Practice Eleven - Introduction


Word identification skills are used as a foundation  for expanding the use of the English language.

Contents include
Printable materials, Ready-to-use Strategies, and Web links in the following sections:

Implementation Basics
 Ideas for Implementation 
 Implementation Evaluation and Goal Setting 
 Life Principle
 Expectation
 Quotes
 Hand Signs
 Practice Connections
 Practice Characteristics
 Evidence of Practice
 Research
 Literature
 Vocabulary
 Music & Video Links
 Learning Strategies
 Mind Map
 
Goal Setting Process with Individual and Class Forms and Examples

Introduction to Practice #11

Word identification skills are used as a foundation for expanding the use of the English language.

The WHY? of Practice #11!

Implementation supports:

  • valuing learner’s effort
  • learner’s right to voice and choice
  • opportunities for shared information and successes

Research:

  • Giving frequent, early positive feedback that supports learners’ beliefs that they can do well is a component for developing learner self-motivation. Weinert, F.E., and Kluwe, R.H. (1987). Metacognition, Motivation, and Understanding. Hillsdale. N.J.: Erlbaum.
  • Displaying learner work sends several important messages: As teachers, we value what students do. This is their classroom as much as ours. And in this classroom, students share their work, learning from each other. Furthermore, consider this simple fact: Learners will look at their own work more frequently than they will look at commercial materials. - Mike Anderson, “Every Teacher Tips: Displaying Student Work.”
  • Technology can be integrated into a learning environment to display work by means of blogs, wikis, podcasts, videos, etc. This strategy utilizes the digital, electronic advances that are a part of the learners world and in their future careers. Additionally, these web-related means of displaying work provide an ongoing exchange of ideas across geographic boundaries. As learners prepare videos, they can provide a narrative that represents what they did and what they learned. Video displays also have the potential to encourage good questioning techniques for getting at learners’ understanding. Boss, S. (2008), “Pictures Worth More Than 1,000 Words: Online Classroom Displays.” Available online: Pictures Worth More Than 1,000 Words: Online Classroom Displays

For Research: see Rationale for 17 Practices Practice #11 – pages 22-23 on Great Expectations website.

The WHO? EVERY LEARNER!

The WHERE? EVERYWHERE learners are engaged in the instructional process.

The WHEN? - Daily use of the elements of Practice #11 will:

  • Value learner’s efforts.
  • Build confidence and self-esteem through improved communication and clear expectations.
  • Develop a climate of respect and success through effective feedback that includes student voice and choice.
  • Use a variety of medium to showcase effort and successes.

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“This work is important. You can do this. I will help you.”
--Jeff Howard

“Jeff Howard’s Efficacy program with underachieving African American students starts with these three statements.

(Printable Poster)

Main objection: "This takes too much time!" Response: What are the goals for all learners?

Goals:

  • To model and develop an acceptance and support in a community of learners by valuing their individual efforts.
  • To respect all learners and to challenge them to be good communicators and life-long learners by offering voice and choice in showcasing their learning.
  • To develop procedures and processes within the learning environment that provides clear standards and expectations for sharing information and successes.
  • To build confidence, rapport, and empathy among the members of the learning community.
  • To create a threat-free environment that encourages individuals to ask questions and share ideas.

The BENEFITS!

  • “Students must have routine access to the criteria and standards for the task they need to master; they must have feedback in their attempts to master those tasks; and they must have opportunities to use the feedback to revise work and resubmit it for evaluation against the standard. Excellence is attained by such cycles of model-practice-perform-feedback-perform.” -Grant Wiggins.

“Feedback: How Learning Occurs, A Presentation from the 1997 AAHE Conference on Assessment & Quality.” Pennington, NJ: The Center on Learning, Assessment, and School Structure, 1997.

  • Consistently, researchers have found that when educators effectively employ feedback procedures, they positively and often powerfully impact the achievement of their learners. In fact, “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior….This relationship is consistent regardless of grade socio-economic status, race, or school setting…. When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” Bellon, J., Bellon, E., and Blank, M.A. (1992). Teaching from a Research Knowledge Base: A development and renewal process. New York: MacMillan, 277-8

Application to Employment Skills:

  • Orderly schools usually balance clearly established and communicated expectations with a climate of concern for students as individuals. Duke, D. L. "School Organization, Leadership, and Student Behavior." Strategies to Reduce Student Misbehavior. Available online: http.//www.eric.ed.gov.
  • Article "Meet Microsoft Teams" - addresses elements of teamwork including collaboration and engaging the voice of every student.
  • Practice #11 supports the Personal Values, Relations with Others, and Communication Skills listed under The 8 Keys to Employability:

Key #1:  Personal Values  
  • Honest
  • Positive self-image
  • Personal and career goals
  • Emotional stability
  • Good attitude
Key #2: Problem-solving and Decision-making Skills  
  • Creative & Innovative
  • Flexible
  • Adapt to change
  • Plan & organize work
  • Reason & make objective decisions
Key #4: Communication Skills  Valued Workers:  
  • Ask questions and listen well
  • Express themselves clearly
  • Seek help when needed
  • Communicate with supervisor and coworkers

Developing Employability Skills - School Improvement Research

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