A key objective of Sold A Story is to communicate to listeners that “The Science of Reading” is the only valid, evidence-based way to teach kids to read and borders on calling other approaches a form of educational malpractice, inducing a unique pedagogical injury

Sold a Story is a podcast that investigates the ongoing Reading Wars between phonics, whole language, balanced literacy, and “The Science of Reading."

there are no magic bullets in education

Thus, in addition to understanding content and pedagogy for teaching decoding, teachers need to know classroom practices…that support comprehension, various kinds of text use, and critical thinking about text; teach toward and monitor student engagement, motivation, and self-efficacy during reading instruction; and build vibrant literacy communities, relationships, and identities that honor differences among student

English-only

bilingual education

Houston ISD parents are right to be concerned

The Science of Reading.”

without having to rely on the dictates of the newest million dollar commodified curriculum package to determine

“technical exercise.

it's about creating environments and cultivating practices that contribute to literacy.

In Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading, which involved 9,000 students and 2,000 teachers from 49 elementary schools, researchers found “no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect in Year 2.” Concluding, “relative to the ‘business-as-usual’ reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.”

Somehow, students who are being taught in this way are still ending up reading much as the kids who receive explicit decoding instruction

– and that Hanford condemns in the podcast –

willingly bought into a cult of personality, singing songs and marching under the banners of Calkins and Clay

it’s easy to see why they embraced such a visible investment in reading instruction

teachers taught how they were instructed to teach using the resources they were required to use

国によっては授業料を大幅に値上げし、それを学生ローンにして就職後に給料から天引きする制度を作ったり

Kline & Holland offer that the reason why student teachers could effectively be temporarily hired on and "be teachers" during the COVID-19 pandemic was due to our lack of pedagogy. We have "perfected' anti-pedagogy, because all teachers need to do is stick to a script and the pre-determined outcomes will play out. This reflects our general idea of standardization and need for perfection in neoliberal society: our goal is for everyone to have equally fantastic outcomes (and as a result, everyone has stale, standardized outcomes)

At its most extreme, districts have implemented entirely scripted lessons for teachers to recite. It is commonplace to visit an educational conference and be sold on the idea of entirely pre-made lessons. They're "teacher-proof."

As a result, the school feels like they've made change through new buzzwords and professional development, but the end result feels and looks really similar to what was in place before

This is evidenced in an article I wrote in 2019 titled "Neo-Progressivism", where ed tech and education consultants read into experiential education, social-emotional learning, or student voice initiatives, transforming them into a sellable package that sound like progressive education but ultimately are standardized, packaged, branded, and commodified

Choice is important — whether it be the topic, the way to demonstrate the topic, or whether or not to even choose the topic. (In certain districts, there’s a certain level of choice that a teacher can offer — walking the tightrope to lean in favor of students is a difficult, yet worthy task.)

These questions are markedly similar to the role of a progressive educator, especially one operating within the public school system: pairing the values of democratic education, self-direction, community building, critical pedagogy, and choice with those of standards, oversight, and testing

Like many people I used to keep emails in my inbox as a way of reminding me of something I needed to do, but the fact is that an inbox is a rubbish todo list.

but I mean people who are more recently coming onto the scene of the internet — are more willing to, for example, pay for ad-free versions of publications or to limit what they engage with and recognize that, actually, it takes time and thought and effort and resources to produce a publication that is nourishing, as opposed to a cat listicle, and to make decisions according to how something makes you feel in the end, and what kind of contribution it’s makin

The importance of inclusion in game design was also demonstrated by research which shows that when we have more diverse teams (in terms of race, sexual orientation, religion, age, gender, etc) of game designers, the games created are more inclusive. When we invite people to design their own games, their voices and visions are directly represented

Philosophers

the pleasure of interactivity is preferable to boredom

Through fantasies of agency we are entrained to satiate our needs for personal power in a realm where we can create no real disturbance to the web of control that enfolds us.

The same junk sprouts out of all the screens in our lives - televisions, computers, PDAs and cell phones.

slower mode of thinking, reading and citing.

Collaborative Lesson Planning

at least a half day of PD in order to become familiar with the theoretical underpinnings of DGBL,

how students can be involved in the curricular design process

instead of the actions of a classroom teacher

Many studies of game-based learning focus on how a game is designed, with researchers either attempting to streamline best practices for designing games (Aslan and Balci 2015; Arnab et al. 2015; Alaswad and Nadolny 2015; Van Eck and Hung 2010) or discussing the design process of a specific game for use in the classroom (Tsai, Yu, and Hsiao 2012; Barab et al. 2005; Sánchez, Sáenz, and Garrido-Miranda 2010; Lester et al. 2014).

Choral reading of simple English passages will also be introduced in year 6 as a step towards developing phonetic awareness. The aim is for pupils to ‘notice’ similar sounds in the text naturally, rather than for phonics to be formally taught at this stage

However, presentingmultiple game options also means that teachers will probably not be aware of the distinctdiscourse practices within the gaming spaces chosen by students. Another option is to selectone game for the entire class, become proficient in it, and lead students through it (e.g. Zhenget al., 2012). This option may allow the teacher to better understand fai led participation attemptsand more precisely direct student attention to particular practices than an approach that includesthe option of students selecting their own game and using general prompts in a gaming journal

Additionally, the study did not attemptto explore facilitative or impeding language awareness and participation phenomena in relation toparticular player variables or particular games

The need to progress in the games they were playing also supported participation

Game communities were not that active, even the officialcommunity or Facebook

six of them (38%) participated in gaming discourses

direct participation in gaming discourses was not required

The instructor and teaching volunteers offered guidance in the activities within this BA phaseand others

In order to assist students in identifying the functionin the interactions they had captured, a link to a website was added to the journal. The websiteillustrated various language functions and informal and formal linguistic forms to perform them.

play the game

free, couldbe played on mobile devices, and had active associated online spaces.

meaning that these students can participate in class discussions and writeassignments in English

The first half of the semester focuses on multimedia literacy skills

game-enhanced

aming worlds, do not offer detailsabout the pedagogical activities that may have been utilized to direct student attention to the wayslanguage is used to perform gaming practices

Moreover, Rama et al.(2012) described how the socialization affordanceswithin an online multiplayer game differed for two learners at different L2 proficiency and gaminglevels.

places to not only practice a languagebut also to participate in language (and other) practices

However, some students have resistedpedagogies employing guided analysis of game-related discourses

mixed findings from studies focused specifically on L2 teaching with digitalgames

social aspects of social media by focusing learner attention on situated uses of languagein the performance of gaming and social-networking practices

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CRP concentration

treatment

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For my case, I have included a flipped classroom model to fill in the gap between the game and the teaching objectives.

critical thinking

Interactive games give students purpose and meaning in their language production, and language learning is a by-product of this game playing.

I have tried to make my explanation of grammar point and words as short as possible so that students can practice and produce output as much as possible.

Games-based learning is different in the sense that it will ask you to learn by playing the game, that the game itself is part of the learning process

vocabulary tests and questionnaires

one student will physically hold the game  pad while other students will “guide” him/her through a series of commands

that worked well when combined with preliminary work-sheets focusing on new vocabulary and reinforcing verbal forms and follow-up activities on the e-learning platform Blackboard, all aimed at reinforcing/fostering effective language learning and practice

communicative-oriented games becoming available,

While gaming in the language classroom is, by its nature, an experience that is limited in terms of time that could be dedicated to it, cinematic games are a medium that has the potential to turn our stu dents’ living space (and, possibly, through handheld or portable gaming devices, virtually any place) into a potentially persistent, easily and always accessible language lab (very much fitting the concept of the “ubiquitous language lab.”

is merely a revamped reward system

and none, at present, focuses on language acquisition

problem-solving, which can be applied to physical group interaction in the classroom

within a context.

We must integrate these new knowledge cultures into our schools, not only through group work but also through long-distance collaborations across different learning communities. Students should discover what it is like to contribute their own expertise to a process that involves many intelligences, a process they encounter readily in their participation in fan discussion lists or blogging. Indeed, this disparate collaboration may be the most radical element of new literacies: they enable collaboration and knowledge-sharing with large-scale communities that may never personally interact. Schools are currently still training autonomous problem-solvers, whereas as students enter the workplace, they are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems.

collective intelligence

if you want students to slow down and think about the questions, especially since you can completely turn off the timer

There should be a statute of limitations on the use of consumer data by a platform and its customers. Perhaps that limit should be ninety days, perhaps a year.

“Forking” platforms between old and new versions would have several benefits

I recommend that Facebook, Google, Twitter, and others be required to contact each person touched by Russian content with a personal message that says, “You, and we, were manipulated by the Russians. This really happened, and here is the evidence.” The message would include every Russian message the user received.

hurt the country’s global competitiveness

formerly the design ethicist at Google

The lesson was hard for them (one boy left halfway through to join a different table and a card game)

driven by a particular application or simulation that captures stakeholder interest before receding back into the background as it is replaced by something else with a different set of characteristics [18]: essentially a gimmick.

promising a silver bullet rather than on the quantifiable learning outcomes

new model

students are studying at a distance

With a partner, the students will try to play the first two rounds of the game. Based on the strategies they examined and how their partner performed the game actions, students will try to guess which cards their partner has. Students can do this activity several times before playing a real game with four players.

BA tasks operationalize these ideas into a sequence of three phases: Explore, Examine and Extend.

Additionally, language awareness principles of noticing and analyzing differences of and about different genres (e.g. narratives vs informative texts) and modes (video and writing) have been used to build up to this cycle.

in-game discourses (or the information presented by the rules and the cards) and the emergent discourses, or how the players enact the rules and strategy

For the second class, the students will be given a blank version of Coup’s reference chart and asked to fill as much information as they know.

これが実際の仕事のミスなら大変です。ボードゲームなら、実際の生活には問題がないところで経験値をあげていけるので安心です

藤本さんの言う「人の振る舞いを見て学ぶ＝ソーシャルラーニング」

視認

俯瞰する

両義性