StandardsWork

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StandardsWork

@Standards_Work

Nonprofit consulting firm supporting efforts to advance the role of strong curriculum, value of deep content knowledge, & evidence-based instructional practice.

Katılım Nisan 2017
749 Takip Edilen2.3K Takipçiler
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Knowledge Matters Campaign
Knowledge Matters Campaign@KnowledgeMatrs·
“What do you think we might see. What’s a word we could use?” “Lewis and Clark” “Because” We saw some excellent writing instruction using learned history content on our recent school tour in @LHUSD1! Peep those #becausebutso posters on the white board! 😉@TheWritingRevol
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Chad Aldeman
Chad Aldeman@ChadAldeman·
"Get kids reading fluently. As much as you can. Have them read and write about books."
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Carl Hendrick
Carl Hendrick@C_Hendrick·
The student who can't write a coherent paragraph about photosynthesis doesn't have a "paragraph structure" problem; they have a photosynthesis problem.🧵⤵️
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Fordham Institute
Fordham Institute@educationgadfly·
High-quality instructional materials alone will not drive results. Teachers need to know how to use them effectively from day one. That preparation should start in educator prep programs. Julia Hayes explains: fordhaminstitute.org/national/comme…
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SoL in the Wild
SoL in the Wild@SoLInTheWild·
🧵The biggest challenge I face in teaching global issues and concepts about the world isn’t the content itself. It’s the knowledge and vocabulary deficit students start with. When prior knowledge is limited and vocabulary is underdeveloped, even well-designed lessons become harder to access, retain, and truly understand. The barrier isn’t a lack of relevance or interest. It’s entry points. 1/5
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SoL in the Wild
SoL in the Wild@SoLInTheWild·
That’s why we need more robust, knowledge-rich curriculum in elementary grades that prioritizes building coherent bodies of knowledge about the world, not isolated, inquiry-based exposure to one-off topics. It should intentionally and explicitly develop usable, transferable vocabulary and knowledge of the world. Students need knowledge and vocabulary for concepts they can apply across many contexts. 2/5
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Dale Chu
Dale Chu@Dale_Chu·
“They used to say the progression in school was you learn to read and then you read to learn. Now people realize it needs to be both for much longer. ‘Reading to learn’ should start earlier, and ‘learning to read’ must continue well past third grade.”
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Chase Young
Chase Young@ChaseJYoung1·
Struggling readers don’t catch up with easier books. In fact, they often fall further behind. Less complex text = • less vocabulary exposure • less syntax development • less knowledge building The gap doesn’t close. It widens. Better inputs → better readers.
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Doug Lemov
Doug Lemov@Doug_Lemov·
High text; low tech. In reading, that's the first step.
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Knowledge Matters Campaign
Knowledge Matters Campaign@KnowledgeMatrs·
“Writing can also help students develop into strong readers, particularly when it’s tied to what they are already learning.” @ChadAldeman with a piece about @Doug_Lemov @ColleenDriggs and @EricaWoolway new book! 📢📢📢
Chad Aldeman@ChadAldeman

That was my attempt to very concisely summarize a new book by @Doug_Lemov @ColleenDriggs @EricaWoolway translating the science of reading into classroom practice. Read my full review here: the74million.org/article/new-bo…

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Curriculum Matters
Curriculum Matters@CurriculumMatrs·
Coherent instruction is essential for all students, yet those who need it the most, tend to see a disjointed day much more often. @natwexler’s latest edition of Minding the Gap dives into this important conversation. Read more here: open.substack.com/pub/nataliewex…
Natalie Wexler@natwexler

Schools need to align their "support" for struggling students with the core curriculum, two new reports argue. Otherwise, "incoherent" instruction holds kids back. Makes sense--unless the core curriculum itself is incoherent. More in my new post: nataliewexler.substack.com/p/most-struggl…

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Knowledge Matters Campaign
Knowledge Matters Campaign@KnowledgeMatrs·
“It’s all about good teaching.” @LHUSD1 invited us to see high-quality social studies instruction AND instructional materials in action! This small, rural district demonstrates what is possible when students are provided with a rigorous, coherent learning experience.
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Knowledge Matters Campaign
Knowledge Matters Campaign@KnowledgeMatrs·
We are so excited for our 51st school tour! Tomorrow, we get to visit @LHUSD1 and see high quality social studies materials and instruction in action and it made us think of our school tour in Ouachita Parish last year! We can’t wait to see more tomorrow and Thursday!
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Patrice Bain
Patrice Bain@patricebain40·
Retrieval practice holds a special place in my journey, as well. It’s where my SoL life began. Thank you for the shoutout @SoLInTheWild ! #powerfulteaching 👇
SoL in the Wild@SoLInTheWild

Retrieval practice holds a special place in my teaching journey. It’s where I began rethinking my entire approach to teaching and learning through the lens of cognitive science about 18 months ago. From the start, the Leitner system has been a cornerstone of my work, helping students build true automaticity in long-term memory. This is my entry in the Eureka Library on how I use it, along with a longer Substack piece I wrote a few months ago that explores the approach in more depth. Much credit goes to the work of @patricebain40 and @KateJones_teach in informing and inspiring my retrieval practice evolution.

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SoL in the Wild
SoL in the Wild@SoLInTheWild·
When students know a lot about what they are asked to write about, they can and will write like this. Also, the fingerprints of consistent sentence-level instruction and single paragraph outlines is all over this. @TheWritingRevol
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SoL in the Wild@SoLInTheWild

You know those students who say, “I don’t know what to write about” during a formal writing task? They’re often telling the truth. There’s a strong chance they simply don’t know enough yet to be writing. But when we explicitly teach knowledge, use spaced practice and retrieval practice to make it durable and accessible in long term memory, and place summative writing at the right point in the instructional hierarchy, the “not knowing” is greatly diminished. Do that, and you’ll likely rarely hear “I don’t know what to write about” again.

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Keşfet

@mcglynn3 @KnowledgeMatrs @LHUSD1 @TheWritingRevol @mjanatovich @BAMRadioNetwork @ChadAldeman @Doug_Lemov