Allegheny Intermediate Unit’s Post

Review the research and practical application of the four recommendations for teaching foundational reading skills to students in kindergarten through third grade. Register by March 28. Learn more: https://loom.ly/t8KLWVc

Check out the latest Reading Recap where Dr. Saha discusses a research paper examining the kind of instruction Kindergarten teachers are providing students at risk of reading difficulties during small group instruction time. https://lnkd.in/gn7etsxX #trlsc #scienceofreadingintervention #scienceofreading #SOR

Educators - check out this latest Reading Research Recap! What does small group instruction look like in your schools?

The NAPLAN 'success' of these schools probably owes more to neuroscience than explicit teaching. Although that's obviously a critical adjunct. And a school's fluent use of neuroscience based educational strategies is a far more relevant metric for school choice than NAPLAN results. 'Building Background Knowledge' at Fairfield West is a brilliant concept: having tangible, experience based reference points (Concrete Examples) for what I'm reading about provides cognitive context that helps to encode and store information accurately. Starting each maths lesson with a retrieval session (activating prior knowledge) at John the Baptist, St Catherine's (and many other schools) is key to moving information to long term memory and helping with fluent recall. In an ideal world these principles are a key part of teacher training and avoid the politicisation that occurs with so many educational initiatives. Even more importantly, they're taught to students themselves, empowering them to maximise their own learning.

"Montessori education is thoroughly aligned with the abundant body of research supporting Self-Determination Theory, perhaps the prevailing humanistic framework of our time. Self-Determination Theory posits that people naturally tend 'to seek out novelty and challenges, to extend and exercise [their] capacities, to explore, and to learn' as long as three foundational psychological needs are met, namely those for autonomy, competence, and relatedness." from What We Know About What We Do: The Evidence Behind Montessori Practice | Student Autonomy & Choice

How faculty life is like kindergarten (the Jason Thatcher riff). When I reflect on academic life, I see an awful lot of similarities to kindergarten ... The graphic says it all! #academiclife #academiccareers #humor #phdstudent #assistantprofessor #associateprofessor #fullprofessor

What is the value of an academic portfolio? Part 2- The role of an educator is to be transparent, because as a facilitator he has to guide. Students must be able to see their path through you. The modeling concept is that I follow your footsteps, and when I get my bearing, I can confidently go my way. This is the way it should in the teaching-learning, teacher-learner relationship from grades K-12. I have a question for you. Do you still have your kindergarten report card? or any of your elementary school level cards? If we did not care much about those personal items, we cannot pass our indifference for artifacts to our students. We have to teach them incrementally how to grow into the habit of keeping treasures.

As a result of the hard work of Montessori educators throughout Arizona (including our own Jen Hass Ernst), the AZ Dept of Education finally (officially) recognized the Montessori method as an evidence-based reading curriculum. If you are interested in reading more about the science of reading as relates to the Montessori pedagogy, check out this paper! https://lnkd.in/deMkMDMb

The Crucial Role of Student-Teacher Time (STT) in Transitioning from Kindergarten to Grades 1 and 2! Discover how dedicated student-teacher interaction supports young learners during this vital transition. STT fosters confidence, academic readiness, and emotional well-being, ensuring a smooth progression into primary education. Dive into the full article to learn more about the impact of quality student-teacher time! 🔗 Read more:

The Crucial Role of Student-Teacher Time (STT) in Transitioning from Kindergarten to Grades 1 and 2! Discover how dedicated student-teacher interaction supports young learners during this vital transition. STT fosters confidence, academic readiness, and emotional well-being, ensuring a smooth progression into primary education. Dive into the full article to learn more about the impact of quality student-teacher time! 🔗 Read more: