Tag Archives: Not This But That

No More Public Displays of Achievement

NNTBT_NoMoreReading4Junk_1Research has shown that children respond negatively when reading is rewarded with "junk." When given incentives such as candy, toys or stickers, the motivation to read actually decreases and students become less likely to read in the long run. 

In No More Reading for Junk, authors Barbara Marinak and Linda Gambrell provide research-based context for fostering reading motivation in children, and share strategies and techniques that are proven to transform students into passionate, lifelong readers.

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The Arc of Motivation

NNTBT_NoMoreReading4Junk_1There will always be students who struggle with motivation to read. In No More Reading for Junk, Barbara Marinak and Linda Gambrell show that motivation is central to reading development. If students are not motivated to read, then they will not reach their full literacy potential. The authors provide research-based context for fostering reading motivation in children, and share strategies and techniques that are proven to transform students into passionate, lifelong readers.

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What Does the Research Say about Lecture-Only Teaching?

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Adapted from No More Telling as Teaching: Less Lecture, More Engaged Learning by Cris Tovani and Elizabeth Birr Moje.

Why should we care about whether teachers rely on lecture? People have lectured throughout history, and many teachers claim this is the most efficient way to cover content. And, in fact, in and of itself the lecture is not a bad method for sharing information, ideas, or perspectives. Many people share their thoughts with others through lectures.

Because learners can participate in well-framed and well-structured lectures for which they have a clear sense of purpose, it is not the lecture that we challenge but rather a conception of learning that makes the teacher the knowledge disseminator and the students receptacles waiting to be filled. Specifically, we challenge the steady diet of teachers and textbooks (or other media) telling, with students regurgitating what they have been told.

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How Old is Too Old to Read Aloud to Your Students?

NNTBT_NoMoreReading4Junk_1Students love choice. That's why giving students the power to choose books for independent reading, teacher read-aloud and classroom libraries makes them much more engaged and motivated readers.

In No More Reading for Junk, authors Barbara Marinak and Linda Gambrell provide teachers with research-based context for fostering reading motivation in children, as well as strategies and techniques proven to transform students into passionate, lifelong readers.

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Shifting Class Instruction Toward Differentiation

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The research is compelling: When teachers differentiate reading instruction, students learn more. But teachers are too often given the expectation of differentiation without the details on how to make it work. In No More Reading Instruction Without Differentiation, Lynn Bigelman and Debra Peterson offer a framework that adapts instruction based on individual students' needs and interests.

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The Discourse Against Homework: Concerns and Solutions

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Homework. The word alone evokes strong emotions from children, youth, parents, and teachers. For most teachers, this word sits right between rock and hard place. Assign too much homework, and teachers run the risk of complaints, if not outright misery, from parents, students, and—feeling the need to give feedback on all that homework—themselves. Assign too little homework, and teachers risk being seen as “soft” and lacking in rigor, and because homework can feel like it helps “cover” the curriculum, feeling further behind. And that just regards the issue of how much homework. Then there are all the complexities around what kinds of homework.

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