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"Larry Ferlazzo's Websites of the Day…" - 5 new articles
Research Studies Of The Week Mohamed_hassan / Pixabay I often write about research studies from various fields and how they can be applied to the classroom. I write individual posts about ones that I think are especially significant, and will continue to do so. However, so many studies are published that it’s hard to keep up. So I’ve started writing a “round-up” of some of them each week or every other week as a regular feature. You can see all my “Best” lists related to education research here. Here are some new useful studies (and related resources):
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There are many different ways you can subscribe to this blog for free and access the average three posts each day: You can subscribe to my Flipboard. Subscribe by a RSS Reader. One popular RSS Readers is Feedly (though there are many others). You can read about Feedly in this New York Times guide. Probably about 15,000 people read this blog through the RSS feed. Subscribe to email updates through Feedblitz. Three thousand people read this blog through daily emails. Follow me on Twitter, where I share my posts and many other resources. Follow me on Pinterest, where I share posts and other resources. “Follow” me on Facebook, where I also share my posts. Follow me on Threads. Follow me on BlueSky, where I share many, though not all, of my posts. Subscribe to a monthly email newsletter where I share my “Best” lists and my other picks of the best posts of the month. Hope you find this list of choices helpful!  A Look Back: Three Videos Of English Language Learners Giving Advice To TeachersFor the next several months, each week I’ll be republishing posts from the past that I think readers might still find useful. This post first appeared in 2018.
In anticipating of a series of staff development sessions I led for our school’s faculty, I gave a survey to many of the ELLs at our school asking for their feedback on their classroom experiences. You can see the survey and read its results at English Language Learners Tell Us What Helps Them Learn. The survey uses the outline of an article that Katie Hull and I have written for The American Educator, the journal of the American Federation of Teachers (unfortunately, its publication has just been delayed until September). The article and survey focuses on three key areas – differentiation, student motivation, and affirming error correction. It’s likely that it will be the first in a quarterly series of articles Katie and I will writing on key qualities of ELL instruction, though those future articles will be appearing in a different publication from The American Educator. (by the way, the third book that Katie and I have co-authored on teaching ELLs will be published in two weeks). I also used those three elements as the outline for the staff development sessions I’ve been leading (you can see some of the online resources I’ve been sharing during these trainings here – I’ll be adding more for Science and Math teachers next month). Each of those three parts of the training begins with a panel comprised of students who all entered our school as ninth-grade ELL Beginners and who are now taking one or more International Baccalaureate now or next year. You can read about the impact their participation has had on our teachers here: Guest Post: Professional Development in Education – Involving Everyone. We taped the panels after they presented to teachers (it was logistically difficult to get a straight shot during the sessions) and students and their parents agreed to have it shared here so other teachers could learn from them. They answered questions during the training, but those responses do not appear here. Feel free to leave a comment about the videos – I’m sure students would love to hear your thoughts!     March 25th Is “International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade” – Here Are Teaching Resources orythys / Pixabay
The United Nations has declared March 25th to be the International Day of Remembrance of the Victims of Slavery and the Transatlantic Slave Trade. You might be interested in USEFUL RESOURCES FOR LEARNING ABOUT THE 400TH ANNIVERSARY OF BRINGING ENSLAVED AFRICANS TO AMERICA.  This Research About Teacher/Student Misalignment Is From Ghana, But I Think It Also Holds True In The U.S. mac231 / Pixabay
I was struck by the conclusions of this recent education study in Ghana, Evaluating ESL classroom evaluation: teacher–student beliefs and teacher practices in Sunyani East Municipality, Ghana: Findings revealed that while teachers endorsed alternative and formative evaluation strategies in principle, their practices remained largely summative due to systemic constraints such as large class sizes, workload, and time pressures. Students valued questioning, feedback, group work, and peer assessment, highlighting the importance of interactive approaches consistent with social constructivist principles. However, a misalignment between teacher beliefs and practices limited the potential of evaluation to support deeper learning. The study recommends policy reforms that integrate formative assessment into teacher training, strengthen professional learning communities, and empower school leadership to institutionalize classroom-based innovations.
I suspect that researchers might get similar responses from teachers and students in the United States. I think it’s pretty clear that what teachers say they want to do, and what students say they want, are examples of the most effective teaching and learning experiences. But, because of workload for many, and, I suspect, because it’s just easier and they don’t want to work hard for a few, many teachers take the less effective route. What do you think?  More Recent Articles |
