College and Career Readiness through Blended Learning

Reading
reading

Words and Meanings - The teachers’ job, Ask Questions

The teachers’ job

by Eileen Wedegartner, Blended Learning Specialist

The job of the English teacher is to ensure that students can read a complex text with comprehension and formulate ideas about it orally and in writing. Teachers often walk a fine line between imparting their own views and facilitating an environment where students can formulate their own judgements based on their own knowledge, values, ethics and beliefs.

Strategies for MCAS Next Gen ELA
MCAS Next Gen 2.0 ELA – Expect greater emphasis on text comparison.

by Joan Reissman, MCAS Maven

The biggest change in the MCAS Next Gen 2.0 ELA test, coming to 10th grade next month, is a greater emphasis on text comparison. Although people read every day, much of the reading students do on the phone or computer is recreational. Nobody is going to quiz you on detailed comprehension after you read something on social media. There is ongoing debate over whether students comprehend better on paper or screen. But it’s academic to us, because Next Gen MCAS is coming on a screen.

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MCAS 2.0: Standards-based assessments support data-driven, student-centered instruction

How standards-based assessments support data-driven, student-centered instruction

by Cathie Maglio, Blended Learning Specialist

The JFYNet program creates opportunity by using technology in the form of student-centered blended learning to help young people develop the skills to thrive in school and ultimately in the world of work. This is accomplished by working in schools to help students improve their reading, writing and math skills. There are a few ways to measure the skill development of each student: MCAS scores, quizzes embedded in the software programs, scores on SAT and Accuplacer, and finally placements directly into college-level classes without remediation.

New twists and how not to get tangled up

by Joan Reissman, Blended Learning Specialist

There has been a lot of discussion about the new MCAS 2.0 test. Parents and teachers are wondering how they can help students build the skills they need to succeed. The biggest difference is that the test will no longer be on paper. It’s online. Although students use technology every day, that doesn’t mean they will automatically know how to navigate the test. The first step in preparation is to make sure that students understand how to navigate through the test and answer all questions.

Language Arts and Math

Two disciplines with a common purpose

by Cathie Maglio, blended learning specialist

Ever since fifth grade I wanted to be a math teacher. I fell in love with the subject at that point and never wavered from it.

After receiving a Bachelor of Arts degree in math, I knew I wanted a master’s degree but didn’t know in what. It took twenty years to find the right program, a Masters of Education with a concentration in Technology in Education at Lesley College (now University). The program was being offered at a local school one week-end a month for 22 months.

Is access to literacy a constitutional right?

Of Literacy and Democracy

Is access to literacy a constitutional right?

by Eileen Wedegartner

On July 5, 2018, Thomas Birmingham and William Weld co-authored an opinion piece in the Boston Globe titled, “Mass. has to return to its high standards for education.” The former governor and senate president re-visited the 1993 Education Reform Act on its 25th anniversary, praising its successes and making an argument to raise the ante and not relax the push for high standards that has brought Massachusetts success in education.

Online Study Apps to Help You SUCCEED IN COLLEGE

Digital assistance in Math and English

Improving Accuplacer scores is a worthwhile idea regardless of remediation policies, because it signifies improved foundation skills. Tests like Accuplacer are not just arbitrary exercises: they measure the skills required for an academic or vocational pursuit. Math and English are the foundation skills. In recent weeks we posted two blogs addressing the importance of being ready for the Accuplacer no matter the version. One post highlighted the MATH component while the other focused on ENGLISH. In both cases we shared various online tools, that if used with consistency, will most assuredly help a student improve Accuplacer scores. Here is a compilation of the online resources.

Summer Study for Accuplacer

by Joan Reissman, Blended Learning Specialist

Many students don’t understand the connection between Accuplacer scores and their immediate future.

They may not see any connection until they meet with an admissions counselor and find out how many remedial courses they have to take. Although some community colleges are now waiving remedial math courses based on certain high school GPA levels, many institutions still require a minimum Accuplacer score for math and all still require it for English classes. Improving Accuplacer scores is a worthwhile idea regardless of remediation policies, because it signifies improved foundation skills. Tests like Accuplacer are not just arbitrary exercises: they measure the skills required for an academic or vocational pursuit. Math and English are the foundation skills. Today, let’s look at some strategies for improving English skills. (Part II will deal with math.)

Last- minute quick tips for the MCAS ELA open response

Simple techniques to improve performance

by Joan Reissman, Blended Learning Specialist
Many students lose points on the ELA open response questions. We know that some students don’t like to write. But even so, we can improve their performance with some simple techniques.

The 2017 average on ELA multiple choice questions was 80%. Yet the average on open response questions was only 68%. The discrepancy is not due to test position: students did best on the first and last questions of the four open response questions (Reading Comprehension section). So how can we help students score at least a 2 or 3 on open responses?

Does Homework Have to be Boring?

by Joan Reissman, Blended Learning Specialist

The value of homework is the subject of longstanding debate among educators. In simpler times, homework required no more than rote repetition of concepts taught in class. That’s no longer enough. Today’s teachers don’t want reinforcement to be merely repetitious. They want homework to drive deeper understanding of concepts. They use techniques that reinforce daily lessons while promoting deeper understanding through application and differentiated instruction. For example, one study of teachers who assigned technology-based homework linked their students’ improved performance on final exams to the way the teachers structured the homework ccording to the principles of cognitive intervention (Butler, Marsh, Slavinsky et al., Educ Psychol Rev (2014) 26: 331).