However, I got this through middleweb’s blog today, and since you are a high school teacher, I thought you may not have seen it.

http://pubs.cde.ca.gov/tcsii/homepage/drzadinahheadline.aspx

Here is the blog post from MiddleWeb:

Learning and the Adolescent Brain
from MiddleWeb by JohnNorton

Ado-brain Taking Center Stage, the California web portal for middle grades educators, is featuring a public video series by cognitive neuro-scientist and reading specialist Janet Zadina. One offering focuses on the importance of survival, attention, and the “reward pathway” in adolescent brain development. Another considers the social nature of the brain and the role of emotion in engaging students in meaningful ways. A third video describes ways to find students’ strengths and passions and provide multiple opportunities for them to demonstrate understanding. The videos are supported by pre- and post-activities and resources.

I don’t have the time but will comment further later.

I really believe in the power of extensive reading and students being empowered by reading (even if not a homerun book). It is a teacher’s duty to “turn them on” . But what you are pointing at – giving students a feeling of success is even more paramount. I contend that the dismal results in many classrooms/schools/districts is solely because of this micro teaching phenomena. Not lack of money, access or resources. Not unskilled teachers or bad homes . Just because we don’t teach so our students feel successful. This all comes from my background and years as an athlete. This is key, so key.

Thanks for all the thoughts,

David
http://eflclassroom.com

I’m trying this out first with my mainstream English class, which comprised of native English and advanced English speakers. I’m hoping that the summary task and subsequent discussion will help clarify any issues.

If this goes well, then I’ll modify the hand-out and lesson for my Intermediate Engish class and share that here, too.

Larry

The studies make perfect sense to me and I teach study skills every semester with my adult students. We learn the SQ3R method and they go through this in pairs. The actual process is too long for students to go through while reading a book or article. However, the students have reflected that several of the skills they learned were very useful. The students learn to question the material and preview titles, bold fonts, captions, and so forth. Then they seek answers to their questions. Just going through the process of asking questions helps improves their retention of the material and engages them in the reading.

I strongly believe in choice. The students get to pick which articles they would like to use the process with and at home I encourage them to read books in either their own language or English. Studies have proven that increased literacy even in the native language increases literacy in English. In the last few years, I have even encouraged high school and middle school students to read graphic novels because I think the visual aspects really help English language learners. Plus, most libraries in US now have a great collection of these novels and they are not all filled with bad language or plots. Many are complex plots that really involve students to question the hero’s paths and decisions.