STARS in Higher Education: Anna Geiger!

Recently, I joined an amazing group created by Dr. Stephanie Stollar! If you are involved with Higher Ed & Literacy Instruction, you should really consider signing up!  I've loved these sessions and recordings to support my work with Pre-Service Educators at IUK.  During our session with Anna Geiger, author of Reach All Readers, she shared some critical information for not only instructing our Pre-Service Educators, but some awesome things for us to consider as current practitioners. Recently, Dr. Archer presented for our state on the importance of "Rehearse, Retrieve"....and this session was another head-nod to keep on, keeping on with this intentional practice. Several of us begin class with the same old, "Do you remember yesterday...." and then we go into a 5-10 min Peanuts Teacher speech (blah, blah, blah) about all we worked on during our last class.  Students listen and nod....maybe attending to the verbal summary...or perhaps nodding off until the actual lesson begins. I love the idea of starting class with a Retrieval Practice activity! It can be a 2 minute quick write (Brain Drain) or a pop-quiz of 5 questions. I always allow for my students to self-check and share afterwards. It isn't about taking a grade -- it is about the learning. Are students retrieving? Are they remembering? Are they connecting and building schema? Such a quick powerful suggestion to allow for authentic engagement.

Here are a few other great suggestions from this resource (huge fan of Anna's):

1. Interactive and Intentional Oral Language Development

One of the central strategies Anna Geiger emphasizes is fostering oral language development as a precursor to reading. She suggests that interactive conversations in the classroom—whether with the teacher, peers, or through structured group activities—help children build the vocabulary and language skills they need to succeed as readers. Teachers can use open-ended questions, encourage storytelling, and provide rich vocabulary experiences (like describing images or asking students to elaborate on ideas) to strengthen their verbal language skills, which are essential for both reading comprehension and fluency. See my blog post about Dr. Sonia Cabell's book about classroom discussions!

2. Systematic and Explicit Phonics Instruction

In Reach All Readers, this is integrated within a larger framework of supporting students as they learn to decode and understand the relationships between letters and sounds. Geiger advocates for small, manageable chunks of content where teachers help students understand phonemic awareness, sound-symbol correspondence, and word-building strategies. She also encourages the use of decodable texts in early literacy practice, allowing students to apply their knowledge of phonics immediately to authentic reading experiences. Be sure to check out my blog post about UFLI if you are looking for something to utilize for classroom instruction.

3. Differentiated and Scaffolded Literacy Instruction

Geiger recommends differentiating instruction to meet the varying needs of students, especially struggling readers. The idea of scaffolding comes into play here, where instruction starts at a higher level of support (like teacher modeling or group practice) and gradually moves toward more independent reading. This gradual release of responsibility allows students to feel supported while still being challenged, and ensures that learners of all levels are moving forward in their reading skills. See Stephanie Stollar's Facebook videos for more information about small groups in Tier 1! So good!

"Teach First, Then Ask" -- Dr. Archer

Hello, my name is Melissa, I am a Nonfiction Nerd!  Can't read enough of it to deepen my own knowledge (don't worry, I still binge the latest Netflix series and can't stop watching Abbott Elementary, but I digress). 

Since August, approximately 150 teachers have worked with me to improve and/or learn more about explicit instruction. Half of those teachers have been Middle School and High School teachers -- and we all know they impact a grade level.  I sleep easier knowing about 9,000 students are now receiving explicit instruction, especially since 60% of our students desperately need it. 

The greatest recommendation given to them recently is Just Tell Them. Pre-Service Educators also met the empowering Zach Groshell this last week. Explicit Instruction by Dr. Anita Archer is top on my book shelf, and Dr. Groshell's book is top five in my Kindle. Why? Because he is another one of those experts that understands how to supply the research and make it meaningful for our classrooms (my favorite nonfiction to read, for sure). My 3 key takeaways from this resource:

1. Communicate Expectations Clearly and Upfront

One of the main lessons in Just Tell Them is the importance of clear, upfront communication. In the classroom, this translates to setting expectations right from the start. Students thrive when they know exactly what is expected of them, both in terms of behavior and academic performance.

Teaching Strategy:
At the beginning of each lesson or unit, clearly outline what you want your students to achieve and how they will be assessed. For example, if you’re teaching a new topic, tell them the key learning objectives, the skills they will develop, and how they can demonstrate understanding. By being upfront, students are more likely to stay on track and meet those expectations. Our expert brains consider this to be slightly cheesy but novice learners don't know what they don't know. Clarity matters!

2. Simplify and Break Down Complex Concepts

Break down complex messages into bite-sized, digestible pieces. This is particularly crucial for teachers, as students often struggle to grasp complicated concepts right away. Anita Archer recently provided virtual instruction for our state ESC members and she made this one of her top recommendations -- Chunking matters!

Teaching Strategy:
When introducing a difficult topic, don’t just lecture—break it down into smaller, manageable parts. Explicit Instruction is NOT boring!  If done correctly, your students are constantly engaged. Use analogies, visuals, and concrete examples to make abstract concepts more accessible. Encourage active learning by asking students to rephrase what they’ve learned in their own words or use concept maps to illustrate relationships between ideas. This makes the information stick and helps students build confidence.

3. Create an Open, Safe Environment for Feedback and Questions

A significant point in Just Tell Them is the value of creating an environment where feedback flows freely and questions are welcomed. In a classroom, fostering a space where students feel comfortable asking questions or expressing confusion is vital for effective learning. Proactive, positive feedback matters!

Teaching Strategy:
Let students know that it’s okay to not have all the answers right away. You are here to support their learning and to help them be successful. Additionally, give constructive, specific feedback regularly and provide opportunities for students to ask follow-up questions to ensure they truly understand the material. Making mistakes is a natural part of learning. 

Summary (Rehearse):

1. Set clear expectations so students know exactly what’s expected from the start.
2. Break down complex concepts into simpler, more manageable parts to enhance understanding. Be sure to teach students first, then ask about connections and allow for retrieval of information.
3. Foster open communication by creating a safe environment where students feel comfortable asking questions and receiving feedback.

Which action step are you taking to ensure explicit instruction is happening in your classroom to meet the needs of all students?

The One with Jerome Schultz & Supporting Our Students with ADHD

So many recent conversations have centered around not only how to motivate students, but how to meet the needs of our neurodivergent learners. The tricky part is that once you think you have the situation solved, the strategy stops working or systems change, and everyone is back at square one. How fortunate to find this awesome resource Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It!  Schultz provides in-depth definitions, understandings, and applications for knowing our students while also reminding us of key strategies to help ensure success. There are so many hidden struggles that most of us take for granted! More amazing ideas can be found on the ADDitude Website (as a parent, I've also found so many helpful tips)!  You can also join this live session on Thursday during WVEC's Virtual Behavior Conference!  The live session with Jerome Schultz will be from 4:00-5:00 EST.  

As you read Nowhere to Hide (I know, it sounds like a Netflix series -- good stuff), you will find some of the ideas are validations of the environments we try to provide:

Structure and Clear Expectations

• Why It Matters: Children with ADHD and LD struggle with organization, time management, and focus. Without clear guidance, they may feel lost or overwhelmed, which can lead to frustration and disengagement.
• Strategy: Establish clear routines, expectations, and a predictable classroom structure. This includes providing visual schedules, breaking down assignments into smaller tasks, and offering reminders for deadlines. Structuring the environment in a way that minimizes distractions and provides consistent cues can help these students stay on track and succeed academically.

However, his resource also pushes us into thinking about the emotional safety of our classrooms:

Build Emotional Safety

• Why It Matters: Children with ADHD and LD often feel misunderstood, rejected, or incompetent, leading to anxiety and emotional distress. Emotional safety is essential for creating an environment where these children can thrive.
• Strategy: Teachers and caregivers should foster an environment where the child feels safe to make mistakes and take risks without fear of ridicule or punishment. This includes offering consistent emotional support, showing empathy, and building positive relationships that help the child feel valued and respected. It's about creating a classroom culture where students are not afraid to show their challenges or ask for help.

Of course, my favorite part was relating this information to the Science of Learning and all of the applications for our students with executive functioning needs:

Strategy for Improvement:

• Use memory aids (visual organizers, reminders, checklists) to help students with ADHD manage information.
• Break down tasks into smaller, manageable chunks to reduce cognitive overload.
• Provide frequent attention breaks or opportunities for movement to improve focus. One of my key strategies: if it's important for them to remember, add some movement to hear it, see it, say it and write it! 

Professional Learning: Does it ever end?!

I sure hope not! Because I hope doctors and lawyers and other service-minded professionals never stop learning new procedures either! Our career is equally important. I know there are some outside our realm that do not completely understand the impact that Educators have on learning and the brain, but the work is too important to even waste a minute with our students. Working with my teachers brings great joy because even in the midst of some groaning, they are eager to learn more about perfecting the craft of teaching (and we do end up laughing about something). As we dig deeper and deeper into research and evidence, we are finding that teaching is not a haphazard adventure full of bubbly science experiments and crafts (for sure, some non-educators really think so). The intention is not to rub anyone raw, but sometimes that happens in the pursuit of knowledge and best practice. The reward is bringing others on the journey and observing the change in their instruction as they grow in the learning process. Explicit Phonics Instruction has been 4 years in the making -- learning the drills, modeling the process, learning the process, understanding how the brain works, ensuring procedures are implemented correctly without adding additional cognitive load stress. Keeping in mind that we are operating from the mindset of experts teaching novices and they deserve the time to learn what we now know. Professional Learning is not for the weak of heart. It requires us to fully reflect on our practices and if they are hitting the mark to ensure student success.  How fortunate to be surrounded by individuals that desire to change! How awesome to have leaders that allow space for professional growth! My favorite quote, from a leading expert, is currently: "Over my career, I have often had to adjust my thinking because empirical studies revealed things that I did not know or believe."  Oh wow, I love that this is what we should aim for in teaching and learning. 

Powerful Teaching & Powerful Classrooms --> Powerful Renewal

Two years ago, I had the opportunity to lead a team of Educators seeking to improve their instruction, and we had the best time diving into Powerful Teaching. As teachers/instructors of upper grades, we were looking for something to meet the needs of our adolescent learners. Wow! We were blown away by the information we received from these two amazing lead learners, educators, and authors! My favorite nonfiction material to read is written by experts that have taught in the classroom/worked in the K-12 setting (& as a University Adjunct, my preference is widening to include higher ed as well). We loved how Pooja Agarwal and Patrice Bain broke down their work and results in not only bite-sized steps, but how each chapter was broken up into specific action steps we could take/make to improve our instruction with our learners. While I had first heard the term interleaved practice from Jamey Peavler, it was awesome to read & discuss the implications with colleagues utilizing this resource! During the study, we focused on these 3 main ideas to enhance instruction:

1. Retrieval Practice

Retrieval practice involves actively recalling information from memory, rather than passively reviewing notes or textbooks. This technique strengthens long-term retention and deepens understanding. Instead of simply re-reading material (which most of us are guilty of thinking is best practice for study), students should regularly be quizzed or prompted to retrieve and apply what they've learned.

• Example: Use frequent, low-stakes quizzes or "recall" activities where students write down everything they remember about a topic after a lesson. This forces their brain to practice retrieving information, which reinforces their learning. Beginning every class with a spiral review quiz sometimes results in a groan, but we also have fun with who can remember and retrieve the most information. 

2. Spaced Practice

Spaced practice refers to revisiting material over time, spreading out study or review sessions. This is the opposite of cramming, which leads to quick forgetting. When information is spaced out across multiple learning sessions, it improves retention and mastery.

• Example: Break up learning content over several days or weeks, revisiting key concepts periodically. You might have students study a topic one day, then review it the next week, and again after a few weeks, ensuring that they revisit and reinforce their knowledge. This really made me reflect on syllabus creation and being sure to revisit material throughout the semester.

3. Interleaving

Interleaving involves mixing different topics or concepts during study or practice rather than focusing on one topic at a time. This method helps students see connections between concepts and improves their ability to apply knowledge flexibly in various contexts. Interleaving enhances problem-solving skills by forcing learners to switch between different types of problems, fostering deeper understanding.

• Example: Instead of teaching all math problems of one type in a row, interleave different types (e.g., algebra, geometry, word problems) in one lesson or study session, so students get practice with varying challenges.

 

Powerful Read Alouds: Connecting with Dr. Molly Ness

It is always a joy to meet down to earth experts that become colleagues and friends. They understand the daily struggle of meeting the needs of a diverse group of students, but they also speak the science of evidence based practices to improve learning for all students. Bringing Molly Ness to Indiana for our ISLA Conference event was a 2024 highlight! My IUK students and I enjoyed hearing additional ideas to intentionally improve instruction during class read alouds. If you haven't heard her speak, I recommend her RTI Oregon presentation. If you are close to West Lafayette, Indiana, I suggest joining us in June for our Rocking Read Alouds Summer Celebration. When I speak with other Educators about Dr. Ness' book, Read Alouds for All Learners, three key ideas quickly become the center of discussion:

1. She encourages educators to think of read-alouds as an opportunity to model fluent reading, demonstrate thinking aloud, and encourage student interaction with the text. My advice is to dig into Dialogic Reading!

2. By reading aloud diverse genres and topics, teachers can spark curiosity, model excitement about books, and create a shared reading experience that encourages students to become lifelong learners. Some students may end up avoiding reading at all costs, but reading aloud provides them with the opportunity to engage in discussions & learning they wouldn't otherwise pursue for themselves (I know, it is hard to accept that some students just will not like reading -- ever). My oldest daughter still speaks highly of the history teacher that read picture books to teach content standards. 

3. Read alouds build an inclusive classroom environment. Ness emphasizes the importance of differentiating read-alouds to meet the diverse needs in our classrooms. This involves adjusting the pacing, language complexity, and level of support during the read-aloud to ensure that all learners, including those with disabilities or language barriers, can engage with the text.  My youngest daughter with autism frequently mimics the read aloud procedure of her teachers. I can always tell if she is in an environment that introduces her to the procedures of actively listening to & discussing a story. 

If you are looking to improve your read aloud craft and/or instruction, if you are looking for validation of intentionally using read alouds for classroom instruction, Dr. Molly Ness and her resources are the answer!