Tag Archives: readings/research

Poverty and Cognition

Elsewhere on this blog, I have written and commented on the issue of poverty and cognition. Friends and colleagues of mine across the country have complained that this is a forbidden issue in professional development sessions in their schools; administrators don’t want to hear about the struggles of poor kids in the classroom, preferring instead to flog the issue of educators’ “accountability.” If you been subjected to this (it happens, alas, in the institution in which I currently serve, as it has in others in this city where I’ve had the misfortune to work), you probably agree that the best thing that can be said about this discourse-ending trope is that it is tiresome.

It is also ignorant.

In any case, reading NEA Today, the magazine of the National Education Association over the past couple of days, I came across the union’s offer of this handbook on teaching children living in poverty or surviving trauma. I haven’t had a chance to look at it in depth, but it’s something I want to get out to readers of this blog. If you are working with struggling learners, there is a strong possibility, if not a strong probability, that they have been subjected to these social pathologies. We owe it to our students and ourselves to understand these challenges, and to use that understanding to improve practice.

The Weekly Text, February 3, 2017, Black History Month 2017 Week I: A Reading and Comprehension Worksheet on Toussaint L’Ouverture

It’s the second Black History Month at Mark’s Text Terminal, and I have four readings and comprehension worksheets lined up for teachers to use in February. Let’s start the month with a major figure using this reading on Haitian liberator and national hero Toussaint L’Ouverture. To accompany it, here is a reading comprehension to help understand him as a liberator in the vein of the men who drove the American Revolution.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Wise Words from Hegel in a Season of Demagoguery

“We learn from history that we do not learn from history.”

Georg Friedrich Wilhelm Hegel

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Pattern Recognition and Learning: Two Worksheets on the Word Roots Ornith/o and Aqua

Recently, while perusing an old Moleskine notebook, I came upon a note instructing me to “see Pattern Learning article from Facebook for possible blog entry–see article in email.” Given my often less-than-stellar organizing skills, I wasn’t surprised to find no such email about this in any of my folders that have to do with professional development or this blog.

Any teacher who has taken the time to think about it–which means most teachers, I guess (and hope)–understand that in the hierarchy of an educator’s responsibilities, assisting students in developing their capacity for pattern recognition ought to be near the top. Indeed, all the domains in which elementary and secondary teachers operate offer them openings to train students in they vital cognitive skill. For math and language teachers, this may well be item one on their agendas.

In any case, I went looking on Facebook for this article on pattern learning and language acquisition. I also found, for you math teachers out there, this nice little squib, replete with rudimentary lesson plans on understanding patterns as the foundation of early math skills. To take this one step further, possibly to the precipice of irrelevance, there is also this very timely article from The New York Times on “learning to see data”. (However, should the arts and crafts of crocheting, knitting and weaving interest you, you’ll find a plethora of articles on them under a “pattern recognition” search on Facebook.)

Simply put, learning to recognize patterns is the first step to language acquisition and early math skills. If students are to succeed at the secondary level of schooling, then at the elementary level they must acquire the cognitive instinct of pattern recognition. For those of us working at any level with early catastrophe kids, this means that from the first day we stand in front of our charges, we must begin the process of teaching pattern recognition. Indeed, at the secondary level, we haven’t a moment to lose in inculcating pattern recognition; the sooner we begin this process, the better for our students.

Over the years I have worked to develop materials that foster and reinforce pattern recognition. One instrument I use for this, which I am now relatively confident is an effective way to foster and reinforce pattern recognition–and build vocabulary at the same time–is the word root worksheet. To persist with this just a couple of steps further, here are a word root do-now exercise for ornith/o and a full word root worksheet for the Latin root aqua.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Weekly Text, August 12, 2016: A Reading and Comprehension Worksheet on the Black Death

A couple of months ago I posted a short piece on the the Intellectual Devotional series of books. I believe these books have great potential for use in middle and high school classrooms; I’ve used them repeatedly and successfully with struggling readers and learners in my own high school classroom, as well as handing them out for independent makeup to students who have fallen behind.

During the 2016-2017 school year I plan as part of my personal professional development to take a longer and more analytical look at these documents with an eye toward either incorporating some of them into existing unit plans, or developing new lessons or units around them. In the process of this endeavor, which to a limited extent is already underway, I’ll convert these readings from PDFs (I scanned them directly from the pages of the books) to Word documents. Once they are in a manipulable form I can edit and adjust them for students’ reading levels. It’s worth mentioning that the authors of these books, Noah Oppenheim and David S. Kidder, are excellent compilers and editors. If you find yourself editing their writing for your students, I strongly recommend conforming to their original outline in your edits. These are some of the most well-outlined readings I’ve ever seen.

When I posted my original exposition of the five Intellectual Devotional volumes, I wrote the authors in search of their permission to post an occasional article from their books. I never heard back. I’m going to stick my neck out, and for this week’s text here is an Intellectual Devotional reading on the Black Death in Word format, so you can edit it, change the typeface, or whatever else best suits the students you serve. In addition, here is a reading comprehension worksheet to accompany the Black Death reading above. Eventually, I’ll incorporate these two documents into a lesson on writing essays for high-stakes exams. I’ll very likely end up posting that here as well.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Doing Great Work

“When love and skill work together, expect a masterpiece.”

John Ruskin (1819-1900)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Intellectual Devotional Series

Several years ago, while I was engaged with my final go-around with the Book of the Month Club, I took a chance on a title that sounded interesting: The Intellectual Devotional Modern Culture. The book’s title is about as exact a description of its contents as I’ve ever seen. First, it contains daily devotionals, just like the religious books that serve as part of its namesake, for each of the 365 days of the year; second, each entry–which I should mention are stylishly written and cogently edited–addressed a topic in modern culture.

Reading its daily entries, it didn’t take me long to understand that these readings, particularly those on athletes and pop music stars, would serve well as reading work for the struggling and alienated learners in my classroom. I broke the spine of the book and began separating pages to scan into my computer and save for future use. At the same time, I started writing reading comprehension worksheets to accompany these readings.

Moreover, I soon discovered that the authors of my book, David S. Kidder and Noah Oppenheim had in fact published a series of five Intellectual Devotional books. It didn’t take me long to buy the rest of the series and begin developing curricular materials from them keyed to various topics in the high school course of study. At this point, I have several hundred readings and worksheets that I’ve developed from these excellent books.

I recently wrote the authors of these books to seek permission to post some of their readings on Mark’s Text Terminal–particularly those I have rendered in typescript, so that teachers who work with struggling readers might edit them for those students. I have yet to hear back from them, but hope springs eternal, I guess. The good news is that all five books remain in print in durable hardcover editions. You can order them from your preferred bookseller (which I hope is local and independent, if I may presume to say so).

From time to time, outside The Weekly Text, I’ll publish here my worksheets to accompany the readings in The Intellectual Devotional books. To that end, here’s a reading comprehension worksheet on Michelangelo from the book I call, for file-coding purposes, The Intellectual Devotional Basic, so called because it has no subtitle, and is simply called The Intellectual Devotional (the subtitles for the other four books are the aforementioned Modern Culture, as well as HealthBiographies, and American History).

As always, I hope you find this useful. If you do, I’d like to hear how these kinds of readings and worksheet work in your classroom, particularly if you adapt them for struggling or alienated learners.

Post Scriptum: Here is the reading that accompanies this worksheet on Michelangelo, which I posted at a user’s request in October of 2017.

Addendum: I’ve posted these in the About Posts & Texts page, but I want to put them here as well. As I mentioned, there are five volumes of The Intellectual Devotional series and I’ve prepared reading and worksheet templates in Microsoft Word (so you can alter them to your needs) for all five books. So, here are the templates: The first set is from the general book (which I have called, for my purposes of file management, “Basic”), simply titled The Intellectual Devotional.  Here are templates for preparing materials from the American History volume. Next up is the set of four templates work with the Biographies volume. Here are the four templates for the Health volume. For the Modern Culture volume (the first of these I bought, incidentally, and a book full of high-interest material that I recognized had great potential for designing short reading and comprehension exercises for struggling learners, especially those with short attention spans), here are yet another four templates for readings and worksheets. Finally, here is the bibliography of all five titles for copying and pasting citations, or whatever else you might need it to do.

 

Kudos to Anaya Ellick!

One can only stand in awe and admiration, in my not particularly humble opinion, of this extraordinary child.

Theodore Sizer and Essential Schools

Have you read Theodore Sizer’s books? He was among the founders of the Coalition of Essential Schools, which served to put into practice the principles of secondary education he espoused in the first book of the Horace Trilogy (as it has come to be known), Horace’s Compromise. I recently read the second volume of the trilogy, Horace’s School, which my incessant haunting of used bookstores fortuitously supplied me.

I wish it were possible for every high school  in the United States to have someone with the late Mr. Sizer’s intellect, passion, talent and decency on its faculty.

In the Horace trilogy, Mr. Sizer uses the fictional and allegorical Horace Smith to  spin out a didactic exploration of the state of American high schools. Horace, unsurprisingly, finds that his high school–therefore mine and yours–falls short. Our schools don’t fall short because of low test scores, but because they fail utterly to perceive, let alone work to develop, the innate and unique talent every child possesses and with which they arrive at school. Mr. Sizer patently–and refreshingly, in our currently benighted atmosphere of educational policy–respected children and their parents; his model of the ideal high school exemplifies that respect.

In an educational cosmology where one size fits all, and tests are considered the only reliable lens through which to view educational ability and attainment, Theodore Sizer firmly and thoughtfully dissented. He observes, in an exercise of common sense that in a reasonable world would persuade even the most myopic educational “reformers,” that not all children learn in the same way, possess the same interests, or arrive from the same social or family milieu. His view that our schools ought to recognize, respect and even honor these differences seems basic–and would give us, in Diane Ravitch’s elegant phrase, the schools we deserve. Yet current educational policy pointedly, indeed aggressively, ignores these differences.

In the final analysis, if we are to educate all children, we must recognize the differences in the way they learn, their backgrounds, their individual strengths and weaknesses, and their common humanity. We ignore this at our peril, as the state of our schools presently attests.

Ted Sizer died in October of 2009. His passing impoverishes, alas, our discourse on education and therefore, our schools.

An Obligation

“A society that is concerned about the strength and wisdom of its culture pays careful attention to its adolescents.”

Theodore R. Sizer (1932-2009)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.