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Levelling Up – and Down

A few thoughts on writing texts for older struggling readers We’ve encouraged teachers to write stories or articles for our Summer Writing Challenge, and have been delighted at the quality of the submissions so far. To support those who are taking part, and those who teach secondary students with weak reading, here are some guidelines for writing or selecting a text for older students with reading difficulties. 1. Reading ages are only ever an approximation. Don’t focus exclusively on the score from a formula – it’s just a guideline. On the other hand, it’s always worth checking your text against one or more formulas, because it’s very easy to pitch a text too high – we often incorrectly assume how much knowledge our students have. 2. Readability formulas are tools, and like all tools, they are good for some tasks and not so good for others. It’s useful professional development to be familiar with these tools, and their strengths and limitations. Some focus on word lists, some on syllable count, some on sentence length and so on. …

You have to make faces at it!

  It was a hot, noisy, dusty building site. I was working on a construction project in Wellington during the university summer holidays. There was more concrete pouring due soon, and the carpenters and labourers were all busy. I was tasked with removing some long planks of boxing that had remained stuck fast when the last pour of concrete had dried. The foreman handed me a steel bar and left me to it. I tried prising the wood away, but there was no gap to gain leverage. I tried jabbing at one end a few times to see if I could get some movement. When that didn’t work I tried the same at the other end, and then the middle. After half an hour, I was sweating, my arms were aching, I was increasingly frustrated, and the wood still hadn’t moved. Clearly something was wrong here. Why had I been left to do this by myself?  This was a job for a team, surely? But there was just me, my steel bar, and the wood …

Intelligence-ism

Originally posted on Horatio Speaks:
O, what a noble mind is here o’erthrown! Ophelia, Hamlet. It should not be surprising that a recent report by the Social Mobility Commission found that educational inequality is increasing. Schools tend to reflect, rather than direct, their communities, so in a society of increasing inequality, it should come as no surprise that that inequality is replicated in its schools. This replication is not, however, a foregone conclusion. The mechanism by which inequality is reproduced is well embedded in the system, but there is also evidence to show that it can be changed, and that when this happens there are remarkable results for the children concerned. The mechanism in question is not funding, governance, leadership structures or even curriculum. It is not even the class system itself. Rather, it is the beliefs that educators, parents and policy-makers hold about intelligence – beliefs which are barely recognised, let alone discussed or questioned, but which pervade our actions every day. It was Alfred Binet who first developed a test of intelligence. Working…