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incremental changes herald the disappearance of K-12 age-graded public schools or the dominant patterns of teacher-centered instruction. What these gradual changes will translate into is a broad array of options for teaching and learning available to both teachers and students. About these ads var wpcom_adclk_hovering = false; var wpcom_adclk_recorded = false; var wpcom_adclk_theme = "Pilcrow"; var wpcom_adclk_slot = "wpcom_below_post_adsafe"; var wpcom_adclk_network = ( typeof wpcom_adclk_network === "undefined" ) ? "" : wpcom_adclk_network ; jQuery(document).ready( function() { function wpcom_adclk_hover_yes() { wpcom_adclk_hovering = true; } function wpcom_adclk_hover_no() { wpcom_adclk_hovering = false; } jQuery(".wpa").click(wpcom_adclk_click); jQuery(".wpa iframe").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(".wpa object").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(window).blur( function() { if ( wpcom_adclk_hovering ) { wpcom_adclk_click(); } }); }); function wpcom_adclk_impression() { var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_imp_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_imp_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_imp_network=" + wpcom_adclk_network; stat_gif += "&x_ads_imp_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); return true; } function wpcom_adclk_click() { if (wpcom_adclk_recorded) { return true; } // no double counting var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_click_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_click_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_click_network=" + wpcom_adclk_network; stat_gif += "&x_ads_click_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); wpcom_adclk_recorded = true; var now=new Date(); var end=now.getTime()+250; while(true){now=new Date();if(now.getTime()>end){break;}} return true; } if ( typeof GA_googleAddAttr == 'function' ) { GA_googleAddAttr("AdOpt", "1"); GA_googleAddAttr("Origin", "other"); GA_googleAddAttr("LangId", "1"); GA_googleAddAttr("Domain", "larrycuban.wordpress.com"); GA_googleAddAttr("BlogId", "8903150"); GA_googleAddAttr("PageURL", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleAddAttr("AdSafe", "1"); GA_googleAddAttr("Autotag", "education"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology-use"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology"); GA_googleAddAttr("Partner", "AOL"); GA_googleAddAttr("theme_bg", "ffffff"); GA_googleAddAttr("theme_border", "bbbbbb"); GA_googleAddAttr("theme_text", "333333"); GA_googleAddAttr("theme_link", "1c9bdc"); GA_googleAddAttr("theme_url", "1c9bdc"); GA_googleAddAdSensePageAttr("google_page_url", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleFillSlot("wpcom_below_post_adsafe"); } jQuery( window ).load( function() { if ( jQuery(".wpa script[src*='virool.com']").length > 0 || jQuery(".wpa script[src*='shareth.ru']").length > 0 || jQuery(".wpa iframe[src*='boomvideo.tv']").length > 0 || jQuery(".wpa iframe[src*='viewablemedia.net']").length > 0 || jQuery(".wpa .sharethrough-placement").length > 0 ) { jQuery( '.wpa' ).css( 'width', '400px' ); } setTimeout(function(){if(typeof GS_googleAddAdSenseService !== 'function'){new Image().src=document.location.protocol+"//pixel.wp.com/g.gif?v=wpcom-no-pv&x_noads=adblock&baba="+Math.random()}},100); } ); Share this:ShareTwitter29share-li

None of these incremental changes herald the disappearance of K-12 age-graded public schools or the dominant patterns of teacher-centered instruction. What these gradual changes will translate into is a broad array of options for teaching and learning available to both teachers and students. About these ads var wpcom_adclk_hovering = false; var wpcom_adclk_recorded = false; var wpcom_adclk_theme = "Pilcrow"; var wpcom_adclk_slot = "wpcom_below_post_adsafe"; var wpcom_adclk_network = ( typeof wpcom_adclk_network === "undefined" ) ? "" : wpcom_adclk_network ; jQuery(document).ready( function() { function wpcom_adclk_hover_yes() { wpcom_adclk_hovering = true; } function wpcom_adclk_hover_no() { wpcom_adclk_hovering = false; } jQuery(".wpa").click(wpcom_adclk_click); jQuery(".wpa iframe").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(".wpa object").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(window).blur( function() { if ( wpcom_adclk_hovering ) { wpcom_adclk_click(); } }); }); function wpcom_adclk_impression() { var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_imp_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_imp_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_imp_network=" + wpcom_adclk_network; stat_gif += "&x_ads_imp_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); return true; } function wpcom_adclk_click() { if (wpcom_adclk_recorded) { return true; } // no double counting var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_click_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_click_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_click_network=" + wpcom_adclk_network; stat_gif += "&x_ads_click_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); wpcom_adclk_recorded = true; var now=new Date(); var end=now.getTime()+250; while(true){now=new Date();if(now.getTime()>end){break;}} return true; } if ( typeof GA_googleAddAttr == 'function' ) { GA_googleAddAttr("AdOpt", "1"); GA_googleAddAttr("Origin", "other"); GA_googleAddAttr("LangId", "1"); GA_googleAddAttr("Domain", "larrycuban.wordpress.com"); GA_googleAddAttr("BlogId", "8903150"); GA_googleAddAttr("PageURL", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleAddAttr("AdSafe", "1"); GA_googleAddAttr("Autotag", "education"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology-use"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology"); GA_googleAddAttr("Partner", "AOL"); GA_googleAddAttr("theme_bg", "ffffff"); GA_googleAddAttr("theme_border", "bbbbbb"); GA_googleAddAttr("theme_text", "333333"); GA_googleAddAttr("theme_link", "1c9bdc"); GA_googleAddAttr("theme_url", "1c9bdc"); GA_googleAddAdSensePageAttr("google_page_url", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleFillSlot("wpcom_below_post_adsafe"); } jQuery( window ).load( function() { if ( jQuery(".wpa script[src*='virool.com']").length > 0 || jQuery(".wpa script[src*='shareth.ru']").length > 0 || jQuery(".wpa iframe[src*='boomvideo.tv']").length > 0 || jQuery(".wpa iframe[src*='viewablemedia.net']").length > 0 || jQuery(".wpa .sharethrough-placement").length > 0 ) { jQuery( '.wpa' ).css( 'width', '400px' ); } setTimeout(function(){if(typeof GS_googleAddAdSenseService !== 'function'){new Image().src=document.location.protocol+"//pixel.wp.com/g.gif?v=wpcom-no-pv&x_noads=adblock&baba="+Math.random()}},100); } ); Share this:ShareTwitter29 cl

chools or the dominant patterns of teacher-centered instruction. What these gradual changes will translate into is a broad array of options for teaching and learning available to both teachers and students. About these ads var wpcom_adclk_hovering = false; var wpcom_adclk_recorded = false; var wpcom_adclk_theme = "Pilcrow"; var wpcom_adclk_slot = "wpcom_below_post_adsafe"; var wpcom_adclk_network = ( typeof wpcom_adclk_network === "undefined" ) ? "" : wpcom_adclk_network ; jQuery(document).ready( function() { function wpcom_adclk_hover_yes() { wpcom_adclk_hovering = true; } function wpcom_adclk_hover_no() { wpcom_adclk_hovering = false; } jQuery(".wpa").click(wpcom_adclk_click); jQuery(".wpa iframe").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(".wpa object").hover( wpcom_adclk_hover_yes, wpcom_adclk_hover_no ); jQuery(window).blur( function() { if ( wpcom_adclk_hovering ) { wpcom_adclk_click(); } }); }); function wpcom_adclk_impression() { var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_imp_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_imp_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_imp_network=" + wpcom_adclk_network; stat_gif += "&x_ads_imp_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); return true; } function wpcom_adclk_click() { if (wpcom_adclk_recorded) { return true; } // no double counting var stat_gif = document.location.protocol + "//pixel.wp.com/g.gif?v=wpcom-no-pv"; stat_gif += "&x_ads_click_theme=" + wpcom_adclk_theme; stat_gif += "&x_ads_click_placement="+wpcom_adclk_slot; stat_gif += "&x_ads_click_network=" + wpcom_adclk_network; stat_gif += "&x_ads_click_theme_network="+wpcom_adclk_theme+"_"+wpcom_adclk_network; new Image().src = stat_gif + "&baba=" + Math.random(); wpcom_adclk_recorded = true; var now=new Date(); var end=now.getTime()+250; while(true){now=new Date();if(now.getTime()>end){break;}} return true; } if ( typeof GA_googleAddAttr == 'function' ) { GA_googleAddAttr("AdOpt", "1"); GA_googleAddAttr("Origin", "other"); GA_googleAddAttr("LangId", "1"); GA_googleAddAttr("Domain", "larrycuban.wordpress.com"); GA_googleAddAttr("BlogId", "8903150"); GA_googleAddAttr("PageURL", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleAddAttr("AdSafe", "1"); GA_googleAddAttr("Autotag", "education"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology-use"); GA_googleAddAttr("Tag", "how-teachers-teach"); GA_googleAddAttr("Tag", "technology"); GA_googleAddAttr("Partner", "AOL"); GA_googleAddAttr("theme_bg", "ffffff"); GA_googleAddAttr("theme_border", "bbbbbb"); GA_googleAddAttr("theme_text", "333333"); GA_googleAddAttr("theme_link", "1c9bdc"); GA_googleAddAttr("theme_url", "1c9bdc"); GA_googleAddAdSensePageAttr("google_page_url", "https://larrycuban.wordpress.com/2014/12/31/predictions-about-technology-in-k-12-and-higher-education-for-2025/"); GA_googleFillSlot("wpcom_below_post_adsafe"); } jQuery( window ).load( function() { if ( jQuery(".wpa script[src*='virool.com']").length > 0 || jQuery(".wpa script[src*='shareth.ru']").length > 0 || jQuery(".wpa iframe[src*='boomvideo.tv']").length > 0 || jQuery(".wpa iframe[src*='viewablemedia.net']").length > 0 || jQuery(".wpa .sharethrough-placement").length > 0 ) { jQuery( '.wpa' ).css( 'width', '400px' ); } setTimeout(function(){if(typeof GS_googleAddAdSenseService !== 'function'){new Image().src=document.location.protocol+"//pixel.wp.com/g.gif?v=wpcom-no-pv&x_noads=adblock&baba="+Math.random()}},100); } ); Share this:ShareTwitter29https://larrycuban.wordpress.com/2014/

Blended learning, including “flipped” classrooms, continue to spread across the country. Many teacher and principal bloggers tout how they have integrated the use of new devices into daily lessons, including lessons for Common Core standards

With all of the above occurring, one would think that by 2025, age-graded schools and the familiar teaching and learning that occurs today in K-12 and universities  would have exited the rear door. Not so.

etting access to powerful electronic devices for all students and teachers is surely a victory for those who believe in better technologies solving teaching and learning problems. But access does not dictate use, especially the kind of use that vendors and  technophiles ardently seek

In the past four years, I have predicted that textbooks will be digitized, online learning will spread, and the onset of computer testing will create more access to devices across schools and accelerate classroom usage. These developments will occur incrementally over the next decade and will be obvious to observers but hardly dominant in K-12 age-graded schools.

While higher education textbooks  have shifted markedly to e-books and less expensive ways of getting content into students’ devices, the K-12 market remains a proprietary domain of a handful of publishers (e.g. Pearson, Houghton Mifflin Harcourt, and McGraw-Hill Education) in part due to the mechanics of  certain states (e.g.Florida, California, and Texas) dominating which texts get chosen.

12 online learning will also spread slowly, very slowly, as blended learning and “flipped” classrooms gain traction. Both of these innovative twists on traditional classroom teaching, however, will reinforce the age-graded school, not dismantle it.

She and her mom were proud that she had done her own research. When she said that she got her information from Wikipedia, I suggested that she might wish to include her source on the project, but she did not want to. She did not know if she would be presenting the project to her classmates.

My concern was not just about the credibility of using Wikipedia for academic purposes. The reading level was too advanced for a typical third-grader. Researchers (Anderson, 2012) have found the overall readability of numerous Wikipedia articles too difficult for many readers.

How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial? Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research?  What guidelines/templates are students provided for developing their projects? Are they provided a checklist/rubric for how projects would be graded? Who sees their projects?  How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered?

elementary learners can hop on the Research Rocket at the online portal Kentucky Virtual Library: How to Do Research and find an interactive and engaging tutorial designed just for them. Content might also benefit classroom lessons and discussions, particularly in K–2 when

ibrary media specialists in the School District of New Berlin (WI) developed a series of research guides and templates, organized by grade-bands. Templates for grades 4 to 6 combine a checklist or rubric.  Lankau, Parrish, Quillin and Schilling (2004) developed the Research Project Guide: A Handbook for Teachers and Studentsfor Humble Independent School District in Texas.

Symbaloo, a social bookmarking tool, for this purpose. The Elementary Research Guide focuses on the Super 3 and Big 6 research models for grades K–2 and 3 to 5, respectively. Presentations on the Super 3 and Big 6 models, posted on Slideshare.net, illustrate that educators value both models.  

4.  Spotlight Respect For All Cultures: Reaffirm the message about being supportive of one another, kind, understanding and patient. Encourage everyone to openly talk about their personal cultures, traditions and languages. Have parties celebrating the different cultures in the class, sharing music, historical family photos, dances, games, food and traditions.  Hold discussions about the history of America, immigration, and the value of diversity and differences. Encourage students to share their own stories of immigration, passed down from generation to generation.

5.  Community: If the parents and/or guardians do not speak English, request an interpreter if possible for all school communication, including parties, conferences and special events. Invite parents to all school community functions to encourage and foster a sense of belonging. If possible, introduce other students and/or families who speak the same language as the ESL student. Sharing cultural commonalities will provide strong bonds for students, parents and teachers.

6.  Assess Students Informally: Assess ESL students on an informal basis when they first arrive to class, and ongoing during the school year. It is imperative to primarily check for understanding in regard to basic and social needs. Pay attention from the sideline to see if they know numbers, letters and/or short English phrases. Continuously check for comprehension and growth informally, make notes and never be afraid to raise the bar and challenge a bit.

7.  Don’t Discourage Native Language Use:  With all good intentions, this is a common mistake teachers can make. ESL students who have a stronger foundation of their native language will have a shorter route to acquiring English. Don’t discourage native language use, as this will result in negative feelings about the student’s language and culture, and may cause delay in English language acquisition. Provide free time for the ESL student to read and write in their native language

8.  Use Manipulatives, Visuals, Games, Music and Hands-On Activities in the Classroom: According to William Glaser, we learn 80% of what we experience, and 95% of what we teach others. ESL students do exceptionally well when this theory is followed. Involve them in projects that will encourage them to talk as much as possible with their classmates.   Some ideas for projects are the following:  cooking (following easy directions), art (drawing, painting, sculpture), musical activities (music provides an amazing platform for learning), and acting (for example, charades).

9.  Provide Various Opportunities For Talking and Consider Seat Placement: It is very important to consider seat placement in the classroom for the ESL student. All too often, ESL students are seated in the back of the classroom, which leads to a great lack of contribution, listening, and  participation. Try and seat the ESL student close to the front, especially with other students who are inviting and enjoy conversation. Provide the most opportunities as possible for talking and listening to others in the class via group work. You will be surprised how much shorter the silent period will end. 

10. Communicate with the ESL teacher: Maintain communication with the ESL teacher as much as possible. The sooner both teachers are working together, the quicker the student will learn English. Be open to the ESL teacher’s suggestions, let him/her share in the modification of classwork, and invite the ESL teacher into your classroom. 

If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and for their to be institutional changes that foster such change. ‘Entrenched mental models… thwart changes that could come from systems thinking’ (ibid.: 203). Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge 1990: 273-286). It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (ibid.: 287-301).

it’s the capacity to hold a share picture of the future we seek to create’ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‘fifth discipline’.

When there is a genuine vision (as opposed to the all-to-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization… What has been lacking is a discipline for translating vision into shared vision – not a ‘cookbook’ but a set of principles and guiding practices. The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge 1990: 9)

By attending to purpose, leaders can cultivate an understanding of what the organization (and its members) are seeking to become. One of the issues here is that leaders often have strengths in one or two of the areas but are unable, for example, to develop systemic understanding. A key to success is being able to conceptualize insights so that they become public knowledge, ‘open to challenge and further improvement’ (ibid.: 356).

In a learning organization, leaders are designers, stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is they are responsible for learning…. Learning organizations will remain a ‘good idea’… until people take a stand for building such organizations. Taking this stand is the first leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization. (Senge 1990: 340)

In essence, ‘the leaders’ task is designing the learning processes whereby people throughout the organization can deal productively with the critical issues they face, and develop their mastery in the learning disciplines’ (ibid.: 345).

One of the important things to grasp here is that stewardship involves a commitment to, and responsibility for the vision, but it does not mean that the leader owns it. It is not their possession. Leaders are stewards of the vision, their task is to manage it for the benefit of others (hence the subtitle of Block’s book – ‘Choosing service over self-interest’). Leaders learn to see their vision as part of something larger. Purpose stories evolve as they are being told, ‘in fact, they are as a result of being told’ (Senge 1990: 351). Leaders have to learn to listen to other people’s vision and to change their own where necessary. Telling the story in this way allows others to be involved and to help develop a vision that is both individual and shared.

People need to be able to act together. When teams learn together, Peter Senge suggests, not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise.

It is about fostering learning, for everyone. Such leaders help people throughout the organization develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers – losing their commitment to the truth. (Senge 1990: 356)

No Child Left Behind demands that after one year of enrollment, ELLs must take statewide assessments, and the results must be integrated into the school's accountability measures. Enrolling large numbers of adolescent ELLs can put the school at risk of failing to make adequate yearly progress.

In these times of increasingly meager resources in which schools are paring down to essential programs and making contingency plans to deal with statewide budget cuts and federal program funding reductions, adolescent ELLs are often viewed as an unwelcome presence in schools, a drain on the limited resources available. Increasing the challenge is the reality that many immigrant adolescents enter secondary schools with a triple whammy—little or no English, interrupted or limited formal schooling, and limited literacy in any language.

There is no more diverse learning cohort than that grouped under the term adolescent English language learner. Although many of these students are newcomers (immigrants who arrived within the past five years), others have always called the United States home.

now, for example, that 57 percent of adolescent learners classified as limited English proficient were born within U.S. borders and thus are second- or third-generation residents (Batalova, Fix, & Murray, 2007). These students have often achieved oral proficiency but lag behind in their ability to use English for literacy and content learning for reasons that may be only partly related to second-language status—for example, mobility and switching between language programs (Short & Fitzsimmons, 2007).

Some immigrant students arrive in the United States with fully developed academic literacy in their native language and a strong record of academic achievement in their home countries. Filip, for example, entered U.S. schools in 9th grade after having attended a high-level academic school in the Czech Republic. Within two years, he had gained a command of academic English and was performing above grade level. Contrast Filip with Ben, who emigrated from the Sudan at age 16 after experiencing the trauma of civil unrest and a severe interruption in formal schooling, which resulted in a limited foundation in literacy in any language. Rosaria, unlike either Filip or Ben, is a U.S.-born English language learner. Although her home language is Spanish, at 17, her social language outside the home is English. However, her writing exhibits many of the linguistic differences of an immigrant English learner, and she reads at the 5th grade level.

Such reforms must also take into account the particular context of each school—its demographic profile, existing program models, community culture, and so on. With this caveat in mind, a number of principles and practices support improved achievement for adolescent ELLs as well as for their native-English-speaking peers.

there is surprising agreement in what constitutes best practice for adolescent English language learners. It is up to school leaders to implement the school reforms that work and to think outside the traditional boxes that have restricted the achievement of these students.

School administrators and teachers grappling with the often confusing and contradictory premises of these popular initiatives can draw on three useful sources of information: (1) meta-analyses of research studies regarding program effectiveness and instructional practices that support and enhance achievement, (2) studies of the initiatives' effect on English language learners' English language acquisition and academic achievement, and (3) databases that compile language assessments administered to large populations of English language learners over time and across grade levels. Several myths about the instruction of English language learners do not stand up to scrutiny when examined through the lens of this research base.

The "One-Size-Fits-All" Myth

Schools throughout the United States use a variety and range of theoretically sound programs to meet the needs of their specific populations of English language learners, who vary in demographic and linguistic characteristics.

For instance, bilingual programs are appropriate and effective in schools that serve concentrations of students who use a common native language

In many schools, however, English language learners speak a number of different native languages; such schools often use English as the common language of content-area instruction. Therefore, some state agencies and language-minority educators advocate a mix of services and program types in response to each school district's demographic mix—an approach that contradicts the state laws requiring a default model of sheltered English immersion

The "Language of Instruction" Myth

But according to Education Week, cumulative and comparative studies based on National Assessment for Educational Progress (NAEP) scores suggest that statewide mandates limiting bilingual education in California, Arizona, and Massachusetts have produced "less-than-stellar" results (Zehr, 2008, p. 10).

Proponents of the ballot initiatives mandating sheltered English immersion argue that bilingual education is the reason for low levels of English proficiency among immigrant students—especially Latinos, the group served by the vast majority of the bilingual programs.

(Parrish, Pérez, Merickel, & Linquanti, 2006). The study found that students participating in English-only education programs had no statistically significant advantage in terms of academic achievement over those in bilingual education programs that parents chose through the waiver process under the law.

Thus, ballot initiatives have not realized their goal of improving English language learners' academic achievement.

In denying the injunction against the implementation of Proposition 227, the U.S. District Court in Valeria G. v. Wilson (1998) ruled that structured English immersion was based on delivery of English language and content instruction that was "sequential" rather than "simultaneous."

This focus is based on the belief that the "problem" facing these students is essentially a "language problem.

K-12 Program Continuity and Coherence Programs for English language learners must be proven models with a demonstrated track record. Programs must have long-term goals and continuity in the curriculum as students move up through the grade levels. As students' listening, speaking, reading, and writing skills in English grow, the focus of instruction should shift, and instruction should be differentiated according to students' language levels (Mora, 2006). Differentiating the curriculum in this way requires monitoring students' progress toward performance benchmarks in English language proficiency, literacy, and content-area learning (Gottlieb & Nguyen, 2007)

Targeted Professional Development Educators must view the education of language-minority students as a shared responsibility. Teachers must have ample professional preparation in how to use appropriate curricular materials and teaching strategies to promote English language learners' achievement. Both new and experienced teachers need intensive professional development above and beyond the teacher education coursework required by the state credential and certificate programs. For example, teachers should be knowledgeable about second-language acquisition and cross-linguistic transfer so that students learning in their second language can capitalize on the commonalities in literacy with their native language, regardless of whether their instruction is in dual languages.

Local school districts must have the freedom and support to establish sheltered English immersion programs and/or bilingual education programs depending on community values, parental choice, and available resources. Policies must allow flexibility in use of students' native languages—especially for development of literacy skills. In states with anti-bilingual mandates, local jurisdictions should apply liberal and open interpretation of petition and waiver requirements to support parent empowerment and involvement in program selection.

Research-Based Policies to Replace Politically Based Policies

Some would argue that grit is inherent in Albert Bandura’s research on self-efficacy, and that resilience is also part of i

tackling grit in my classroom and school.

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elp Students Develop a Growth Mindset

rol Dweck from Stanford University teaches us that students who have a growth mindset are more successful than those who think that intelligence is fixed. 5. Reframe Problems Using stories and examples from Malcom Gladwell's book David and Goliath, we talk about "desirable difficulties." Students need perspective about problems to prevent them from giving up, quitting or losing hope. 6. Find a Framework I use Angela Maiers' Classroom Habitudes as my framework. The KIPP framework specifically includes grit as one of its seven traits. Find one that works for your school and includes clear performance values. 7. Live Grittily You teach with your life. Perhaps that is why Randy Pausch's Last Lecture and David Menasche's Priority List resonate. These teachers used their own battle with death itself as a way to teach. But you don't have to die to be an effective teacher. Our own work ethic yells so loudly that kids know exactly what we think about grit. 8. Foster Safe Circumstances That Encourage Grit Never mistake engaging, fun or even interesting for easy. We don't jump up and down when we tear off a piece of tape because "I did it." No one celebrates easy, but everyone celebrates championships and winners because those take grit (and more). We need more circumstances to help kids to develop grit before they can "have it." Tough academic requirements, sports and outdoor opportunities are all ways to provide opportunities for developing grit. Verena Roberts, Chief Innovation Officer of CANeLearn says: One of the best ways to learn about grit is to focus on outdoor education and go out into the wild. Grit is about not freaking out, taking a deep breath, and moving on. 9. Help Students Develop Intentional Habits Read about best practices for creating habits, because habits and self-control require grit. 10. Acknowledge the Sacrifice Grit Requires Grit takes time, and many students aren't giving it. In their 2010 paper "The Falling Time Cost of College", Babcock and Marks demonstrate that, in 1961, U.S. undergraduates studied 24 hours a week outside of class. In 1981, that fell to 20 hours, and in 2003, it was 14 hours per week. This is not to create a blame or generation gap discussion, but rather to point out the cost of being well educated. We are what we do, and if we study less and work less, then we will learn less. Educators Need Grit Now we as teachers just need the grit to do whatever it takes to turn education around, and that starts with hard work and our own modern version of true grit. Teaching it and living it is now front and center in the education conversation. Vicki Davis @coolcatteacher's Profile Sign in or register to post Sign in to vote! (3) The Educational Benefits of GritThe character traits of determination, adaptability and reflection add up to a critical 21st century skill.<< Previous Next >> Learn More About Education Trends Latest Reconnecting Adults With Playful Learning A New Must-Read for All Educators Google for Educators: The Best Features for Busy Teachers What Is Personalization, Really? 20 Top Pinterest Tips Vicki Davis @coolcatteacher Computer Fundamentals, Computer Science and IT Integrator from Camilla, GA follow: http://www.facebook.com/coolcatteacherhttp://www.twitter.com/coolcatteacherhttps://plus.google.com/+VickiDavishttp://www.youtube.com/coolcatteacher/http://www.linkedin.com/in/coolcatteacher/http://www.pinterest.com/coolcatteacher Related Tags: Education TrendsCollege ReadinessResilience and GritCharacter EducationAll Grades In This Series T

ow that a storyboard has been established, it’s time to put those tech skills to work! There are many software options for making a book trailer, including Photo Story and Windows Movie Maker, but for a truly theatrical experience, I prefer Apple’s iMovie.

I like to assign each student a role such as “film editor” or “art director” in order to make the project more personalized. You may also want to assign the role of “technical director” to an expert who can solve minor technical glitches.

What better way to celebrate student success than to have a screening party!

That solution has two fundamental underpinnings: the first is that information literacy is an issue for every college and university; and the second is that librarians should occupy a position in attempts to define and achieve campus-wide information literacy.

While it is legitimate to use some of the information available on the web, students need to learn how to evaluate that information.

A study conducted by two researchers at the Manchester Metropolitan University in the United Kingdom found that 75% of the students surveyed used Google as their first port of call when locating information, with the university library catalogue used by only 10%.

In general, faculty members involved in the process were willing to collaborate with librarians who served as consultants, as instructors, and as team players in designing, teaching and implementing course assignmen

One particular model which has proven to be effective is course integrated instruction. With this model, librarians and teaching faculty co-design a course, and make sure that information literacy is incorporated in the course.

They not only sought to build short-term programmatic partnerships but more importantly, formal long-term working relationships with campus units, groups, departments and administrators.

“Integrating Literacy into the Liberal Arts College Curriculum.

launched a campaign to recruit faculty as partners in the process

took advantage of the liaison system already in place

Symposiums were organized for faculty and librarians to focus on assessment and science disciplines.

offered a workshop

More and more course-related or integrated instruction sessions have come to play a bigger role in making students more information literate.

Changing fee structures, student experience and access to digitized information on the internet, librarians have had to rethink their approach to teaching IL skills

McGuinness (2007) argues that librarians tend to act in a reactive manner to the needs of academics, rather than proactively to promote IL skills.

eads to ad hoc, short-term solutions designed only to address one or two issues.

dds that librarians should align their own goals of incorporating IL skills into the curriculum with the goals of academics and institutions to influence the power structures within institutions and help shape educational content.

highlights both the ambiguity around how IL should be taught, and the important role faculty awareness of IL and integration of library staff plays in integrating IL

unpack the “culture clash” between librarians and academics

cGuinness (2006) found that academics expected students to “learn by doing” through collaborative projects with peers and dissertation reports with occasional support from staff, without a clear sense of how students would develop critical and analytical IL skills

aculty also tended to believe that a student’s ability to gain IL skills were driven by the student’s own motivation, interests and innate abilities, rather than the quality and format of the available instructional opportunities

Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century”

These collaborative efforts have enabled librarians to encourage and support faculty in establishing learning priorities which will ensure that students be equipped with the competencies to become effective lifelong learners.

Only by establishing a successful partnership between librarians and faculty, can the goal of mastery of information literacy by students be accomplished.

The goal of librarian-faculty collaboration in integrating information literacy into the curriculum is to enable students to learn the skills and competencies needed for success during their life time

To make sure that everyone is able to become an educated, skilled, and information-literate person, librarians and faculty at institutions of higher education throughout the world will need to work together as partners to provide the education

Collaboration is crucial in the education realm.

. School leaders serve the students, parents, and teachers of their school community by constantly seeking ways to improve the educational experience for all.

ffective school leaders resist any barriers to success by having high expectations for every student.

great school leaders are constantly searching for ways to improve

They use this data to seek news ways to help students achieve constantly.

When educators collaborate, research shows us that great things happen

Educational leadership cannot be lumped into the same molds as leadership styles appropriate for businesses and governments.

"the four:" sitting up; having feet in front, on the floor; looking up more than down; and using the home row keys.

The six dimensions of social-media-literate leadership

instant communication

ncorporate video streams into their blogs

That unease soon vanished with practice

Leveraging

Equally important is the skill of creating and sustaining a body of social followers who help to spread and reinforce the message.

n traditional corporate communications, consumption is a mostly passive act: you are pretty much left alone to make sense of messages and to assess their authenticity and credibility. In the social-media realm, information gets shared and commented on within seconds

engage more closely with stakeholders

To achieve this goal, leaders must become tutors and strategic orchestrators of all social-media activities within their control

agile

The age of comprehensive drag-and-drop curriculum planning is here

The Virtual Library of Instruction (11) hosts many excellent unit plans designed at the University of Georgia's by Dr. Peter Smagorinsky's secondary English majors. Scroll down to see units listed by grade. Titles listed in pink are the best.

At Teaching That Makes Sense (TTMS.org) (12), Steve Peha has created a ridiculous amount of materials useful for writing instructors

Some of the sites I discovered were created by college professors and might be too difficult for students who are not academically gifted. Nonetheless, there are treasures here

Technology still hasn't solved the biggest time crunch: reading, responding, and grading essays. "And let me tell you," she laughs, "My grading inbox is frightening." Nor does technology alleviate the need for her presence "They want me there, commenting. But I can't always be there as much as I want to be."