Language, Literacy, and Learning in the Content Areas
By now we’ve all heard how essential communication skills are for college and career readiness, not to mention personal relationships and general learning. Students who can communicate effectively across various means of communication and with diverse partners are said to be more likely to succeed. But how do we move beyond teaching reading, writing and listening to truly equipping our students with the communication skills they need in life?
It may feel a little unusual to think that the more your students talk in class, the more they might learn. But that is just what we, researchers and professors at the Stanford Graduate School of Education, have found to be true. Constructive conversation and meaningful interaction throughout a lesson not only develop students’ crucial communication skills, but also give them a richer understanding of the content.
Understanding Language/Stanford Center for Assessment, Learning and Equity (UL/SCALE) today announced the appointment of Magda Chia, Ph.D., as the Director for Strategy, Impact and Policy, effective July 18, 2016. In her role, she will develop and execute collaborations with states and districts to advance coherent education policy and practice using the resources of UL/SCALE. Given available
New College-and-Career-Readiness standards emphasize the importance of speaking, listening, and conversing not only as a means for learning, but also as a valuable goal of learning. Starting August 2, Professor Kenji Hakuta and Drs. Jeff Zwiers and Sara Rutherford-Quach at Stanford Graduate School of Education will offer a short online professional development course, Effective Conversation in the Classroom: Preparing for Rich Talk in Every Lesson, to help teachers prepare for teaching students to have in-depth conversations about content area concepts and topics.