The Science of Reading

 By Nate Feldman

In the podcast we had to listen to for my Tuesday night Classroom Management Course, they talked about how reading has been taught for a long time vs. The Science of Reading, a way of teaching children how to read in improved ways.  The old methods just assumed if you gave a child a book, they would learn to read without working on things, such as phonics.  New research shows to make children better readers they must learn the science that goes into how the brain learns to read and comprehend correctly.  

This podcast really touched me in many ways.  First of all, as an ESL teacher, I have also often assumed that just telling people to read would help them.  And it does.  But, I was unfamiliar with phonics and the system of the Science of Reading.  So, perhaps, there were things I could have done better to help students read.  But then it got me to thinking....if we've been teaching how to read the wrong way, what else have we been doing incorrectly?  And how has that affected us?

Take for example how to socialize.  Just as we've been taught how to read by just being surrounded by books, it's assumed that people know how to socialize by being around people.  But, what if there is something that people with conditions such as neurodivergence can't learn just by being by people.  Maybe, perhaps, there is a science we need to be learning about that.  Just like with reading, some kids are able to pick it up better. But, what about those who can't?  Is it just tough luck like they said in the podcast?  

Some Thoughts About Podcast with Jay McTighe Discussing Backward Design

 By Nate Feldman

Listening to the podcast with Jay McTighe, who along with Grant Wiggins, came up with the term "Backward Design" to describe how teachers should plan their curricula really struck a chord with me.  I especially like how he focuses so heavily on students being able to apply the knowledge they received in class in meaningful ways.

As discussed in the podcast, many standardized tests often give multiple choice questions, and with some test prep, students learn how to do well on these exams without a true in-depth knowledge of the material.  That is why when I have taught subjects, I have tried to use a lot of creative activities to assess the students' understanding of the material.

For example, I have taught classes to international students where they must write an essay on a particular topic we are studying in class.  The essay itself if an assessment of how well the students learned the material and how to construct an effective essay.  However, often before they write the essay, I have them write a fictional story of some kind with partners where the theme of the class must be a part of the story.  So, if the students have to write an essay about solving crime, they should write a story where there is a crime and someone solves it somehow.  This measures to me how well they are truly grasping what they are learning in class.  And, it is fun.  McTighe refers to such things as "authentic tasks."  They are authentic because they show the students genuinely understand the material.