The Latest with Laura: September 11, 2015
From our friends in the UK
Why is it that some schools are able to successfully teach every child to read but many still don’t? This was the question posed by Dr Derrie Clark in an interview with Jan Hilary, who was until recently head of St George’s C. of E. Primary School in Wandsworth, when they met at this year’s Reading Reform Foundation conference.
St George’s is a school in one of the most disadvantaged areas of the UK. To give you an idea, the school has the highest deprivation indicator in south London. It is also within the 2% of schools that suffer the blight of deprivation nationally and faces ‘all the challenges that children bring from homes that are low on resources’. When Jan took over the headship at St George’s, 76% of the pupils were deemed to have special needs. Today, that number has been reduced to two pupils with statements, meaning that special needs have effectively almost been eliminated.
Read more about this extraordinary school and this extraordinary leader. . .
The importance of oral language development—check out this initiative in Georgia.
We’ve all read about the “30 million word gap.” Read what the state of Georgia is doing to help close that gap.
New study from Boston University highlights the limits of working memory and the recruitment of visual and auditory networks
We used to think we had 7 “units” in our “working memory.” This study shows new findings on how much brain power we really have. http://www.dailymail.co.uk/sciencetech/article-3214811/Our-working-memory-deal-FOUR-things-time-Study-reveals-borrow-brain-power-needed.html?ITO=1490&ns_mchannel=rss&ns_campaign=1490
Daniel Willingham writes about teacher training in Teachers Aren’t Dumb, a New York Times OP-ED
Of Interest to All Educators
You may be familiar with The Checklist Manifesto. See this post about Atul Gawande’s latest work and its parallels to teaching: