Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

June 18, 2015
by Larry Ferlazzo

The Best Summaries/Reviews Of Research On Social Emotional Learning – Let Me Know What I’ve Missed

So much has been written about Social Emotional Learning – see The Best Social Emotional Learning (SEL) Resources.

But, really, who has time to read all of it? What’s a one-stop shop where you can get a pretty good overview of what it is, why it’s important, and how it might work in the classroom?

Here are a handful of recent reviews/studies that I think are pretty good. Let me ones you think should be added to the list:

The Need to Address Noncognitive Skills in the Education Policy Agenda is from The Economic Policy Institute.

Teaching Adolescents To Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review is from The University of Chicago Consortium on Chicago School Research.

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth — Full Series is from Stanford.

The impact of non-cognitive skills on outcomes for young people is from The Education Endowment Foundation in the UK.

Here’s new report from the University of Chicago Consortium on Chicago School Research titled Foundations for Young Adult Success. You can read more about it at Ed Week.

Everyone Starts With An A is from RSA.

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June 15, 2015
by Larry Ferlazzo

New Research On Teens & Sleep

June 13, 2015
by Larry Ferlazzo

Quote Of The Day: Nicholas Kristof On “It’s Not Just About Bad Choices”

Nicholas Kristof has written a useful column in today’s New York Times that reviews some of the research that I’ve previously written about (see The Best Articles About The Study Showing Social Emotional Learning Isn’t Enough) related to poverty’s effect on “cognitive bandwidth.”

Here’s an excerpt:


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June 10, 2015
by Larry Ferlazzo

Study: “Authoritative,” Not “Authoritarian,” Classroom Management Works Best For Boys

A couple of years ago, I wrote about what I thought was a pretty important study (see Parental Style Study Makes Sense For Teachers, Too). It found that parents who were authoritative — strict, but relational, listeners, etc — were more successful in raising kids who were self-reliant and self-controlled than those who were authoritarian.

A new study was released today that reinforced that conclusion for the classroom – especially for boys. You can read a summary in Science Daily or read the entire research paper itself (it’s not behind a paywall).

Here’s an excerpt:


I’m adding this post to The Best Posts On Classroom Management.

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June 6, 2015
by Larry Ferlazzo

My Best Posts On New Research Studies In 2015 – So Far


I write many posts about recent research studies and how they can relate practically to the classroom. In fact, I post a regular feature called Research Studies of the Week. In addition, I write individual posts about studies I feel are particularly relevant to my work as a teacher.

This is the latest in my continue series of mid-year “Best” lists.

You can see all my 1,400 “Best” lists here.

You might also be interested in:

My Best Posts On New Research Studies In 2014 – Part Two

My Best Posts On New Research Studies In 2014 – So Far

My Best Posts On New Research Studies In 2013 – Part Two

My Best Posts On New Research Studies In 2013 — So Far

My Best Posts On New Research Studies In 2012 — So Far

My Best Posts On New Research Studies In 2011

Hare are My Best Posts On New Research Studies In 2015 – So Far:

If You Haven’t Read It Already, “The Teaching & Learning Toolkit” Should Probably Be On Your Summer Reading List

Quote Of The Day: “Do” Is Better Than “Don’t”

Study Finds That Rewards For School Attendance Make Things Worse

Measurement Matters….Maybe Not So Much

The Limits To The Power Of A Growth Mindset (& The Dangers When We Don’t Recognize Them)

Nothing New In New “Top 20 Principles from Psychology for Teaching,” But Still Very Useful

New Study Shows That Teaching About “Growth Mindset” Works At Large Scale – Or Does It?

Three Useful Growth Mindset Resources

What Are The School Implications Of New Chetty Study On Geographical Mobility?

Useful Tweets On Ed Research From #rEDNY

This Looks Like A Pretty Important Stanford Report On Social Emotional Learning

Deliberate Practice Redux

Quote Of The Day: “Poorer children ‘have smaller brains’, researchers say”

Quote Of The Day: “A scientific look at the art of teacher talk”

Quote Of The Day: “Asking Advice Makes a Good Impression” & Its Connection To The Classroom

Quote Of The Day: The Importance Of Displaying Student Work

Quote Of The Day: “Zero-tolerance school drug policies only make drug use worse”

Quote Of The Day: The Need For More Teachers Of Color

Quote Of The Day: Active Learning Equals More Student Motivation

Yet Another Study Finds Constructivism Tends To Work Better Than Direct Instruction

Statistic Of The Day: Teachers Need To Feel Like They Are Learning, Too

Great Summary Of Research On Developing Creativity

Important New Study: No Child Left Behind Hurts Long-Term Student Success

Excellent Review Of Writing Instruction Research

Second Quote Of The Day: Learning A Second Language “Increases The Size Of Your Brain”

Quote Of The Day: Research Supports Independent Reading

No Surprise In This Study: Language Learners Retain Vocabulary Better When Connected To Gestures & Images

Statistic Of The Day: New Study Finds That Money Matters For Schools

Study Finds That Bilingualism Supports A Growth Mindset

No, The “Cone Of Experience” Is Not “Research-Based” & Yes, Some People Debunking It Have Way Too Much Time On Their Hands

Statistic Of The Day: New Scholastic Study On Reading

New Study Finds Value In Social Emotional Learning

Study Suggests It’s Time To Put Up Pictures Of Mountains On My Classroom Wall

The Best Research On Why Some Students Ask For More Or Less Help Than Others

Quote Of The Day: Fast Food Bad For Student Brains

Study: Conscientiousness + Curiosity = Academic Success

“Should students discover their own math lessons?”

“Grit” Runs Amok In The New York Times

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June 3, 2015
by Larry Ferlazzo

Boy, There Are Sure A Lot Of Numbers To Mull Over In This NY Times Column…

It’s going to take me a long time to dig into the numerous studies and statistics cited (and linked to) by Thomas Edsall in his lengthy NY Times Op-Ed today headlined How Do We Get More People to Have Good Lives?

He looks at income equality, Social Emotional Learning Skills, pre-school education — just to name a few topics he covers.

Here’s a short excerpt from it:


For now, I’m just adding it to The Best Social Emotional Learning (SEL) Resources.

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May 30, 2015
by Larry Ferlazzo

If You Haven’t Read It Already, “The Teaching & Learning Toolkit” Should Probably Be On Your Summer Reading List


Last year I briefly referred to a study done in the United Kingdom evaluating what teaching strategies work best.

A recent post by John Tomsett prompted me to revisit that meta-analysis from The Education Endowment Foundation, and it’s clearly worth exploring deeply (it’s official title is “The Teaching and Learning Toolkit).

The report provides a John Hattie-like list of various interventions, along with their costs, the quality of evidence supporting each one, and the number of learning months research has showed it to gain for students. Though I say it’s Hattie-like, some of its findings seem to conflict with his. I’m very impressed with the UK analysis, and am planning on digging into it over the summer.

In fact, if you haven’t checked it out already, I’d say it should be a must-read over the summer for just about every educator.

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May 27, 2015
by Larry Ferlazzo

Quote Of The Day: “Do” Is Better Than “Don’t”

I’ve previously written about how I apply research that shows using “positive-framed” messages instead of “loss-framed” ones.

Here’s an excerpt of what I’ve written earlier about researchers learning:

that “loss framed messages” (if you do this, then something bad will happen to you) really don’t have the “persuasive advantage” that they are thought to have. In fact, positive-framed messages (if you do this, all this good stuff will happen to you) are more effective, particularly in changing people’s health behaviors.

Researchers suggest the reason is because people “don’t like to be bullied into changing…behavior.” This is similar to the reason why incentives don’t work to increasing behavior that requires higher-order thinking — people don’t want to feel like mice in a maze (I heard that in a podcast interview with Daniel Pink a few months ago).

It certain reflects my experience with classroom management. I’ve had much better success talking with students about how changing their behavior will help them achieve their goals (passing a class, graduating from high school, going to college, etc.) than with threatening negative consequences (though, admittedly, in a few circumstances, that might work and I’ve used it).

A new study released today reinforced these same findings. Here’s an excerpt:


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