.

    Open and close the door

    Classroom door with letter sticky notes arranged to teach open and closed syllable types
    Campbell Creates Readers/Teaching Syllable Types via campbellcreatesreaders.com

    This genius idea is all over the Internet for good reason. It makes open and closed syllables so concrete for kids. Line up some sticky notes on your door frame (or cut printable word cards and tape them to your door) to make examples of one-syllable open syllable words (with the door open) and closed syllable words (with the door closed). This also works with a folded paper “door” as a table-top activity.

    Open and closed hands

    Flash open and closed syllable word cards for kids to read. Have them make hand motions to show which words are open syllable words and which words are closed syllable words. Try out open vs. closed motions with other body parts, too, like feet, legs, or arms!

    Fix closed syllable words

    Cut the final consonant(s) off a small set of closed syllable word cards. Have kids read the remaining open syllables, which could be real or nonsense words. Then have them match the consonants to the end of each word to create real words with one closed syllable. (Examples: be to bed, mo to mom.)

    Open/closed syllable change

    Use a spoon or other tool to cover the final consonant(s) of closed syllable words. Read the new open syllable words. (They could be real words or nonsense words.)

    Sort by syllable type

    Sort one-syllable word cards into piles for open and closed syllables. When kids are ready, mix it up by including two-syllable words and sorting into appropriate categories (two closed syllables, two open syllables, one open and one closed).

    Open and closed syllable headbands

    Clip word cards to headbands based on the type of words you’re studying. Haves students try to read each other’s headbands or guess their own headband based on clues about what type of syllable(s) it has, the sounds, and the meaning.

    Multisyllabic Guess-My-Word

    Display some of the two-syllable word cards. Have students mark the syllables and discuss which are open and which are closed. Play “I’m thinking of a word …” with the remaining cards and give clues related to both syllables and meaning. (For example, “I’m thinking about a word that includes the open syllable ‘hu’ and can be found in this room” for “human.”)

    Get ready to teach your class all about closed syllable words and open syllable words! Don’t forget to grab your closed and open syllable word printables at the link below.

    Printable word list and word cards featuring open and closed syllable words.
    We Are Teachers

    Lindsay Barrett

    Source link

  • San Jose Students In Ignite Reading’s Tutoring Program Nearly Triple Reading Growth In Two Months

    San Jose Students In Ignite Reading’s Tutoring Program Nearly Triple Reading Growth In Two Months

    SAN JOSE – Since the launch of Ignite Reading’s partnership with Alpha: José Hernández School in November, the organization announced today that students participating in the virtual, one-to-one literacy tutoring program have recorded an average of nearly three weeks of reading progress per week of tutoring instruction, with no achievement gaps for students of color, students with IEPs, multilingual learners, or students receiving free or reduced-price lunches. Ignite Reading officials joined school leaders and students at Alpha: José Hernández today to showcase the nationally recognized program. The demonstration was followed by a Q&A session and panel discussion.

    Ignite Reading is currently serving 100 students in grades 3 through 5 at Alpha: JosĂŠ HernĂĄndez School. They are currently accelerating at a growth rate of 2.8 weeks of reading skills per week of instruction.

    “Ensuring all students are prepared for success in life is an equity issue. Reading can open doors or close students out of opportunities. Bringing tutoring into our school day through Ignite Reading’s tutoring program is showing early success that we’re planning to build on in the months to come,” said Alpha Public Schools CEO Shara Hegde.

    Ignite Reading pairs students with expert tutors who deliver daily, 15-minute, Science of Reading-based instruction to help them master the key foundational skills that equip them to become independent readers.The one-to-one virtual program is integrated into the school day and takes some of the burden off teachers by providing individualized instruction for every student.

    The company is now teaching thousands of students to read across 13 states with further plans to expand nationwide. In addition to California, Ignite Reading is partnering with schools and districts to serve thousands of students in Arkansas, Colorado, Indiana, Massachusetts, Mississippi, New Jersey, New York, North Carolina, Oregon, Pennsylvania, Texas, and Virginia this year.

    “We’re excited to expand our partnership with Alpha Public Schools to help more San Jose students enhance their reading skills. Through Ignite Reading’s individualized tutoring, students are making significant progress, gaining nearly three weeks’ worth of reading skills for every program week. The positive influence on their social-emotional development is also notable. It’s an honor to continue supporting the incredible local students, families, and educators in San Jose,” said Jessica Reid Sliwerski, Founder & CEO of Ignite Reading.

    About Ignite Reading

    Ignite Reading’s mission is to ensure that every student is a confident, independent reader by the end of first grade. The organization was co-founded by CEO Jessica Reid Sliwerski and Evan Marwell, Executive Chairman of Ignite and CEO of EducationSuperHighway. Ignite Reading pairs schools with a dedicated literacy specialist and a team of virtual reading tutors, all highly trained in the Science of Reading, who deliver 1:1 daily instruction to students focused on their specific decoding gaps. Ignite’s data-driven approach, provided by caring and skilled tutors, gives kids the know-how and confidence they need to thrive as fluent readers. The Ignite Reading program, delivered 15 minutes per day during a school’s literacy block, takes the burden of differentiated instruction off of teachers and has an impact immediately. For more information about Ignite Reading, visit: www.ignite-reading.com

    About Alpha Public Schools

    Alpha Public Schools is a network of four public charter schools founded by a group of East San Jose parents committed to creating access to an outstanding education for their children. An Alpha education prepares students in TK through 12th grade for success in college and career.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link