Fall/Winter 2024 IMPACT

Fall/Winter 2024

impact

Volume 49 No. 2

On Instructional Improvement

1

nysascd.org

nysascd

Mission Statement

NYSASCD aims to assist educators in the development and delivery of quality instructional programs and supervisory practices to maximize success for all learners.

nysascd

Executive Board 2024-2025 President Mark Secaur Smithtown CSD

Board Members

President-Elect Matthew Younghans Clarkstown CSD

Gregory Borman NYC Department of Education

Immediate Past-President Mary Loesing Connetquot CSD (retired)/Science Consultant Vice President for Communications and Affiliate Relations Amanda Zullo Tuper Lake CSD Treasurer Deborah Hoeft Young Women’s College Prep Secretary Marcia Ranieri Guilderland CSD Ex-officio NYS Education Department Santosha Oliver Assistant Commissioner, Office of Standards and Instruction

Brenda Aull-Klaben Cayuga Onondaga Teacher Center

Lisa B. Brosnick Buffalo State Jill Christian-Lynch Jamesville-DeWitt/Syracuse University Teacher Center Ted Fulton Hicksville CSD Martha Group Vernon Verona Sherrill CSD Eric Larison Solvay UFSD (retired) LaQuita Outlaw Bay Shore UFSD Krissy Purcell Central NY/Oswego County Teacher Center

Executive Director Brian Kesel nysascd.director@gmail.com nysascd.org

2

impact Published by: NYSASCD PO Box 282 Camillus, NY 13031 nyascd.director@gmail.com

On Instructional Improvement Fall/Winter 2024 Volume 49 No. 2

Foreward...........................................................................5 Santosha Oliver

Editor - IMPACT LaQuita Outlaw, Ed.D. nyascd.director@gmail.com

Supporting Shifts to More Brain-Friendly Literacy Practices............................................................................6 Jan Burkins and Kari Yates

Design & Digital Publication: CatStone Press (434) 960-0036 catstonepress.com@gmail.com

Enhancing Literacy Through Interdisciplinary Learning...13 Angela Di Michele Lalor The DNA of Learning: Part III, Requisite 3: Cognition....19 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth How Will Artificial Intelligence (AI) Transform Teaching?........................................................................25 John Spencer

Publication Statement Impact on Instructional Improvement is the official journal of NYSASCD. Membership in NYSASCD includes a subscription to Impact and the newsletter, NYSASCD Developments. The views expressed or implied in the articles in this publication are not necessarily official positions of NYSASCD or the editor.

3

Foreword Over the past five decades, an increasing body of research spanning various disciplines has illuminated the intricate processes involved in learning to read and the multitude of factors that influence successful reading acquisition. As educators, we recognize that proficiency in reading is essential for academic achievement and lifelong learning. However, the journey to mastering this foundational skill can be complex Dr. Santosha Oliver is currently the Assistant Commissioner for the Office of Standards and Instructional Programs, NYSED. She has extensive experience working as an instructional leader at the district and school levels.

Prior to that, she served as the Assistant Superintendent for Instructional Services in Windsor, CT and as the Director of Teacher and Learning for Science, Technology, Engineering, Art, and Mathematics for Manchester Public Schools in Manchester, CT. Dr. Oliver holds a Ph.D. in Biomedical Sciences from the University of Connecticut and a Bachelor of Science in Biology from Morgan State University. Additionally, she holds educational leadership certifications from the University of Connecticut and Sacred Heart University

and challenging for some students.

At the New York State Education Department, our primary goal is to enhance the knowledge, skills, and opportunities of every student in New York. In line with this mission, the New York State Association of Supervision and Curriculum Development (NYSASCD) has curated a selection of articles for this journal issue that delve into research findings and practical strategies for educators seeking to enhance reading instruction in their classrooms. Esteemed contributors in this edition explore the cognitive mechanisms underlying reading, effective instructional methodologies, innovative practices to support developing readers, and interdisciplinary approaches to enhance student learning.

By staying abreast of the latest advancements in the science of reading, we empower educators with the tools and insights needed to address the diverse needs of students in our educational institutions. Through collaborative efforts, shared expertise, and innovative practices, we can unite as a community of educators, researchers, and stakeholders to 4

narrow the achievement gap and cultivate more inclusive and equitable learning environments where every learner can flourish as a reader.

I invite you to engage with the insightful articles featured in this issue of the IMPACT journal and contemplate how you can contribute to collective endeavors aimed at enhancing literacy outcomes for students. May this compilation spark enriching dialogues, deepen our comprehension, and inspire innovative evidence-based approaches to reading instruction.

Together, let us continue to champion evidence-based practices that foster reading proficiency and strive towards a future where every child embraces reading with confidence and joy.

Also if you aren’t already a member please consider joining New York ASCD or suggesting that a colleague join for only $55.00 annually.

As a member of NYASCD you will receive our on-line newsletter, NYSASCD DEVELOPMENTS, as well as our on-line journal, Impact and discounts for all of our professional development activities. Complete information about NYSASCD may be found on our website. This website gives you information about our organization, professional development activities, information about affiliates across the state, and links to other professional organizations and resources.

join NOW 5

Supporting Shifts to More Brain-Friendly Literacy Practices: Three Important Leadership Questions Jan Burkins and Kari Yates

These last years have been a whirlwind of conversation, reflection, and revision in many literacy classrooms. The call for changed practices—whether from state legislatures, local school boards, or parents—has left many school leaders scrambling as we’ve all worked to make better use of reading science.

Despite working to respond intentionally and with insight, you may still find it hard to hear the signal through the noise of information about literacy practices.

Maximizing the potential of both students and educators is at the heart of school leaders’ work. Leading for meaningful change—on behalf of children but through the adults—is the Dr. Jan Burkins and Kari Yates are authors of Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (Stenhouse 2021) and Shifting the Balance: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom (Co-authored with Katie Eagan Cunningham) (Stenhouse 2023).

central challenge of school leadership.

Jan and Kari help school leaders (both in-person and virtually) to develop literacy frameworks as well as provide literacy audits, leadership support, and professional development—all

1. What is essential for school leaders to know (and

Yet, momentum builds and grows in some schools, while it plateaus or dissipates in others. So, what is the leadership difference between schools that sustain growth and those that bump into barriers? Today, we offer 3 questions that successful leaders tend to ask, as well as the actions they take (and mindsets they adopt) to support more brain-friendly literacy instruction.

understand) about the recommended shifts in literacy instruction?

Leading literacy change begins with tuning into the 6

research yourself. Of course, reading all the research literature about how children learn to read words and comprehend— not to mention how to best teach them these processes—is a daunting task. Fortunately, summaries of research can help you get started. We recommend:

anchored in the headwork of reading science and the heartwork of substantive practice changes. To learn more about working with Jan and Kari, write to JanandKari@ TheSixShifts.com.

• Quantitative summaries, or meta-analyses, explained further in this document, a Teacher-Friendly Guide to Making Sense of Scientific Research.

• Qualitative summaries, such as this article, “Ending the Reading Wars: Reading Acquisition From Novice to Expert” (Castles, Rastle, and Nations 2018).

If you’re interested in a short list of critical ideas about reading instruction, we offer six below. Of course, this list is not exhaustive; these bullet points are just a starting place.

• Reading is composed of decoding (or recognizing) the words and understanding the language used to communicate them. Reading models, such as The Simple View of Reading (Gough and Tunmer, 1986), Scarborough’s Reading Rope (Scarborough, 2001), and the Active View of Reading (Burns, Duke, and Cartwright, 2023), attempt to represent the elements and nuances of the reading process. Many of these models are helpful; none are perfect.

• Humans are not naturally wired for reading and writing.

Although our brains are hardwired to learn spoken language, written language is a whole different story. The alphabetic code is a human invention. Learning to read and write that code isn’t easy for the human brain because it requires rewiring and repurposing certain areas of the brain that already have other jobs.

7

Click on the covers for more information on Amazon.

• Engagement matters. Joyful learning,

• Reading and writing are reciprocal processes that are built on spoken

high engagement, emotional connection,

language. Learning to encode (write) is

and teacher responsiveness all remain

freeze-drying spoken language by breaking

brain-friendly instructional elements.

it into its smallest sounds (phonemes) and

Any instruction that is bereft of these

attaching an individual symbol—which

aspects of learning is actually not brain-

is part of a complete alphabetic code—to

friendly. It is not only possible, but vitally

each sound. Learning to decode is learning

important, to provide science-informed

to translate the written code back into

literacy instruction with texts, topics,

speech so that the listening mechanisms in

and practices that engage, delight, and

the brain can hear it (even when we read

empower students. The descriptions above

silently) and comprehend it.

just scratch the surface of each idea.

• Decoding is not enough; comprehension

2. Practically speaking, what are the most

is the end goal. Students need explicit,

important things leaders can do to equip

cumulative, and systematic instruction in

teachers for success as they make shifts to

foundational skills, such as phonics and

their literacy practices?

phonemic awareness, but this work is in service of comprehension. Decoding doesn’t

Hesitancy, even resistance, is a predictable

become reading until children think about

response to impending change efforts. Yet,

the meaning a word represents.

for most of us, these responses usually aren’t simply unwillingness. Instead, hesitancy and

• Teaching reading comprehension

resistance are usually symptoms of fear. Fear

strategies is not enough for children

of the unknown. Fear that we won’t have the

to learn to comprehend. Intentional

information we need. Fear that we won’t have

knowledge building is at least as important

the resources we need. Fear that we won’t have

as strategy instruction when it comes

enough time or energy to do what is being asked.

to reading comprehension. Without knowledge, students won’t be able to

Here are a few things to keep in mind as

apply strategies well, if at all. This means

you work to communicate and lead change in

that reading instruction can focus less on

ways that don’t prompt a fear response from

teaching individual strategies and more

those you support.

on knowledge building and applying strategies in an integrated way—in service

• Provide clear and aligned communication.

of thinking deeply about a worthwhile text.

Once you are clear on even a single next 8

• Keep professional development (for

step for your team, it is essential that your communication be clear and consistent.

yourself and your staff) at the center.

Consistency in messaging means that

High-quality, job-embedded professional

your communications with and from all

development is an investment in your

members of your leadership team must

most vital asset—the teachers you’ve hired

align. Mixed messages lead to confusion,

to change children’s lives. Successfully

frustration, and wasted time.

shifting to more brain-friendly literacy practices can only happen when educators

• Listen to teacher concerns with an open

are equipped with learning opportunities

heart and mind. It’s critically important to

to understand both “the why” (the science

offer safe opportunities for staff to express

of how the human brain learns to read and

their concerns and ask their questions.

write) as well as the really practical “how”

Any hesitancy or resistance you observe

(the craft of classroom pedagogy).

can be honored rather than diminished or

• Select quality resources that serve as a

ignored, not to mention that teachers may see something that you have overlooked.

foundation for instruction, not a ceiling.

Otherwise, those concerns are likely to

Whether in the second year of teaching or

resurface and may be even more difficult

the twenty-second, all teachers (and their

to ease down the road, diverting time and

students) can benefit from access to well-

energy from your leadership efforts.

designed, research-based resources. Of course, there is no “perfect” curriculum

• Decide what’s settled and what’s flexible.

out there—if there were, we’d all be using

In most change initiatives, some staff

it. But some materials are definitely

members will be more excited and ready

stronger than others, and finding those

to move forward than others. That’s

best suited to your needs is a critical

one reason it’s important to take time

investment of time, energy, and money.

to identify which specific actions or

In this post, “‘The Good’ and ‘The Bad’

commitments will be asked of everyone

of Curriculum Evaluation and Resource

(What’s settled?) as well as which actions

Adoption,” we provide guidance on this

staff are empowered to make their own

complex undertaking.

decisions about (What’s flexible?). Choice increases engagement, so giving clarity on

• Prioritize team collaboration. Even with

where teachers can be more flexible may

a clear vision, high-quality professional

make it easier for them to embrace those

development, and the support of well-

practices that are more settled.

designed instructional resources, teachers 9

need regular, structured opportunities for

emotional work. Making significant

collaboration. The highest-functioning

changes in the way we think about

teams are those with norms that support

literacy instruction obviously requires

psychological safety—trust is high, and

attention to headwork, such as studying

people know they can be honest and

reading science and how to apply it in the

authentic (Duhigg, 2016). You may find

classroom. But successfully leading change

our norms, The Six Commitments, a

also requires paying attention to the

helpful foundation for creating safe adult

often-overlooked heartwork. As educators

As educators work to let go of some closely held beliefs, they may even have to grapple with a realization that they have taught in some brain-unfriendly ways in the past. learning spaces while navigating changes

work to let go of some closely held beliefs,

to practice.

they may even have to grapple with a realization that they have taught in some

3. What are some keys to building and

brain-unfriendly ways in the past. Honoring

maintaining positive momentum?

teachers as humans involves anticipating and acknowledging the inevitable feelings that

Meaningful change doesn’t happen all at

can accompany this work—such as shame,

once. In fact, it rarely happens as quickly as we might hope. Instead, it requires a steady,

defensiveness, insecurity, or frustration.

ongoing commitment to make continuous

• Guard against overcorrection! As you

progress toward the ideal you’ve envisioned.

reflect on current practices, you will

So, how do you keep that momentum going,

certainly find instructional moves in

week after week, month after month, even

every school and classroom that you can

year after year?

celebrate and hold tight. But it is easy to lose our grip on these already-sound

Below, we offer some ideas that we’ve

practices as we introduce new initiatives.

seen successful leaders lean on to support a

When investing in an important change,

positive mindset for this work.

we can inadvertently set up a pendulum

• Acknowledge that instructional change

swing. But avoiding the negative effects of

is both headwork and heartwork. Change

overcorrection--such as giving up read-

work is not just technical work; it is also

aloud time for more foundational skills 10

instruction--requires vigilance. Otherwise,

writers who are fluent, joyful, knowledgeable,

you’ll solve one set of problems only to

engaged, and more is no small feat!

create an equal and opposite set.

Yet, you choose this challenge because

• Commit to a series of starting points—

you know that, if children are to have access

no matter how small or imperfect—

to opportunities for a bright future and a full

and get started. Overwhelm is real,

life, they must learn to listen, speak, read,

widespread, and often an understandable

and write well. Supporting the educators who

reality for educators. But the antidote is

commit to this heroic work calls on leaders

finding a starting point—a safe place to

to lean into the science of reading, as well as

put your boat into the water. As a leader,

the sciences of teaching, learning, leading,

you are poised to help teachers find

communicating, and relationship building.

simple entry points that quiet the sense

Of course, there are no quick fixes or

of overwhelm long enough to build some

simple solutions that address the scope of

initial momentum.

literacy teaching and learning you want for all the students you serve. As we work closely

• Celebrate short-term wins! Taking time

with school and district leaders, like you,

to notice and celebrate small wins along

we observe time and again the synergistic

the way becomes fuel in our tanks for the

power of grounding reforms in evidence and

road ahead. Success leads to success, so

remaining respectful of educators, all while

one small step can quickly lead to another

honoring the humanity of children. Such

and another. Before you know it, this bit-

leadership attends to both the heads and

by-bit progress can add up to substantive

hearts of the school community, with an eye

progress in the rearview mirror.

toward balance.

Closing Thoughts Learning to read is a complex and multifaceted process. And teaching is nuanced and delicate work, requiring a myriad of skills.

REFERENCES

So, it’s not surprising that the intersection of these two demanding undertakings—

Burkins, J., & Yates, K. (2021). Shifting the

reading and teaching—poses the pinnacle of

balance: 6 ways to bring the science

challenge: teaching children to read. After all,

of reading into the balanced literacy

nurturing all students to become readers and

classroom. Stenhouse.

11

Burns, M. K., Duke, N., & Cartwright, K. (2023). Evaluating components of the active view of reading as intervention targets: Implications for social justice.

School Psychology, 38(1), 30–41. https:// doi.org/10.1037/spq0000519

Duhigg, C. (2016, February 25). What Google learned from its quest to build the perfect team. The New York Times. https://www. nytimes.com/2016/02/28/magazine/ what-google-learned-from-its-quest-tobuild-the-perfect-team.html

Castles, A., Rastle, K., & Nation, K. (2018).

Ending the reading wars: Reading acquisition from novice to expert.

Psychological Science in the Public Interest, 19(1), 5–51. https://doi. org/10.1177/1529100618772271

Gough, P. B., & Tunmer, W. E. (1986).

Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi. org/10.1177/074193258600700104 Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice.

In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp.

97–110). New York, NY: Guilford Press.

Cunningham, K. E., Burkins, J., & Yates, K. (2024). Shifting the balance: 6 ways to bring the science of reading into the upper elementary classroom. Stenhouse.

NYSASCD.org

visit OUR WEBSITE!

As registered members of the New York State ASCD website, we want to encourage you to please visit!

12

Enhancing Literacy Through Interdisciplinary Learning: An Approach to Address the Science of Reading Research Angela Di Michele Lalor A group of students visit the nearby Hudson River as they begin a unit where they uncover the connection between the Hudson River and New York State’s rich history. Another group of students dive into scientific inquiry by collecting and analyzing data from a nearby pond to draw insightful conclusions about its ecosystem and environmental health.

Angela Di Michele Lalor is a national educational consultant who has facilitated schoolwide professional development initiatives for over 20 years.

She is the author of Making Curriculum Matter: How to Build SEL, Equity and Other Valued Priorities into Daily Instruction and Ensuring High Quality Curriculum: How to Design, Revise or Adopt Curriculum Aligned to Student Success. You can learn more about Angela here.

In a different school, students research how the local town government enhances accessibility for people with disabilities to playgrounds, picnic areas, boat launches, and other park amenities. While still in another school, a group of students hosts an ‘antique roadshow’ event, where they share artifacts and stories of life in the past.

On the first read, each scenario may seem like an engaging project-based learning experience. However, they are also examples of how interdisciplinary units of study can address the recently released New York State Literacy Briefs. In schools across the state, students engage in learning experiences where they read and research, analyze and discuss, and write and present their learning. When intentionally designed and implemented, existing content-specific learning experiences can be leveraged to address the research of the science of reading.

As explained in the Briefs, the science of reading is a large body of research that draws upon multiple fields to describe how children acquire reading and writing skills using research-based curriculum and instruction. The NYS Literacy 13

Briefs focus on the “Big 6” of reading—oral

write about their learning for a variety of

language, phonics, phonological awareness,

audiences and purposes. When teachers

comprehension, fluency, and vocabulary—and

and students understand the purpose and

the reciprocal relationship between reading

intent of these experiences to support

and writing. The balance of these skills varies

reading and writing and address the other important priorities outlined in the literacy

greatly and depends on the development stage

briefs, there can be a significant impact on

of reading and the individual student. A single

For middle and high school students, content and practices found across disciplines are prime leverage points for enhancing students’ literacy skills. program or approach cannot address all the

students’ literacy skills and competencies.

skills and competencies at the same time.

As I share in this article, when strategically

As elementary schools implement programs

designed and purposefully implemented, an

focusing on phonics, phonological awareness,

interdisciplinary curriculum can routinely

and fluency, there is also an opportunity to

incorporate the high-impact instructional strategies necessary for developing essential

develop existing social studies and science

reading and writing skills and competencies.

units to build the background knowledge and vocabulary necessary for comprehension.

Interdisciplinary units build background

For middle and high school students, content

knowledge and vocabulary.

and practices found across disciplines are

Students’ comprehension is significantly

prime leverage points for enhancing students’

enhanced when they have a solid

literacy skills.

understanding of the content they are reading.

Let’s return to the 4th grade example,

This is one of the key reasons why student

where students explore the connection

comprehension can vary depending on the

between the Hudson River and New York

subject matter. For example, a student whose

State’s history. Throughout the unit, students

family spends time fishing and discussing the

engage in rich literacy experiences. They read

varying conditions and tides of the Hudson

and analyze primary source documents and

River will be more familiar with the related

artifacts, discuss the positive and negative

vocabulary and information. When a unit

impact of human actions on the river, and

is localized to the student’s community, the 14

content is more meaningful and relevant

frameworks. For example, the chart below

to their lives, providing more students

demonstrates the progression of disciplinary

with access to high expectations and rich

core ideas in science:

learning experiences. This familiarity allows

When teachers use diagnostic

them to make meaningful connections to

assessments, they can determine what

their knowledge and experiences, thereby

students know and use this information to

improving their comprehension of texts about

create learning for students that builds from

the Hudson River.

their prior knowledge and skills.

Units of study are also valuable for

Students’ comprehension is significantly

students who may not have a strong

enhanced when they have background

background because they introduce students

knowledge of the content they are reading.

to new information that helps to build

Engaging in units of study built around the

knowledge and vocabulary. Students focus on

content students are studying in social studies

a topic for several weeks, examining images,

and science classes improves the capacity of

listening to and reading texts, and discussing

content instruction to reach this goal.

and writing about their learning. Through

Curriculum-embedded performance

these experiences, they develop content,

assessments showcase student learning

conceptual knowledge, and academic and

using the different modalities of literacy.

discipline-specific vocabulary.

There are additional benefits when

These multi-step projects are common

these units of study are tied to grade-level

in many classrooms. They are opportunities

content. Teachers and students can focus

for students to demonstrate their learning

more deeply on content already part of the

through products and presentations. Unlike

curriculum. Units that strongly align with the

traditional projects, curriculum-embedded

NYS Standards also leverage the progressions

performance assessments prioritize both

built into the design of these standards and

the process and the final product, and when 15

utilized effectively, they can help develop

structure. Creating artifact labels for their

students’ reading and writing skills.

classroom museum offers an authentic context for applying phonics skills, practicing

For example, in a high school civics class,

spelling, and enhancing comprehension.

students select a topic of interest, research a

At the primary level, these integrated

problem they have observed, and present a

literacy activities are foundational to their

possible solution to an appropriate audience.

development as readers and writers.

One group of students chose to investigate how the local town government can improve

Using literacy to demonstrate

accessibility for people with disabilities to

understanding in content-area subjects

various park amenities and present their

requires time within these units to connect

findings to the local town board. This final

the two. The relationship between literacy

presentation will require them to demonstrate

and content-area knowledge begins at

strong speaking and writing skills. To ensure

the elementary level, where students use

that students are prepared, the teacher

oral language skills to develop conceptual

allocates time throughout the semester for

understanding and vocabulary and leverage

students to receive feedback and engage

the reciprocal relationship between reading

in revision on their work. These feedback

and writing. At the secondary level, these

sessions are opportunities for students to

skills develop into the disciplinary literacy

deepen their understanding and strengthen

necessary for engaging with complex text

their literacy skills because they are working

and information.

with the content in a meaningful way.

Units set the context for literacy lessons.

A similar approach can be observed in the

For content-based units to impact literacy

kindergarten “Antique Roadshow” project.

Students demonstrate their understanding

development, it is necessary to explicitly

of the past and present by sharing stories

identify the literacy skills students will use

and related artifacts (items older than

and provide students with direct instruction

the students), such as rotary phones,

in those skills. The focus skills for the unit

iPods, and CDs. The final task requires

are those identified through standards and

that students use a range of literacy skills.

incorporated into the curriculum-embedded

Students’ presentations provide a venue for

performance assessments. Direct instruction

practicing oral language skills, including

names the skill, identifies the strategy, and

vocabulary, expressive and receptive language,

is followed by opportunities for students

pronunciation, grammar, and sentence

to practice, receive feedback, and set goals.

16

In content-based units, the models and

students to effectively annotate scientific

practice opportunities use the knowledge and

texts to extract important information about

vocabulary of the unit.

pond ecosystems. After reading the text as a class, students learn a strategy in which

For example, when 8th-grade students

they highlight critical information (e.g.,

evaluate a local pond’s ecosystem and

definitions, main ideas), underline essential

share their findings with an environmental

facts (e.g., data, specific details), and write

group, they are engaged in multi-faceted

questions in the margins (e.g., Why is this

literacy-based learning experiences. Students

important? How does it connect to other

begin with background research on pond

information?). They examine models of

ecosystems, which involves reading and

annotated texts and practice with a partner. In

discussing scientific texts. When students

small groups, they share their annotations to

analyze data, they read and interpret graphs,

notice similarities and discuss and reconcile

charts, and scientific explanations.

differences in their approach and thinking before practicing the strategy independently.

Students then develop models describing the cycling of matter and flow of energy,

In this way, students are learning a strategy for

explain environmental and genetic influences,

comprehending the text and, at the same time,

and predict the impacts of environmental

understanding the science of the unit.

While these literacy opportunities exist, explicit instruction is required for the skills to become part of students’ repertoire of strategies. changes. This requires students to articulate

Another example of explicit instruction

their understanding of ecosystem dynamics

within a unit of study is vocabulary

verbally and in writing, enhancing their

instruction. Often, vocabulary instruction

comprehension and oral language skills

provides students with a list of terms that

through explanation and discussion.

they need to define. However, this type of instruction does not result in the long-

While these literacy opportunities exist,

term receptive and expressive language

explicit instruction is required for the skills

development that educators desire.

to become part of students’ repertoire of strategies. To illustrate, the objective of

Mini-vocabulary units within the

one lesson within this unit would be for

context of the larger unit are an effective 17

REFERENCES

means of enhancing students’ vocabulary while deepening their understanding of the content. For example, a mini vocabulary unit can be launched through a text that includes a selection of 5 – 8 academic words that students will focus on throughout the unit.

Students routinely engage in 5 – 10-minute activities to reinforce understanding of the meaning of these words and promote their use during discussion and writing. Having students create a word map for each word, including definitions, synonyms, antonyms, and example sentences, or writing sentences for images using the words are quick and simple activities that can be easily integrated into instruction.

Educational Leadership. (2023, December/2024, January). Literacy across the disciplines. ASCD. Retrieved from https://www.ascd.org/el/literacy-acrossthe-disciplines International Literacy Association. (2023).

ILA Resource Collection: Unpacking the science of reading. International Literacy Association. Retrieved from https:// digitellinc.com/unpacking-the-scienceof-reading Lalor, A. D. M. (2021). Making curriculum matter: How to build SEL, equity, and other priorities into daily instruction.

ASCD.

The opportunity to enhance students’ reading skills, as supported by the science of reading research, exists in all classrooms and across subject areas. The most effective way to achieve this is not through a singular approach but by embedding literacy instruction within the context of the material students are already learning. Embracing and supporting integrated units of study alongside systemic instruction will give students the diverse experiences needed to become lifelong readers and writers.

Moats, L. C. (2020, March 29). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator.

Retrieved from https://www.aft.org/ae/ summer2020/moats New York State Education Department.

(2024). New York State Literacy Briefs.

New York State Education Department.

Retrieved from https://www.nysed.gov/ curriculum-instruction/literacy-briefs

18

The DNA of Learning Part III, Requisite 3: Cognition Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

Introduction Articles 1 & 2 conveyed that once relationships are mastered, Robert K. Greenleaf, Ed.D., has 45 years of experience in education from superintendent to playground supervisor. He was a former professional development specialist at Brown University and an adjunct professor at Thomas College SNHU and USNIIGSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition. He holds a doctorate in education from Vanderbilt University and is the author of eight instructional books. bob@greenleaflearning.com

three requisites for purposeful learning can be tackled. Optimal learning depends on competence in the requisites of 1) navigating uncertainties, 2) the art of relating and 3) human cognition.

“ ‘How will I teach this?’ is not the same as ‘How will my students learn this?’

Education is not the learning of facts, but the training of the mind to think.”

(Einstein, 1921) What is the Blueprint for Learning?

The combined elements of biological DNA and experience form unique individuals for sure; however, the way the brain acquires information is far more similar than diverse among humans. Understanding the brain’s learning functions, as well as how it acquires new knowledge and builds on past 19

understandings, is imperative to teaching and learning (Greenleaf, 2006). Devoid of this, our so-called “best practices” parallel the hit or miss of a baseball player in the batter’s box.

No Rocket Science without the Learning Sciences We have learned so much from cognitive sciences about the brain and learning. This pandemic disruption has led to thoughts about what our future world of schooling Elaine M. Millen, M.Ed., C.A.G.S., has over 50 years of experience in education as a teacher, principal, director of special education, curriculum director and assistant superintendent of schools. She has taught at both the undergraduate and graduate levels in both public and private institutions. As an educational consultant and instructional coach, she has worked with hundreds of school leaders across the country and has written several articles on transforming professional learning opportunities for teachers, students and leaders.

Elaine.millen90@gmail.com

might entail. The tensions in teaching today underscore how complicated and situational teaching is. It’s not rocket science—it’s far more complex and difficult. No packaged program or list of best practices can capture the extraordinary subtleties involved in making on-the-spot decisions continually, day after day.

Deep understanding of human cognition, as it relates to what we call “learning,” can foster subtle differences in instruction leading to magnified, long-term shifts in outcomes.

Students deserve to work with educators who are versed in memory formation, recall and transfer (Greenleaf et. al., 2005).

And educators will find joy in their thriving students—a winwin for all.

Preservice Programs: Where are our universities?

Daniel Willingham, Professor of Psychology at UVA, has contributed to the need to employ practices aligned with the findings on the science of cognition. Dr. Willingham’s writings, along with his work with “Deans for Impact,” an initiative of the Schools of Education across ten universities, demonstrate a distinction between prospective educators who have an understanding of learning sciences as contrasted with those who do not. This work makes clear the imperative for teaching approaches consistent with what we know about how learning takes place. A few of the learning science components address 20

such queries as: • What is needed to support initial acquisition of knowledge?

• Are there instructional implications for acquiring, retaining and accessing memory and recall?

• Are there ways to manage cognitive load on working memory?

• What is the role of interleaving in learning?

• Does the right-left hemisphere matter in teaching?

• Is it true that we only use a fraction of our brain?

Understanding Cognition We taught it—they demonstrated it today—yet tomorrow there’s little residue. Why don’t they remember? The term “learning” is generally referenced in ways that are not, in fact, learning. Forgetting typically means that we didn’t process sufficiently to generate memory in the first place. What does the mind have to do to make memories? What causes short vs long-term memory? Can recall be enhanced? Are there ways to apply and transfer memory? Knowledge leading to the answers of the above questions must be essential learning for all educators (Willingham, et. al. 2020). It’s time to unpack the fundamentals of cognition that lead to learning. There are pivotal understandings everyone must know and apply.

Cognition: Beyond regurgitation Reciting something in the moment suggests that shortterm memory has placed the information where it can be accessed while the current context is still available. The difficulty comes when the patterns of practice surrounding today’s activities cease... and we go to another class... go home overnight... and the initial connections to information are no 21

LaVonna Roth, M.A.T., M.S.Ed. is an engaging and interactive keynote speaker, consultant, educator, and mom. LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and socialemotional well-being. She supports schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building the foundation based on the brain sciences.

LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada and internationally.

longer available. Synaptic strength weakens

differ? What about truly understanding how

and memory fades. Tomorrow, we see a

to apply knowledge, understand the analogies

blank look from the child about yesterday’s

of meaning, and readily transfer concepts

work. Frustrating and all too predominant.

across topics to new areas of thought?

Many students get A’s because they excel in

DNA of Learning Neuro-Moves

short-term semantic recall. They gather and organize information, memorize quickly,

As examples of practices that are

and readily reconstitute it. This is rewarded

supported by learning sciences, we have

handsomely in the traditional culture of

briefly unpacked five imperatives that must be

schooling. But what of those whose strengths

in all educator’s toolboxes.

22

Context provides relevance to the

re-work current knowledge and transfer it to

topic under consideration. When a learner

aligned or non-related topics. This capacity

is introduced to new ideas and concepts,

demonstrates understanding at a deeper, more

learning and understanding happen when

applied level.

students see the relationship to prior

Dual coding is the merging of

knowledge or experiences. Context is

visual and verbal cues EXPLICITLY and

essential for capturing the arena in which

SIMULTANEOUSLY. When we actively use

new information resides. This provides cues

dual modes to process, our brain exercises

to meaning relationships and improves

multiple pathways. When we directly link the

initial processing efforts. “Billy, I know you

visual processing (items tangibly or mentally

are interested in engineering, how would

available) with the verbal processing, we provide

these concepts apply to you in your possible

greater cues for comprehension, recall, and

career?” “Mary, you mentioned fashion as a

transfer of learning. As external images and

goal, in what way do you see the connection?”

props are used, we need to keep in mind that

“Take 5 minutes - turn to your partner

our goal is to eventually transfer this external

and talk about how learning this concept

prompt into internally generated assets.

is important to your work.” Learners can increase active processing/attention through

Social Functions. Social interaction

personal reference as they construct relevant

causes substantial neural activity, growth, and

understanding and purpose.

processing. Building capacity in academics, decision-making, managing of emotions,

Pattern/Classification is what the brain

empathy for others, as well as establishing

does naturally from birth. Without existing

and maintaining positive relationships are

understandings, patterns provide a means of

all potentiated. The brain is directly and

generating an initial sense of the unchartered

powerfully shaped by interactions with others

world. Is this similar? Different? How? Does

through a sense of belonging, acceptance,

it matter? While the brain is acquiring new

feeling worthy, and building community.

ideas, skills, content, and understandings,

Being accepted by peers provides emotional

it is efficient to cluster “like” things—

security and a safer environment for

using less working memory to hold newer

learning. The initial task at the beginning

information while continuing to process

of every year is to establish a community

for understanding. The initial formation of

of learners who can and will work together

groups provides significant understanding

productively. Social well-being and emotional

across venues. Then, the learner can begin to

safety are essential for optimal learning to 23

Moving to Tomorrow...

occur. Learning activities without adequate synchronous discourse greatly reduces the provocation of thought (thinking), which is paramount to memory-making.

The requisite of high-impact cognition cannot be bypassed or minimized. Too much is at stake for YOUR class, YOUR organization, YOUR satisfaction at work... and most importantly THEIR learning. These required components have a huge return on investment. Theirs—and yours!

Emotional Tags. No meaning, no memory. At all ages, perceived importance, value and/or personal connections increase processing via the attentional system. The mental conclusion of “not important” suggests that little meaning (value) is indicated. That which has only minimal impact on learners can, by definition, have no significant emotional base for retention. When harnessed, emotion supports and bolsters the attentional system to persist through moments of struggle. Emotional “tags” are inputs that the individual allocates meaning to. We know all too well that when our students do not find meaning in material, they seldom are motivated to work thoroughly or to remember after the fact. Meaning comes through all emotions, positive and negative.

REFERENCES Einstein, Albert. (1921) Boston Speech.

Greenleaf, Robert. (2006). Brain Based Teaching. Greenleaf-Papanek Publications.

Greenleaf, Robert and Wells-Papanek, Doris. (2005). Memory, Recall, the Brain and Learning. Greenleaf-Papanek Publications.

Willingham, Daniel and Rotherham, Andrew.

(2020) “Education’s Research Problem.”

Learning and the Brain, V77, no. 8.

No meaning, no memory.

24

nysascd

Partnerships Click each logo to learn more.

Lexia From acceleration, to intervention, to English Language Development, to assessment and professional learning, Lexia solutions can be used together or individually to meet all structured literacy needs for any student.

PLC Associates PLC Associates is completely committed to working with schools and organizations to achieve results, simply stated. We will stay with you and provide our “wraparound support” in order to get to the target outcomes each school and district designates. The result – we help you actually achieve your student achievement and performance goals. The company has developed numerous proprietary tools © and methodologies used successfully by schools.

New York State Teacher Centers From the Lighthouse in Montauk to the Adirondack Mountains to Niagara Falls, the NYSTC Network is a vibrant collaborative public organization that provides professional learning opportunities for educators. With 125 Teacher Centers and 7 regional networks, the NYSTC Network meets the needs of our diverse student population living in an ever-changing global environment.

SAANYS - the School Administrators Association of New York State SAANYS has a long history of supporting New York’s public school leaders and their communities. Their mission is to provide direction, service, and support to their membership in their efforts to improve the quality of education and leadership in New York State schools.

ASCD Connect the dots to your child’s success with the ASCD Whole Child approach to education.

25

How will Artificial Intelligence (AI) Transform Teaching?

John Spencer

Note that this isn’t simply the question, “How will Artificial Intelligence (AI) change teaching in the future?”

This starts with the question, “How is AI already changing the teaching profession?”

John Spencer is a former

We can’t predict exactly how AI will change every aspect of

middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder. He is passionate about seeing schools embrace creativity and design thinking.

In his podcast, The Creative Classroom, he explores the intersection of creative thinking and student learning.

teaching. But here are a few ideas of what it might look like in

John explores research, interviews educators, deconstructs systems, and studies real-world examples of design thinking in action.

He shares his learning in books, blog posts, journal articles, free resources, animated videos, and podcasts.

as a co-creation tool within this process. They might use AI

various aspects of the teaching profession.

Redefining the Lesson Planning Process In terms of lesson planning, teachers will need to be both creators and curators. In terms of creativity, teachers will need to know how to create their own lessons from scratch.

This helps them find their voice as educators and define what good learning looks like in their class. But they’ll also use AI to expand their lesson plans and add details like objectives or new learning tasks. They might use AI to receive feedback on the pacing or alignment of their lesson plans.

In terms of curation, teachers will need to take AIgenerated lessons and analyze them for quality. Teachers will need to know how to access and analyze lessons with the driving question, “Is this the best option for my students?”

But they will also need to modify the lessons. I use the 26

Artificial Intelligence is like ice cream

metaphor of ice cream to describe how they

This is a chance to start with your

might take the AI-generated lessons and

knowledge of students and ask, “How

modify them based on their own expertise in

should I design scaffolds based on what I

the above video.

know about _______?” Again, the more specific the better.

A great set of reflection questions might be: •

•

Does the lesson align with curriculum

engagement and critical thinking?

standards and learning objectives?

Teachers should evaluate whether the

Teachers would want to ensure that the

AI-generated activities and materials

AI-generated lesson plan meets specific

encourage active participation and

state or district standards and aligns with

higher-order thinking skills, rather than

the intended learning goals for students.

•

Does the content promote student

focusing solely on rote memorization.

Is the lesson plan appropriately

This is a great chance to ask, “What

differentiated for diverse learners?

actually engages my current class and

Teachers might check whether the AI

how do I modify it?”

lesson plan offers modifications or

•

Are the assessments and feedback

accommodations for students with

mechanisms meaningful and aligned

different learning needs, such as ELLs,

with the lesson’s objectives? Teachers

students with IEPs, or advanced learners.

would want to know if the formative 27

•

and summative assessments included

that would provide the precise scaffolds and

in the AI plan truly measure student

supports that every student would need. I

understanding and if the feedback

would modify our informational texts to be

provided helps guide improvement.

at each student’s reading level. I would break

Is the pacing and structure of the lesson

down tasks and create handouts to reduce the

realistic for the classroom environment?

cognitive load on students’ executive function

Teachers should assess whether the timing

skills. And then . . .

of activities and transitions is manageable

I started student teaching. I fell into the

within their specific class period and

trap of “teaching to the middle.” I couldn’t

whether it takes into account the needs

track every student. I couldn’t spend hours

of their students. Again, you know your

creating every single scaffold and support. I

immediate context the best. Is this too

attended IEP meetings and worked hard to

slow or too fast for them?

design learning supports, but I always had a

Note that teachers will need to lean into

lingering feeling that I was failing.

the areas that they do well, like empathy

As I shifted toward student

(Does this fit with what my students need?

empowerment, I began to embrace the idea

Will they find this engaging?); contextual

of UDL: Universal Design for Learning. I

understanding (Is this relevant to my local

started to realize that I could provide supports

context?), and divergent thinking (Can I add

for students but also make them universally

some interesting creative elements that will

accessible. I could empower my students to

make things more engaging?). In my AI for

self-select the scaffolds and supports they

Education elective course, I had students

need. This was a game-changer in terms of

take an AI-generated lesson and modify it

the logistics of differentiated instruction. I

based on their knowledge of their students

started to watch my students move through

and the context. I also asked for at least 3

higher and higher levels of the ZPD:

original ideas that the AI didn’t consider.

Again, this taps into the concepts of divergent

Here are a few more ideas:

thinking, empathy, and contextual knowledge.

• Providing additional handouts to

Re-imagining Differentiated Instruction

facilitate task analysis and executive function.

When I first began teaching, I learned about differentiated instruction and I fell in

• Using AI to help schedule small groups.

love with the concept. I would craft lessons

• Using AI speech recognition software 28

It works like an assistant to create something general that you can then modify based on your own expertise and knowledge of students. as an assistive technology to help

the goals within an Individualized Education

students with writing.

Plan (IEP). We don’t want to replace educators with algorithms. We can, however, use the

• Using AI image generators to help

AI as a starting place for designing more

students who need a more concrete

personalized scaffolds and supports. While we

example of what they are learning in class.

want to take a UDL approach, we also want to

• Designing targeted skill practice. For

craft supports that are tailored to individual

example, you might use a chatbot to

students. Here, the AI platform saves time and

generate word problems for students

makes the differentiation process more feasible

who struggle with 2-step equations,

for teachers. It works like an assistant to create

or you might use it to create a high-

something general that you can then modify

interest non-fiction text at a student’s

based on your own expertise and knowledge

reading with sample questions.

of students. In other words, you can design

• Using AI to modify assignments to

individualized scaffolds for a specific student

reduce cognitive load (fewer steps)

within seconds based on your own list of

while encouraging students to still

supports that the student needs. Similarly, we

access the grade level content.

can use AI to design front-loaded vocabulary,

• Using AI to create skill practice that

translations, sentence stems, and other

students can engage in when they need

scaffolds for multilingual students.

additional intervention throughout a

We can also use AI to create leveled

larger project.

readers. We might take an older text (like a

• Using AI to reduce the amount of

primary source) and have it create leveled

work while still maintaining a high

readers from that. We might use the text that

challenge level. For example, a student

we write and have it do the same. We could

with dyscalculia might need fewer

use multiple texts and have the AI create a

problems but can still master the math

mash-up or do an open-ended question and

content at the same grade level.

use AI to design leveled texts from that. In

None of these supports should replace

each case, we will likely need to add revisions 29

And yet, these same tools that allow us

based on our own knowledge and the knowledge of our students. But the AI does

to create differentiated scaffolds can easily

make this type of differentiation far more

become tools for cheating. Which leads to my

feasible than it has been in the past.

next thought ...

I also think teachers are going to get

Revising Our Assignment Design

more imaginative in how they modify similar

One of my biggest concerns with AI is

assignments. So, they might find that some

that students will cheat. I know that we aren’t

students do well with complex directions and

supposed to be concerned about cheating.

others with simplified directions and they’ll

...revise the assignments in a way that focuses on the human elements (context, empathy, curiosity, etc.) train AI systems to tailor specific directions

It’s just a tool. No different from a calculator

to meet the needs of specific students. As a

or a slide rule. But it’s the same. It’s a large

middle school teacher, I used to break down

language model (LLM) mimicking the human

tasks for students who struggled with task

brain, and students will use it to cheat.

analysis and then we would go from my

It’s easy to lean on tools like AI detectors/

breakdown to a shared process and ultimately

checkers to see if students are cheating.

work toward students doing this task analysis

However, these tools are often unreliable, and

on their own. AI systems do such a great job

we run the risk of falsely accusing a student of

with task analysis that I imagine this whole

cheating when the AI mistakenly assumes a

process is going to change.

text is machine-generated. If an AI-checker is

We also want to empower students

85% accurate and you teach 180 students who

to use age-appropriate chatbots for their

each do ten essays in the semester, this could

own differentiated learning. Here, they

lead to 270 cases of either getting away with

go to a chatbot to ask questions, find new

cheating or a false accusation of cheating. The

explanations, clarify misconceptions, and

result is a complete loss of trust.

engage in skill practice. As educators, we will likely be working with stakeholders (parents

What we can do is revise the assignments

and guardians) to use these tools at home in a

in a way that focuses on the human elements

way that creates new support.

(context, empathy, curiosity, etc.).

30

• Foster Empathy: Direct the prompt towards

I recently led a workshop on the future of writing in a world of AI. One of my

understanding and connecting with others’

favorite activities involved redesigning writing

situations. This could involve writing from

prompts to center on these human elements:

another person’s perspective or considering

• Choose a Standard Writing Prompt: Start

the impact of actions on others.

with a typical writing prompt that you

• Feedback and Discussion: After rewriting

would normally use in your classroom.

your prompts, use the 20-minute peer feedback system to get feedback on how

• Add Human Context: Revise the prompt

you might revise your prompts

to include elements that relate to human experiences, emotions, or backgrounds.

Note that this doesn’t mean students won’t

Encourage students to consider how

cheat and use AI for answers. This will not

personal experiences and emotions

solve the issue of academic integrity. But it

influence responses.

does require some deeper human element that

• Encourage Divergent Thinking: Modify

machine learning cannot do.

the prompt to allow for multiple correct answers or interpretations. Ask students to

As educators, we need to design systems

explore alternative outcomes, perspectives,

that spell out exactly how and when students

or creative solutions. Consider using

can use AI. Here’s an example of one I use in

something like a creative constraint to

some of my assignments. Here’s how it works:

push them to think more divergently.

Blue: AI-generated text

• Stimulate Curiosity: Include questions in

Green: AI-Generated but Revised by Human

the prompt that make students question or

Pink: Human Generated but Edited by AI

delve deeper into the topic. Encourage them to research or imagine possibilities beyond

(think Grammarly or Spell Check)

the obvious. Provide some sentence stems

Black: Human Generated (with no

for them to ask their own questions.

modifications)

31

As a professor, I can look at an

AI to get a list of additional questions. Or

assignment and see, in a clearly visual way,

they could use AI to refine their questions

the interplay between AI and humans. I can

to be more specific. If they’re asking

see the way an AI-generated idea sparked an

interview questions, they could ask the AI

entirely new line of thinking that then led to

to refine their questions to be more open-

something fully human. I can also see how

ended or convey more critical thinking.

students created significant modifications

Notice how they’re not outsourcing the

in their work. I’m still in the process of

inquiry but they are using AI as a tool.

modifying this system and incorporating it

• Clarifying Misconceptions During

into all of my assignments.

Research: Sometimes, students struggle

But there’s also a more subtle element at

with conceptual understanding. AI can

work, and it has nothing to do with cheating.

function in a similar way to Wikipedia, in

If students use AI on auto-pilot, they run the

that it’s not the best source but it is a great

risk of hitting cognitive atrophy. Cognitive

starting place when students are trying to

atrophy happens any time we lose the

develop a schema.

ability to engage in a mental process due to

• Restating Research in Simpler Terms:

inactivity. In a world of Artificial Intelligence,

If students are doing text-based research,

we need to be cognizant of the dangers of

they might see a website with great

cognitive atrophy so that we can continue

research. They’ve looked at the reliability

to engage in curiosity, creativity, and deeper

of the source and explored the bias.

learning. As we re-imagine our assignment design, we need to consider how we might

Unfortunately, the source contains

integrate AI into previous instructional

technical language and dense grammatical

strategies that incorporate creativity and

structures. Students can use AI to simplify

curiosity. For example, we might incorporate

the language.

the student use of AI into something like

• Navigating Ideas: After students have

project-based learning:

engaged in a deep dive brainstorm, they can go to AI and ask for additional ideas.

Here’s a sample of how this might look:

Students can then analyze these ideas and

• Generating Additional Questions:

incorporate them into their design.

Toward the beginning of a project, a student might start with a list of research

• Generating Project Plans: ChatGPT is

questions they have. They can then go to

really good at taking a larger task and 32

breaking it down into smaller tasks. After they have navigated ideas, students can use AI as a starting place for a project plan with dates and deadlines. They can then modify this based on their skill level, group dynamics, etc.

• Prototyping: If students are writing code, they might start with AI and then modify the code to make it better. They could mash up two examples. In this way, the AI functions like an exemplar within a project.

The critical idea is that it should occur after students have engaged in ideation.

These are just a few ideas, and they’re based largely on how I might use AI within PBL. As we craft assignments, we will need to consider how we might incorporate AI as a cocreation tool and as a tool for curiosity. We will need to bring students into the conversations about how to use AI ethically and wisely.

Embracing Lo-Fi But we also need to step away from AI entirely at times and embrace the lo-fi. Years ago, I wrote a book called Vintage Innovation which explored the overlap of the old and the new. I know you’re not supposed to have a favorite book but it was my favorite book I ever wrote because it captures the nuance I want to hold onto as we redesign our assignments in light of AI.

• Coming Up with Group Roles: Students can use AI as a starting place for group roles and then modify them to fit the group.

Afterward, they can negotiate norms and consequences for breaking norms. The group I think it’s important to remember that can then use AI to create group contracts relevance isn’t simply “flashy and new.” It’s with norms, roles, and consequences. often “better and different.” So, we might have times when we go off-screen and embrace the • Project Management: Students can take the tasks and the progress they’ve made and physical and tactile. We might say, “Kids are on screens too much, and we need to step away use AI to help them determine what to do next and what they might need to change to from that.” As we redesign our lessons, we also need to refine how we deliver instruction. stay on schedule.

Reprinted with permission - https:// • Receiving Feedback: I’ve been surprised at how well AI does in giving quality feedback. spencereducation.com/ai-transformteaching/ While peer feedback should remain a student-to-student endeavor, groups sometimes fall victim to groupthink. AI is a great tool for helping avoid groupthink.

33

nysascd

on Social Media

Please join us and follow along:

nysascd

& PASS

The ASCD PASS program offers ASCD affiliates an opportunity to earn additional revenue. Through PASS, NYASCD can earn income

Use NYAFF when Purchasing!

from new and returning business generated for ASCD programs, products, and services. Affiliates are assigned a unique source code (ours is NYAFF), and each person that uses the affiliate codes when making an eligible purchase will be contributing to our affiliate’s financial health, further enabling us to accomplish important work.

34

FACTS about NYSASCD VISION STATEMENT • Is a diverse organization with a strong, representative infrastructure and ties to other professional organizations • Anticipates and responds to needs and issues in a timely manner • Provides quality, personalized, accessible and affordable professional development services that support research-based programs and practices, particularly in high need areas • Recognizes a responsibility to identify and communicate the views of members • Promotes the renewal and recognition of educators • Supports the development of teachers and leaders, with an emphasis of those new to the profession

GOALS • NYSASCD will provide research-based quality programs and resources that meet the needs of members • NYSASCD will ensure that NY’s diverse community of learners is reflected in our programs, resources, membership and governance. Diversity will be reflected in the following ways: board members, association members and committees are diverse in terms of gender, age, ethnicity, region of the state, professional position, and years within the position, with the intention of building the capacity of the organizations • NYSASCD will influence educational policies, practices and resources in order to increase success for all learners • NYSASCD will create and utilize structures/tools which enable us to be flexible in our actions and responsive to the changing climate and environment within education

PURPOSES • To improve educational programs and supervisory practices at all levels and in all curricular fields throughout New York State • To help schools achieve balanced programs so that equal and quality educational opportunities are assured for all students • To identify and disseminate successful practices in instruction, curriculum development and supervision • To have a strong voice in the educational affairs of the state by working closely with the State Education Department and other educational groups across the state and nation.

MEMBER BENEFITS • IMPACT-New York State ASCD’s professional journal provides in depth background on state and local issues facing New York State Educators • ASCDevelopments-the newsletter, furnishes timely announcements on state and local events related to curriculum and instruction • Institutes-two or three day institutes that bring together national experts and state recognized presenters with practitioners to share ideas and promising educational practices • Regional Workshops-bring together recognized presenters with practitioners to share ideas and promising educational practices • Diverse Professional Network-enables members to share state-of-the-art resources, face challenges together and explore new ideas

18

NYSASCD Over 60 Years of Service to New York State Educators 1941-2024 NYSASCD has provided over 60 years of service under the capable leadership of the following Presidents: Lance Hunnicut Fred Ambellan Ethel Huggard Lillian Wilcox Ernest Weinrich Amy Christ William Bristow Bernard Kinsella Grace Gates Joseph Leese Charles Shapp Gerald Cleveland Mark Atkinson Ward Satterlee Lilian Brooks John Owens Dorthy Foley Anthony Deuilio Tim Melchoir Arlene Soifer Mildred Whittaker

Lawrence Finkel David Manly George Jeffers George McInerney Thomas Schottman Helen Rice Albert Eichel Conrad Toepher, Jr. Peter Incalacaterra Albert Eichel Robert Brellis James Beane Thomas Curtis Marcia Knoll Don Harkness Nick Vitalo Florence Seldin Donna Moss Lynn Richbart John Glynn Robert Plaia 36

Robert Schneider John Cooper Diane Kilfoile Diane Cornell Marilyn Zaretsky John Gangemi Sandra Voigt Mary Ellen Freeley Jan Hammond Linda Quinn James Collins Lynn Macan Judy Morgan John Bell Judy Morgan Brian Kesel Timothy Eagen Ted Fulton Mary Loesing