Our Unique Learners

When it comes to learning how to read well there is no magic approach. Every child is unique and what works to improve the reading skills of one reader may not work with another. The good news is that the human brain is unique to each individual and this fact makes for a very interesting world. The bad news, however, involves the sometimes challenging task of determining what will work best for each individual.

At school, the differences among the students present a challenge to the teachers. It is not easy to meet the needs of a group of individuals within a given space of time. You can see how your role as a parent is very important here. You not only have information about your child that will be helpful to the teacher, but you also have an opportunity to work one on one with your child. The information that you exchange with your child’s teacher will provide you with a good place to start. Possibly you might learn that your child needs visual cues such as pictures, graphs, charts, etc. to help him with comprehension. You then set out to reinforce that in your work sessions, but may also find that you need to incorporate specific types of graphs and charts. Your search for what works best may not end there. There are many other things to consider. We will take a look at these things now.

Different Ways of Processing Information

It is a documented fact that the human brain processes different types of information simultaneously in very personal and unique ways. This is a huge fact when working with children! Just like they all seem to have a different shoe size, they all seem to take in information and use it differently. What a challenge this is in the classroom and at home.

I have three children, two step children and nine grand children. Guess what? Each one is very different and each one learns in different ways. I often have said that it is amazing that my three children all grew up in the same household! How could this be? Well, the how is out of my control but the what to do is not.

 Let me give you an example to further illustrate this point. Each one of us has a different level of being convinced about ideas and learning new skills and / or facts. The difference usually is found in three factors.

 #1 We all seem to differ in the number of times something needs to be repeated in order to accept it and thus learn it. 

 #2 We all have a different need for the duration between the intervals of the repetition and

 #3 We all seem to learn things best in different ways or styles (sometimes referred to as learning styles). 

For example, I may review the phonic rule that refers to the silent “e” sound. For one of my sons once may be enough, for the other maybe three or four times. For my daughter maybe once maybe five times. She seems to fluctuate in this area. The duration or time between the repetitions better be very brief for one of my boys but it can be somewhat longer for the other. My daughter, well it can take a very long time and that is fine. When it comes to learning styles, verbal instructions for one son, visual representations for the other and I better act it out with Megan! 

What do we mean by learning styles?

When we talk about learning styles we are referring to the best ways that individuals learn. We can repeat instructions and ideas a number of times and we can alter the length of time between each repetition, however, it is most important that we are aware of the best or dominant ways that our children actually learn or understand the instructions / ideas. 

For example, your child may need to see a picture or some type of visual representation of an idea. You may need to use gestures more frequently and convey feelings through visual expressions. Possibly you will need to rely on very well articulated speech and additional audio aids such as tape recordings. It is also possible that you may need to demonstrate ideas through movement as much as possible. So, in other words your child may learn best through…

1) The use of visual examples,            (Visual Learner)

2) The use of audio examples or         (Auditory Learner)

3) The use of physical movement.      (Kinesthetic Learner)

What is your child’s learning style?

Now that we have defined what is meant by learning styles, you may be wondering how to determine which one best describes the way your child learns best. Here are a couple of things that you can look for:  

1)      When you introduce a new word to your child does he do best by just looking at the word, sounding it out or writing it?

2)      When your child is learning a new skill like putting words in alphabetical order or outlining chapters does he do best when talking about it, viewing examples / pictures or just by simply doing it? 

So, if seeing the word works best for your child his dominant learning style would be vusual. If listening works best, your child is a auditory learner. If movement and activity work best he is most comfortable with kinesthetic activities. You may find that your child’s strengths are found in more than one learning style. If this is the case, then make the most out of the multiple strengths and use more variety in your approach to the learning situation.

There are also a number of different types of learning style inventories that you can give your child. Just go to the internet and do a search for learning styles inventories. You will find that, in addition to the categories of visual, auditory and kinesthetic; there are numerous terms describing learning styles such as concrete, abstract, global, spatial, multi-modal, etc. You can really get into this or just try to keep it simple for now. This makes me think of the cliché, “The more I know the more I know I don’t know.” 

I do know this; however, it is very important that we present information in the way it is best received and processed by our children. If that means presenting words and ideas visually instead of verbally then that is what we should do and vice versa. Let me give you an example: Let’s suppose you are reviewing the definitions of vocabulary words that relate to story character traits such as integrity, empathy, etc. and your child is not grasping the meanings. Instead of just listening to the words you might try to find pictures that demonstrate these traits. Maybe you and your child can draw a symbol or something else that may represent the character traits. You could also act out these character traits. Remember what we said earlier about repetition and the intervals between each repetition. It just may take a few times going back to the words and their definitions. Possibly coming back to the terms a couple of times a day or two later might work. Whatever it is, you have the opportunity to work with your child one on one and find out the best way to present the information.

More Ideas on Learning Styles

Would you like to help your visual learner with memorizing specific vocabulary words? Silly question… Of course, you would! Let me tell you an interesting story that references visualization and sight vocabulary. One of my special education teachers in another school district was frustrated with the progress her students were making with learning sight words (individual words that students should memorize on sight). She explained to me how she was giving the students extra practice using flash cards. I then told her that I remembered reading two studies on shape and color recognition and the human brain. One indicated that the brain recognizes the color yellow before other colors when presented simultaneously; it also recognizes circles before other geometric shapes. I asked, “What if you were to present your flash cards as yellow circles?” To make a long story short, the teacher did exactly that and told me later that it helped a great deal.

Now, this is certainly not a scientific experiment, but the exercise worked. Maybe it was the placebo affect kicking in, and if that’s the case, so be it. But again, we need to go with what works, and the best way we can be more successful at finding out what works is to learn as much as we can about how your child learns best.

What about your kinesthetic learner?  You know; the one who likes to move around a lot and be active. Add some movement to your work sessions and you may really solidify memories. Geoffrey Caine, an educational consultant, writes about a time he observed a fourth grade classroom. As he entered the room and sat down, he noticed a group of students reading books as they walked around. At times the students would stop and then jump and begin walking until they stopped again. Curious, Mr. Caine asked the teacher to explain what the children were doing. The teacher said they were practicing their punctuation. As they read they would walk, and when they came to the end of the sentence they would stop. Sentences begin with capital letters so the children would jump up once when they began reading the new sentence silently. The movement enhanced learning for these students.

You can also try the movement approach with a little bit of a new twist. When your child struggles with a specific word, have him touch something or move to another space when he is able to decode the word. When he touches the object or moves to the associated space, his recall of the appropriate pronunciation will be stronger. I’m not suggesting that you have your child touch things for every word, or constantly move about the room. But providing opportunities for movement and anchoring memories with physical objects may be just the thing that will work best for your child.

Celebrate Diversity

No two children have identical abilities, experiences, and needs. Learning styles can vary widely within a group of children and within your family. Do not become upset by this fact. Look at it as a gift. The world could be a very boring place, if everyone did things and learned things the same way. Celebrate the diversity in your family by planning fresh approaches to learning and helping your children become aware of how they learn best. 

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 With all of that said; here is something else to consider…

Parent Traps:

The following provides some insights into situations that potentially could cause some problems for you as you set out to help your child boost reading skills.

Parent Trap:  “That’s My Style”

As you know, we all learn best in different ways. Your learning style may be the same or, more than likely, it will be different from your child’s learning style. Try not to get caught in the trap of instructing your child in your learning style because it is more comfortable to you. Do what works best for your child and then you will both benefit form the results.

Well, I hope that this makes sense and helps a bit. I will provide you with a few more tips within the next few weeks! 

Jim Gamble

Reading is Comprehension

During the last two years many of you have heard me talk about how reading is not a natural process for the human brain. Teachers and parents work together in order to provide their children with the resources and strategies that will serve to meet their individual needs. At Tewksbury we have introduced “cutting edge” technologies such as Fast ForWord and the Reading Assistant. We have addressed the need to improve the comprehension of text through the use of Reciprocal Reading strategies and Visualization / Verbalization strategies that are gleaned from the Lindamood-Bell program.

In my final few blogs as Interim Superintendent, I plan to focus some additional attention on the topic of learning to read and reading to learn. Let me start with a brief story… 

A number of years ago while observing a lesson in a kindergarten classroom, I witnessed a light bulb go off in a young student. The teacher was walking around the room and asking students to share their journal entrees. The entrees varied from simple pictures to various combinations of words and pictures. All of these variations represented different levels of literacy development which is very common in the elementary school classroom.

I listened closely as the teacher asked one of the students to read his journal entry to her. He paused for a moment and said, “I know that I can write, but I can’t read.” The teacher, in a very positive and encouraging tone, said it looked like that there was a great deal written in his journal and that she would really like to know what it says. After another pause the youngster began to read to the teacher what he had written. In the middle of his oral reading, he stopped, looked at the teacher and said with excitement, “I can read!”  Needless to say, that this was a very special moment in deed.

The comment that was made by the kindergarten student was significant because it represented what reading is all about. He understood what was written in his journal, even though it was not in traditional or standard form. Reading is comprehension. It is communication from one person to another through the use of written symbols.

On numerous occasions I have observed students in some of the upper elementary and middle school classrooms who sounded out words very well, but who struggled to retell what they had just read. They were unable to summarize the written passage and place events in the appropriate sequence. Simply sounding out words without appropriate meanings attached to the words, is not reading.

In order to help your child boost his reading skills it is important that we take a moment to define what effective reading looks like. Reading does look a little different for each child. This is because each child is unique. However, we can point to some specific characteristics of what can be defined as effective reading in general.

One of the first factors to reference in our definition of effective reading deals with engagement. The reader needs to be an active participant in the reading process. By this I mean the reader needs to be thinking about things relating to what is being read before, during and after the words are sounded out.

For example, effective readers do not simply begin to read when they are handed some printed material. The first thing that a good reader needs to do is make some predictions of what she is about to read. This allows the brain to look for patterns and make connections to prior experiences that the individual has had. This is very important since the human brain is a pattern seeker. To illustrate this point take a moment to read the following paragraph: 

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal pweor of the hmuan mnid aodccrnig to rscheearch at Cmabrigde Uinervtisy, it dnsoe’t rllaey mttaer in waht oredr the ltteers in a wrod are squeneced, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the hmuan mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azmanig huh? Yaeh and I awlyas tghuoht slpeling was ipmorantt!

Were you able to read the paragraph? I bet most of you could, once you realized it wasn’t one large spelling error. Good readers can identify many words on sight, especially when the first and last letters of the word are in the right place. When reading texts rather than lists, proficient readers use prior knowledge and context along with letter and sound knowledge as they identify words and construct meaning (K.S. Goodman, 1973; F. Smith, 1988). Even though readers may see all the letters of a word, they identify the word before recognizing all the letters separately. Again, it is possible to actually read the above paragraph because once the patterns were detected you were not only able to sound out the words but you were able to comprehend the material.

With all of this said, here is a list of some of the important characteristics of an efficient reader: 

An efficient reader…

-          Makes predictions.

-          Asks questions in his mind about what is about to be read.

-          Detects patterns based on prior knowledge.

-          Is able to utilize context clues or hints that are include in the text, sub headings, illustrations, etc.

-          Reads the material with fluency, intonation and accuracy.

-          Is able to sequence and summarize the written material.

-          Seeks to clarify unfamiliar words, phrases, and or concepts.

-          Displays motivation and interest in the written material.

-          Is able to write accurate summaries and orally retell the main ideas and supporting details of the printed material.

As you can see, it is one thing to simply sound out words. It is more important that meaning is attached to these words and that the words together present a coherent message that is conveyed form the writer to the reader. This is certainly a tall order for the human brain and thus a challenge for both teachers and students on a daily basis.

All of these facts point to the importance of ongoing support at home and positive approaches to a very complicated task. Like anything else in life, good things take hard work and commitment. Reading is a very good thing to be able to do and do well. With that said; be on the lookout for future blog posts that will provide additional strategies and ideas that may help your child to do a better job at comprehending text.   

Jim Gamble

What is good teaching?

During recent professional development sessions with the faculties at the Old Turnpike School and the Tewksbury Elementary School, we discussed what good teaching looks like. In order to be objective, we referenced the Danielson Framework for Teaching. The Framework identifies teaching responsibilities within the context of specific domains and components. The domains of learning environments and instruction provided the focus for our discussions.

One of the points that came through during both sessions was the realization that no one is perfect. However, it was noted that it was absolutely necessary to strive for perfection in order to achieve and maintain excellence. I was very impressed with the insights and specific examples that the teachers provided as we analyzed instructional techniques utilizing video clips and written activities.

As many of you may be aware, teacher and principal evaluation procedures have been recently outlined by the state via legislation and detailed regulations. The Tewksbury staff has been ahead of the mandates by having used the Danielson Framework for a few years. We are now in the process of refining the evaluation tool and further enhancing instructional skills. The bottom line is that I believe that we are observing good teaching becoming great teaching on a very large scale throughout our school district.

During the weeks ahead, the staff will be working together on the ongoing process of teacher evaluation and the ongoing enhancement of instruction. The Tewksbury learning community is poised to move forward by utilizing a software application that aligns with the Danielson Framework. The web based application is called Teachscape.

As I have stated in the past, “The best learners make the best teachers.”

Jim Gamble

Addressing the Two Sigma Problem

One of the most stimulating insights in contemporary educational theory is Benjamin Bloom’s (1984) discussion of solutions to what he calls the “Two-Sigma Problem.” Bloom shows that students provided with individual tutors typically perform at a level about two standard deviations (two “sigmas”) above where they would perform with ordinary group instruction. This means that a person who would score at the 50th percentile on a standardized test after regular group instruction would score at the 98th percentile if personalized tutoring replaced the group instruction. This improvement is not a wild dream. Bloom supports his claim with valid research, and numerous experts agree with his conclusion.

Obviously, the problem that surfaces here is that public schools are not able to provide one to one instruction to every single student. Some students receive individual support during specific time slots throughout the school day.  Our teachers work hard to differentiate instruction and provide feedback to individual students as much as possible. However, the fact remains that whole group and small group instruction is the norm while one to one instruction remains the exception in the public schools throughout the country.

What can we do?

The effective integration of technology into the curriculum provides an excellent opportunity to address the Two Sigma Problem.  Technology applications serve to create the conditions for learning that motivate students and provide them with the needed individual attention.

At Tewksbury, we have considered and implemented a few strategies that utilize technology as an integral part of instruction. One specific example is the implementation of Study Island in grades 3 through 8.  Study Island is a web-based program that incorporates instruction, remediation, diagnostic assessment, and real-time reporting. Study Island’s web based skills and standards mastery program ties directly to our current curriculum.  The real time reporting provides our teachers with formative data that can help to differentiate instruction. The students work individually, receive timely feedback, and can utilize the program both in school and at home. The program is being phased in this year with full implementation scheduled for September, 2013.

Fast ForWord is another web based intervention that serves to meet the needs of struggling readers on a one to one basis. Specifically, Fast ForWord is a series of computer-delivered brain fitness exercises designed to produce dramatic language and reading improvements in a variety of student populations by improving memory, attention, and processing skills. The intervention evolved from studies that showed children with abnormal temporal processing and language learning impairment.  Students who have difficulty processing the phoneme blends may have their phonological awareness improved in parallel with their temporal processing through the Internet based protocols of this brain compatible reading intervention. Six teachers at the Tewksbury Elementary School implemented Fast ForWord last year and our Action Research revealed that the pilot group of students in grades 1 through 4 benefited a great deal from this one to one web based program. We have been expanding the program at the elementary school and will be implementing the program at The Old Turnpike School next month.

In the spirit of addressing the Two Sigma Problem, the staff will be reviewing a program entitled The Reading Assistant. The Reading Assistant is a web based program that is designed to help students develop fluency, vocabulary, and reading comprehension skills. Scientific Learning Reading Assistant software uses speech recognition technology to “listen” as a student reads aloud. Monitoring for signs of difficulty, the guided reading tool intervenes with assistance when the reader is challenged by a word. The staff will participate in webinar sessions to become introduced to this “cutting edge” technology and decide how to best implement the program at both schools.

In summary, The Two Sigma Problem has plagued education since the inception of the K-12 school organizational system. Teachers are skilled at meeting the needs of their students but limited as to the time that they have to spend with students in one to one instruction. The effective integration of technology into the instructional program provides some light at the end of the tunnel of large group instruction. The staff, Board members, and community have supported these initiatives and a great deal of progress has been made to date. At Tewksbury; we plan to address the Two Sigma Problem in an ongoing and aggressive manner.

Jim Gamble

Safe and Positive Learning Environments

On the evening of December 11, 2012 I presented to a class of graduate students on the topic of safe, positive, and efficient learning environments. There were approximately 15 students in this class at The College of New Jersey.  All of the students were working toward their masters degree in educational leadership. During the discussion we talked about safety procedures, drills, and the role of the administrator. We also focused on positive learning environments and how this just does not automatically happen. Educational leaders need to work hard to achieve these goals which are so important to every learning community.

Three days later the unthinkable occurs at the Sandy Hook Elementary School in Connecticut. I know that all of our thoughts and prayers go out to the members of the Sandy Hook school community.

Sandy Hook has been recognized for its positive learning environment and for the efforts that have been made to provide for the safety of the children. The principal of Sandy Hook has also been described as a proactive and positive educational leader.

Obviously my thoughts turn to our school district and the wonderful children, teachers, support staff, and parents that comprise our vibrant learning community. We believe that our learning environment is also a very positive and safe place to teach and learn. Our school district has spent a great deal of money on security to include cameras, keyless access, locked entrances, and the recent renovations at OTS that included better monitoring at the front entrance of the building. Safety drills are also held on a regular basis at each school.

With all that said; the fact remains that we can never be completely satisfied with the safety and security measures that we have taken to date. Sandy Hook upgraded their electronic equipment and prepared the staff and students through regular drills, also.

The administrative team at Tewksbury is meeting to look at ways to further enhance security and safety at both OTS and TES. We need to evaluate our equipment and safety protocols. We will look at everything from sign in and signing out procedures to the manner in which visitors are provided access to our schools. We plan to meet with the facility committee of the Board and address the topic at our upcoming Board of Education meetings.  We certainly are open to suggestions and input from everyone.

The events of December 14 have touched a nation. Parents and grandparents from every city and town in the county have viewed the recent events with tears and a great deal of compassion for the families of another wonderful community.   I know that what we are doing at Tewksbury will be repeated in schools across the country.  Our children are our most valuable resource.  We will do whatever it takes to protect them!

Jim Gamble

Back to Normal

It is great to observe everything getting back to normal. The students and the staff have been very enthusiastic about returning to school. A number of events have been rescheduled and we are readjusting the calendar in terms of marking periods, conferences, etc.  In case you were wondering….the last day of school now is June 18 (this includes going to school on the President’s Weekend). Let’s all hope for a mild winter!!

We have all experienced hardships in different forms during the days and weeks that followed Hurricane Sandy. We also know many people who lost a great deal and will begin the process of rebuilding.

To that end; multiple non-profit organizations have set up specific Hurricane Sandy relief efforts. Information on these organizations is available on the New Jersey Department of Education website at http://nj.gov/education/sandy/support.htm. Possibly you may know someone who may be able to benefit from these resources.

As the weekend approaches and another storm moves out to sea, I know that many us also have a great deal to be thankful for this year.  The fact that we are members of an excellent learning community is one of those reasons.

Take care, enjoy the weekend, and look forward to the upcoming holiday season!

Jim Gamble

Welcome Back!

It is with a great deal of enthusiasm that I welcome back the children, parents, and staff to our schools! This has been an historic two weeks. The people of our community have endured a great deal and as I write this post, there still remain a few hundred people who do not have power restored to their homes.

As you know, events like we have just experienced sometime help us reflect upon what is most important. Specifically, our love for our families and the helping hand that we extend to our neighbors are at the top of this list.

I know that many of you have spent hours and days trying to stay warm by the fire and by helping neighbors cope with the realities created by such a devastating act of nature. I believe that we will all come away stronger from our most recent experiences in multiple ways.  For example, it is easy to take for granted the many positive attributes that we possess as a township community and a community of learners. Tewksbury Township is a wonderful place to live and our schools are recognized for their excellence due to the exemplary contributions of its staff, instructional programs, school /community organizations, and the dedication of its skilled Board of Education members. The storm has actually provided us with an opportunity to display the determination and cooperation that exist among the members of our community. I am sure you have come to know your neighbors even better than before and that you have further realized how important it is to work together as a family and a community.

As we make our way back to the daily routines of school, work, and play; I am sure that the events of the last two weeks will continue to influence the manner in which we approach the many challenges that remain. At school we have much to do in terms of teaching / learning, curriculum development, professional development, and the need to further develop a shared vision for our school district.  All of this is a process and it demands patience and hard work. Sometimes the future may look a bit scary. However, it was our sixteenth President that once said; “The best thing about the future is that it comes one day at a time.”

In the days and weeks ahead, it is important that we maintain a positive and productive approach to our challenges and continue in the spirit of cooperation that was so prevalent during the recent days of hardship. I am confident that both the adults and children of the Tewksbury community will do just that. Welcome Back!

Jim Gamble