KNOWLEDGE BUILDING IS NOT A ONE AND DONE UNDERTAKING

Professional learning must involve people working in a way that contributes to the collective good of the group and in doing so, they need to think for themselves and engage in applying new learning in their own practice.

Making Professional Learning Successful

I’m sorry to tell you that an hour or two of an information session is not study. It’s an introduction.

Tacit knowledge is what we know but cannot explain. It’s practical and highly context-dependent. This kind of knowledge is difficult to transfer.

Knowledge Type

The next kind of knowledge is explicit knowledge. We could write it down on paper or give someone else specific steps. It’s straightforward and easily documented.

We then have theoretical knowledge that is accessible, highly transferable, and can be used by various people in various contexts.

Knowledge Type 3

Li and Sang talk about a transformation of knowledge from one part of the continuum to another. It’s not about just addressing these different types of knowledge, but about connecting them.

Knowledge Can Be Transformed To Make It Transferable

So what’s the answer to this issue of transformation and transfer of teaching knowledge? Well, there isn’t one simple thing, but I’ll add to the suggestions in this episode by saying that coaching has been consistently identified as a key factor in helping teachers build all types of knowledge, including pedagogical practices

The Power of Coaching

 


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Hello and welcome to this episode of the Structured Literacy podcast. I’m Jocelyn and today I’m recording on the l...

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Learning & Education

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The Critical Issue of Teacher Knowledge Building

AVOIDING THE PITFALLS OF QUICK DECISIONS

The first mistake is falling victim to the bandwagon effect. This psychological phenomenon means to aligning yourself with an idea, person or practice, because of the perception of success, without really knowing what you are really getting into.

The Bandwagon Effect

There are two aspects of this. We are either really unsure about what to do and rely on the views of others, or we are really worried about the political ramifications of not following the crowd.

Two Aspects Of The Bandwagon Effect

Relying on the opinion of others who are overconfident, or not asking enough questions because we are overconfident in our own knowledge and skills is dangerous. It can lead to wasted time and wasted resources.

Relying On Others Who Do Not Have High Levels Of Knowledge

Creating lasting change for ever-improving results is about taking action, evaluating impact through data, tweaking and refining based on what you see, then evaluating impact again based on the data, and then continuing to tweak and refine your processes until you achieve your desired outcome.

Before you invest money, time and emotional and physical energy into a new approach, make sure that you haven't fallen victim to the bandwagon effect. Make sure that the people you are taking advice from actually have robust enough knowledge to not be leading you down a garden path.

A To Do List Before Making A Decision

Big picture decision making can feel high-risk for any leader. Having to make them quickly is even more difficult.

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S4 Ep11 - Making Decisions When The Floor Is Lava

Reading fluency is not an activity or skill in and of itself. We don’t ‘do’ fluency. Fluency is the product of strong development across a number of domains including decoding/word recognition, phonemic awareness, vocab?ulary acquisition, and background knowledge.

There may be six areas of literacy instruction (the Big Six) and eight strands of Scarborough’s Reading Rope, but that does not mean that our literacy block follows these frameworks with discrete, stand-alone sec?tions. The key to developing a strong literacy block lies in the following: • Understanding the components of literacy we need to teach• Knowing how much of what is required at different ages• Knowing what kind of instruction and activities will develop key skills and knowledge• Having knowledge of how the different aspects of literacy instruction interact with and impact each other

The Literacy Block

A typical 120 minutes structured literacy block: • Daily review of previously learned content (15 minutes)• Explicit phonics and phonemic awareness instruction (20–30 minutes)• Decoding and reading (20 minutes)• Sentence level transcription instruction (15 minutes)• Shared writing (an opportunity to promote partner talk idea generation and participation in the practice of segmenting while reviewing key, previously learned skills and knowledge) (15 minutes)• Language and literature-based lessons such as text-based unit including syntax, concepts from the top of the rope such as character de

Timings Of The Literacy Block

REPEATABLE, LOW VARIANCE ROUTINES REDUCE COGNITIVE LOAD

We should be
 reading rich texts to students from day one right across the curriculum and making these texts available when they are able to tackle them for themselves, even if that requires scaffolding. After all, engagement with texts is a won?derful way to develop oral comprehension in preparation for the day when students will be reading these rich texts by themselves.

Reading fluency is not an activity or skill in and of itself. We don’t ‘do’ Fluency. Fluency is the product of strong development across a number of domains including decoding/word recognition, phonemic awareness, vocabulary acquisition, and background knowledge.

Reading Success in the Early Primary Years is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it.Structured in three parts, the book breaks down complex concepts in a concise, accessible manner, guiding teachers on eight key actions to take to get every child on the path to reading proficiency. These include instruction in phonics, phonological and phonemic awareness, integrated reading and spelling opportunities, and the use of decodable texts. Highly practical, Reading Success in the Early Primary Years offers over 20 explicit instructional routines that teachers can implement in their classrooms and guidance on how to get the most out of instructional time. These practical elements are further supported by a summary of relevant research and theories about how reading develops, including an outline of high impact, explicit teaching that draws on cognitive load theory.Rich with sample lesson plans, tools, and examples from real classrooms, this book allows teachers to get on with the business of teaching reading. This is a must-have resource for all who are responsible for children’s reading instruction in the first three years of school.

The Critical Issue of Teacher Knowledge Building

S4 Ep11 - Making Decisions When The Floor Is Lava

Reading Success in the Early Primary Years

Jocelyn Seamer