Timothy Shanahan

@ReadingShanahan

Timothy Shanahan is Distinguished Professor Emeritus of Education at the University of Illinois at Chicago.

Chicago, IL, USA
Vrijeme pridruživanja: srpanj 2013.

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  1. proslijedio/la je Tweet
    prije 4 sata

    an excellent article on why the Common Core State Standards are still alive, adapting, evolving, and surviving across the educational ecosystem:

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  2. proslijedio/la je Tweet

    Very good episode on middle school and reading— touches on comprehension, grammar, and much more! Valuable for upper elem Ts too!

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  3. It’s just like that when you publish in psychology but without the helmets

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    2. velj

    It's also deeply flawed according to lots of teachers.

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    “It takes, on average, about three years of training for visual word recognition to move from sequential to parallel. Ultimately, our visual word form area processes all the letters of a word simultaneously rather than serially.” - Stanislas Dehaene 1/2

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    An excerpt from my new book « How we learn », on the 1st pillar of learning: attention modulates what we perceive and learn. With kudos to my mentor Mike Posner, attention pioneer, still very active in studying how brain connections change with training.

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    2. velj

    “Our job as teachers is not to teach kids how to read books they can already read reasonably well (like “instructional level” texts), but to enable them to make sense of texts that they can’t already read.” ALL OF THIS🙌🏻🙌🏻🙌🏻🙌🏻🙌🏻🙌🏻🙌🏻

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  8. 3. velj

    What’s the measurement you use to show that you’ve successfully taught lifelong reading?

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  9. 3. velj

    Whoever told you parents don’t care how well there kids can read doesn’t talk to many parent groups.

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  10. proslijedio/la je Tweet
    1. velj
    Odgovor korisnicima

    Still discussing test scores parents don’t care about while Ed companies pillage our public schools...

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  11. proslijedio/la je Tweet

    Thank you for addressing this! Let’s talk grade level texts and let’s talk about upholding them in our classrooms and in our end of term assessments. If we don’t take them seriously then the feedback we are giving to learners and parents is “fake news”, non?

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  12. proslijedio/la je Tweet
    27. sij
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    2. velj

    I think these words are some of the most relevant and important for improving curriculum, instruction and assessment. I dream of the day when this misguided goal of so-called “mastery” in RL & RI skills is a thing of the past.

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    I’ve been given LD referrals where the student has all A’s and is on honor roll. When I dig further, I find that some teachers grade at the ‘instructional level.’ How confusing for a parent! “We think your straight A student has a learning disability”

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    2. velj

    “Teachers get way too wrapped up in the skills that are included in state standards and how to get around having students actually read grade level texts, and don’t pay enough attention to the variations in contexts under which these skills have to be implemented.”

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  16. proslijedio/la je Tweet
    2. velj

    Some food for thought on exposing students to grade level text. I enjoyed listening to him speak on this very topic this week.

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  17. 2. velj

    Why not go with your state’s standards instead of every teacher trying to decide?

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  18. proslijedio/la je Tweet
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    Odgovor korisniku/ci
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  19. proslijedio/la je Tweet
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    Meta-analysis of PD & reading achievement reports moderate, positive effect, but notes sparse lit at middle and hs, and little on outcomes for struggling readers ($)

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  20. proslijedio/la je Tweet
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    Odgovor korisnicima i sljedećem broju korisnika:

    Color me skeptical. We've seen instances where Lucy makes thoughtful noises in response to criticism but changes nothing. Their approach is fundamentally incompatible with a knowledge-rich view of reading. It rests on a theory that insists reading must be child-directed.

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