Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

September 21, 2017
by Larry Ferlazzo

Another Study Finds That Learning By Doing Works….

Yes, the infamous “Cone of Experience” (“We learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say or write…..[and] 90% of what we teach”) is made-up but, as I have pointed out, there is an extraordinary amount of research that learning by doing is much more effective than passive learning (No, The “Cone Of Experience” Is Not “Research-Based” & Yes, Some People Debunking It Have Way Too Much Time On Their Hands).

Another confirming study came out today and specifically focused on MOOC’s (Massive Open Online Courses). Here’s an excerpt from a summary of the research:


If you want to see other corroborating research, check out:

The Best Posts Questioning If Direct Instruction Is “Clearly Superior”

The Best Research Demonstrating That Lectures Are Not The Best Instructional Strategy

“What I Cannot Create, I Do Not Understand”

Important Study: “Expecting to teach enhances learning, recall”

I’m adding this post to The Best Posts & Articles On MOOC’s — Help Me Find More.


September 21, 2017
by Larry Ferlazzo

Classroom Instruction Resources Of The Week

Each week, I publish a post or two containing three or four particularly useful resources on classroom instruction, and you can see them all here.

You might also be interested in The Best Articles (& Blog Posts) Offering Practical Advice & Resources To Teachers In 2016 – Part Two andThe Best Resources On Class Instruction In 2017 – So Far.

Here are this week’s picks:

BEYOND JUST A CELLS UNIT: What My Science Students Learned from the Story of Henrietta Lacks is from ReThinking Schools. You might also be interested in resources I’ve previously shared about Ms. Lacks.

The New York Times Learning Network began two excellent new regular series this week: What’s Going On in This Graph? and Country Of The Week.

Why Students Forget—and What You Can Do About It is from Edutopia.

Questions as Invitations, Not Inquisitions is from Russ On Reading. I’m adding it to The Best Posts & Articles About Asking Good Questions — Help Me Find More.

Cognitive biases can hold learning back – here’s how to beat them is from The Guardian. I’m adding it to The Best Resources For Learning About Cognitive Bias.

September 19, 2017
by Larry Ferlazzo

Study Finds Adding More Periods Of Instruction That Didn’t Work In First Place Doesn’t Help High School Readers

I will always remember interpreting for a colleague who was telling a student and his mother that he offered tutoring after school everyday.

“But, Mr. ____, you teach the same way then that I didn’t understand during class,” replied the student.

Now, Evidence in Brief has shared a an update on a big study titled Effective Reading Programs for Secondary Students.

Here’s an excerpt:

The same Evidence In Brief shared another study that found minimal positive impacts on increasing class time for all students.

I’m adding this info to The Best Resources On The Idea Of Extending The School Day.

September 15, 2017
by Larry Ferlazzo

Yet Another Study Documents The Long-Term Harm Of Short-Term Extrinsic Motivation

I’ve written three books and shared many resources (see Best Posts On “Motivating” Students) on creating the conditions to help students develop intrinsic motivation.

The Harvard Business Review discusses yet another study that reinforces the importance of making this a priority (it’s about sales, but is applicable across the board).

Here’s an excerpt from their article:


September 12, 2017
by Larry Ferlazzo

New Studies Find Calling Children “Smart” Makes Them More Likely To Cheat

In a result unsurprising to any educator familiar with “growth mindset” practices, a new study has found that children who are called “smart” are more likely to cheat.

Here’s an excerpt from Kids praised for being smart are more likely to cheat, new studies find:

The article goes on to say:

Hangzhou Normal University’s Professor Li Zhao, also co-author of the studies, explained that when children are praised for being smart or learn that they have a reputation for being smart, “they feel pressure to perform well in order to live up to others’ expectations, even if they need to cheat to do so.” She further explained that praising a child’s specific behaviour does not imply that the child is expected to consistently perform well and therefore does not have similar negative effects as ability praise.

I’m adding this info to:

The Best Resources For Learning How To Best Give Feedback To Students

The Best Resources On Helping Our Students Develop A “Growth Mindset”

September 11, 2017
by Larry Ferlazzo

Statistic Of The Day: Study Finds Reading On Paper Can Be Better Than Reading On A Screen

I’ve shared a fair amount about the issue reading on paper versus reading on a screen (see The Best Resources On Which Is Best – Reading Digitally Or Reading Paper?).

Now, a new study has come out suggesting that if you are going to reading something that is 500 words or more, reading on paper is better.

Here’s an excerpt from an article about it in The Hechinger Report headlined A textbook dilemma: Digital or paper?:

September 2, 2017
by Larry Ferlazzo

Good NY Times Piece On Empathy’s Role In School Discipline

Don’t Suspend Students. Empathize. is a pretty interesting NY Times column by David L. Kirp.

He talks about two examples of how the use of empathy substantially reduced suspension rates for students of color. I found the first one particularly interesting. It had teachers take an online tutorial. Here’s an excerpt that talks about it:

This reminds me of something our administrators have done in the past – they’ve had panels of students of color share their stories and experiences at our staff meetings, and the followed up with them participating in “circles” (which we use a lot at our school in restorative practices).

I’m adding this info to:

The Best Resources For Learning About Restorative Practices – Help Me Find More

The Best Resources On Helping To Build Empathy In The Classroom – Help Me Find More

August 27, 2017
by Larry Ferlazzo
1 Comment

I Need Help With A Complicated Research Question About ELLs

I have a question and I hope readers can help me find an answer to it:

Do you know of any studies that compare the effectiveness of integrating Intermediate ELLs in high school mainstream classes as opposed to having separate ELL-only classes? I know it’s a tricky question, because it is also connected to the question of how well mainstream teachers are prepared to differentiate. It also seems to me that another important difference might be the impact on Long Term ELLs (The Best Resources On Supporting Long-Term English Language Learners) as opposed to students who come to the U.S. as high schoolers.

I am having a devil of a time finding answers. Any ideas?

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