LLCN Brief

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with the Kent ISD Ed Tech team of Ron Houtman, Keith Tramper, & Sarah Wood.   The Kent ISD Educational Technology Team joining us today is the team behind the creation of the “For The Purpose of...” podcast. In education, lots of questions are arising about artificial intelligence and how it could or should be used in the classroom.  This focus is the topic of our podcast today. 

Here is a quick brief of our conversation:

Sarah starts the dialogue by asking:  “There is so much buzz about artificial intelligence. Tell us about artificial intelligence.  Would you     define it for us?”  While artificial intelligence is relatively new for a lot of people, the common definition is still being clarified.  “It is thought of as computer systems that perform tasks that would typically require some sort of human interaction,” says Sarah Wood.  Keith Tramper adds that AI is not new, however, we have new uses of artificial intelligence that are intersecting with education.  AI does try to simulate human intelligence.  Ron Houtman adds that we’re approaching the one year anniversary of ChatGPT for public use.  We are going to see the interesting impact of the unintended use of artificial intelligence.

Mark adds to the dialogue by asking:  “What are some artificial intelligence educational uses our listeners need to know about?”  Efficiency, effectiveness, and accommodations are the facets of artificial intelligence Keith names as impacting teaching and learning. AI tools will assist in supporting teachers by easing the cognitive load in some ways.  Think of it as a copilot.  Sarah reviews the 80/20 rule thinking about AI, reminding us that you can never emphasize the human element enough sharing this quote:  “A brilliant solution to the wrong problem can be worse than no solution at all.”  Keep that in mind when we think about how we’re using AI.

Sarah responds:  “How does artificial intelligence reinforce creating equitable literacy learning opportunities for all?  Ron Houtman tells us that artificial intelligence is able to be personalized for students, so it is really allowing them to dig in to topics they are interested in through the “oracle in your pocket” via AI on devices.  Sarah details some examples of how AI can provide some efficiency for teachers.

*Mark prompts:  “With artificial intelligence becoming a part of education what are some things that we might need to be cautious of?”  Keith emphasizes the need to keep the human in the loop.  We also need to be careful about creating a greater digital divide by blocking or banning AI in schools.  Ron cautions us about data privacy and security as we move forward with artificial intelligence. 

*Following our normal podcast protocol, we ask for resources for educators to learn more about artificial intelligance and encourage our fabulous Kent ISD Ed Tech team to highlight some departing words for our listeners.  Ron encourages us to stay away from books related to artificial intelligence because the information is changing faster the books can be published.  He does direct us to educational youtube channels and professional organizations.  Check out our resource page for all the links!

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with Dr. Miranda Fitzgerald, an assistant professor of literacy education in the department of reading and elementary education at the University of North Carolina at Charlotte. She is a former special education teacher whose teaching and research focus on elementary-grade literacy instruction. Miranda's research examines the design and implementation of curriculum materials and instruction that promote literacy development and knowledge building. She is especially interested in investigating curriculum  and instruction that integrate literacy and science learning. This focus is the topic of our podcast today. 

Here is a quick brief of our conversation:

Sarah starts the dialogue with Dr. Fitzgerald by prompting her to tell us about the current research in science and literacy integration.   She shares that integrated instruction builds science content knowledge, supports learning of science vocabulary, and supports reading comprehension.  It also fosters reading motivation and engagement.  Dr. Fitzgerald goes into depth about cross-content integration is really beneficial on a multi-faceted level.

 Mark adds to the dialogue by asking:  “What might science and literacy integration look like in the classroom?” Dr. Fitzgerald describes the MLPBL (Multiple Literacies in Project-Based Learning) open access curriculum as she talks about science and literacy integration in the classroom.  

Sarah responds:  “What might we need to be mindful of when considering science and literacy integration?”  Dr. Fitzgerald reminds us that literacy is broadly conceived in this integration.  Leading with science is crucial here.  It is so much more than reading texts.  Dr. Fitzgerald reminds us that science provides a unique opportunity to represent thinking in a multitude of ways.  Science happens in a lot of places, not just in a lab.  Think first about 3-dimensional science goals, then integrate literacy practices of scientists and engineers and how they’ll fit with the science learning.

Mark prompts:  “Talk to us about the role of science and literacy integration in creating equitable learning opportunities for all.”  Dr. Fitzgerald references the National Academies report entitled Science and Engineering in Preschool Through Elementary Grades:  The Brillance of Children and the Strengths of Educators that calls for all kids to have access to high-quality science and engineering practices in the earliest grades.   The Brillance and Strengths report has four specific recommendations.  Listen to Dr. Fitzgerald detail these recommendations in the LLCN Brief podcast.

Following our normal podcast protocol, we ask for resources for educators to learn more about science and literacy integration and encourage Dr. Fitzgerald to highlight some departing words for our listeners.

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with Dr. Karen Mapp, a Senior Lecturer on Education at the Harvard Graduate School of Education (HGSE) and former Faculty Director of the HGSE Education Policy and Management Master’s Program.  Dr. Mapp has authored several books on Family Engagement Partnerships - Her latest book:  Everyone Wins!:  The Evidence for Family-School Partnerships & Implications for Practice is the focus of our podcast today. 

Here is a quick brief of our conversation:

Sarah starts the dialogue with Dr. Mapp by prompting her to tell us about use of the term family-school partnerships in her work.   She shares the co-designed working definition of family engagement developed by State Department of Education, families, and educators in Connecticut - “Family Engagement is a full, equal, and equitable partnership among the adult caregivers, community members, and practioners.”  Dr. Karen Mapp talks about the relational trust that is required for full partnership.

 Mark adds to the dialogue by asking:  “What are some key ideas to keep in mind in relation family engagement?” Dr. Mapp leans into Larry Ferlazzo’s words - “Family Engagment leads with our ears.”  She describes how the partnership builds trust by listening and talking with families - instead of talking at families.  Dr. Karen Mapp emphasizes that we need to do a better job of preparing preservice teachers for family engagement and then offer this professional learning for our current practitioners as well.

Sarah responds:  What are some key components to move towards practicing two-way communication?  Dr. Mapp talks about moving past system structures that are set up with deficit mindsets towards embracing the fact that families do care about their children.  Once families are seen as the geniuses that they are for the funds of knowledge they hold, we can create these deep community partnerships.  Taking on the attitude that families are valued and equal partners makes us as educators better practitioners.

Mark prompts:  “You’ve reference so many studies in your work.  Share with us a study or two that stands out.”  Dr. Karen Mapp shares 40 studies in her book Everyone Wins.  She highlights the Botswana study and the impact on families through this simple text message practice to communicate with home environments.  The second study featured by Dr. Mapp today is the parent-teacher home visit model study.

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with researcher, author, former UCLA Principal and Assistant Director, and independent educational consultant, Margaret Heritage.   Her work has long centered around formative assessment and ambitious teaching and spans multiple continents.

Here is a quick brief of our conversation:

*Sarah starts the dialogue with Ms. Heritage by prompting.  “Talk to us about formative assessment and ambitious teaching.  What are the need-to know pieces that all educators and students should have understanding of?” Margaret defines ambitious teaching as student-centered-thinking when developing concepts, practices, and language where learning is social and the effort is collective learning through multiple modes.  Students are encouraged to share their provisional thinking and engage in rich disciplinary discourse.  Ambitious teaching and formative assessment are reciprocal ideas.

*Mark adds to the dialogue:  “We are often get asked about the frequency of assessment.  How often should formative assessment occur and what should it look like?”  Ms. Heritage delineates that formative assessment is on-going assessment during the process of learning to determine where students are as the lesson unfolds.  “It’s the DNA of teaching and learning.”  She goes on to detail the differences in types of assessments and give examples of formative assessments in the classroom.

*Margaret talks about formative assessment at the lesson level and assists us in identifying the goal or target we want students to accomplish.  She clarifies how we close the gap - and what the gap really is - in student knowledge.  Clear learning goals and performance indicators are essential to any teaching and assessment.  These are the drivers of the feedback loop.  Ms. Heritage emphasizes the critical nature of  understanding what meeting the learning criteria really means.  She reiterates a statement we have long valued at Kent ISD - “Go slow to go fast.”  

*Then, we talk a bit about how to provide feedback to students.  Mark asks:  “How do we provide feedback to our students most effectively to help them make sense and identify next steps in their learning?”  Margaret dives into feedback related to thinking and focusing around having students do the work.  Students need to do the “heavy lifting” with sufficient support in order to accomplish the learning.  Giving feedback is a very sophisticated skill when done well.  It helps students develop a repertoire of learning strategies.

*Margaret Heritage summarizes our conversation by noting some key resources related to learning further about formative assessment and reinforcing the important role of the formative assessment  in the classroom.

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with Arizona State University professor, researcher, and author Dr. Steve Graham. For over 42 years, Dr. Graham has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools. This dialogue is focused on thinking “outside-the-box” as we aim to plan and facilitate writing instruction that engages all students.

Here is a quick brief of our conversation:

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with Michigan State University professor and author Dr. Tanya Wright.  Dr. Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children.  This podcast is a conversation regarding her work in the area of vocabulary and references her 2021 publication - A Teacher’s Guide to Vocabulary Development Across the Day: Grades K-3.  In essence, this dialogue is about vocabulary instruction opening doors to learning for all students.

Here is a quick brief of our conversation:

In this episode, we (Mark Raffler and Sarah Shoemaker) reconnect with Sommer Jabbar, Equity and Student Success Coordinator at Kent Intermediate School District.  Sommer joins us to dialogue again about Culturally Responsive Teaching.  This podcast is a follow-up conversation to our ever popular Culturally Responsive Teaching episode which aired in February of 2021. Today, Sommer takes us further into Culturally Responsive Teaching by talking about classroom practices and ways of creating a responsive classroom.  In essence, this dialogue is all about relationships with students.

In this episode, we (Mark Raffler and Sarah Shoemaker) chat with Jenelle Williams and Dr. Darin Stockdill about the Essential Literacy Practices for Disciplinary Literacy Instruction:  Grades 6-12.  We’ve spent a great deal of time over the past five years facilitating learning around the Essential Instructional Practices in Early Literacy:  Grades K-3.  We now have essential practices for ages birth through twelfth grade, so we decided to take this opportunity to highlight another piece of this literacy tool.

A little bit about our guests today:  Jenelle Williams is a Literacy Consultant within the Leadership and Continuous Improvement unit at Oakland Schools ISD in Oakland County, Michigan.  Dr. Darin Stockdill is the Instructional and Program Design Coordinator for the Center for Education Design, Evaluation, and Research at the University of Michigan.

Here is a quick unpacking of our conversation:

Darin introduces the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom:  Grades 6-12 by telling us a bit about the document, its history, and the work that has been done to share the Essentials with educators around the state of Michigan.

Mark and Darin discuss the differences between the terms “Disciplinary Literacy” and “Content Literacy.”

We learn from Darin about the important starting points when first familiarizing oneself with the Disciplinary Literacy Essentials.  “When engaging with the document, please read the Purpose Statement… This is about teacher learning...  You have to have a systematic approach to supporting teachers in this process… We want teachers to recognize what they already do.”

Jenelle talks about resources to support educators as we work to implement the Essential Instructional Practices at the secondary level.

We hear from both Darin and Jenelle about potential surprises or barriers that teachers might encounter in implementing the Disciplinary Literacy Essentials.

In this episode, we (Mark Raffler and Sarah Shoemaker) chat with Sommer Jabbar about culturally responsive teaching.  Sommer is a D(BEI) - Diversity, Belonging, Equity Inclusion Project Coordinator at Kent ISD. We chat about what culturally responsive teaching is and how it looks in our classrooms as well as share some resources that educators will find useful no matter their role in the school setting.  We conclude by asking that you provide us with the topics and questions you want to know more about as we proceed with the podcast format.  Here is a quick unpacking of the conversation:

Sommer addresses where to start with culturally responsive teaching. She delves into the inside out approach that is necessary to tackle this work around identity and emphasizes the fact that culturally responsive teaching is ongoing work.  “Give yourself grace to grow and go forward.”  

Mark and Sommer discuss key concepts of culturally responsive teaching and responding to the needs of those we are serving.  Sommer discusses ways to best serve stakeholders through “mirrors and windows.”  We want to make sure every day that students have opportunities to see themselves in the classroom.  

Sommer elaborates on what culturally responsive teaching looks like and sounds like to include what it should feel like as her and Sarah dive into practical applications for the classroom.  Intentionality is a key as we let the thought of different does not mean deficit resonate with our listeners.

Sommer Jabbar talks about discomfort and utilizing resources as you work to overcome the discomfort.  Start with an implicit bias test.  Several other websites and books related to culturally responsive teaching are shared as well.

In this episode, we (Mark Raffler and Sarah Shoemaker) interview Dr. Doug Fisher on his perspective related to Feedback and the research surrounding the use of feedback to influence growth. Doug is a Professor of Educational Leadership at San Diego State University, a Teacher Leader at Health Sciences High in San Diego, and an internationally recognized author and speaker in Literacy.  Today, we clarify what does feedback mean, what are some key elements of feedback, and what does it look like in this ever-changing time of education.  Here is a quick unpacking of the conversation:

*Doug talks about the effect size of feedback according to John Hattie’s meta-analysis of research and how it should be so much higher.  He speaks to teaching students to seek out feedback.

*We clarify the definition of feedback with Doug Fisher’s perspective and talk about key elements of feedback.

*The conversation moves into focusing on what is the most important thing that educators should be mindful of in relation to using feedback to improve student learning.

*Doug provides some examples of excellent feedback and makes recommendations on other resources educators can refer to in furthering their learning in this area.

*Dr. Fisher provides insight on providing feedback during this time of unconventional schooling and leaves educators with an inspirational, reassuring message.

In this episode, we (Mark Raffler and Sarah Shoemaker) chat about the changes to the Literacy Leaders and Coaches Network (LLCN) for the 2020-2021 school year. We detail what those changes look like, how to access this podcast throughout the year, and share some content around assessment mindset as well as remote learning.  Additionally, we ask that you provide us with the topics and questions you want to know more about as we proceed with the podcast format this school year.  Here is a quick unpacking of the conversation: