The week’s read is an article by Kelly Niccolls and Rebecca Midles that examines the distinctions between viewing the pandemic as a time of schooling and peer interaction loss instead of a time of learning loss. While the challenges of COVID have been great, looking forward, the authors offer some possible next-steps for renewing learning communities and learning outcomes with families and community partners, using the pandemic as an opportunity and not a setback.
The week’s reads provide two different lessons for students to learn about (or more about) National Youth Poet Laureate Amanda Gorman and her 2021 presidential inauguration poem “The Hill We Climb.” In Ms. Gorman’s powerful words:
“We are striving to forge a union with purpose. To compose a country committed to all cultures, colors, characters and conditions of man. And so we lift our gazes not to what stands between us, but what stands before us.”
The recommendation this week is about the strengths of children with dyslexia and comes from a recent collaborative study by UC San Francisco neuroscientists along with the UCSF Dyslexia Center and UCSF Memory and Aging Center.
There is a strong relationship between the success of bilingual and multilingual learners and the attitudes of educators and school systems toward bilingualism, biliteracy, and biculturalism. This week’s recommendation challenges us to reflect on our practice and take on the language-as-the-problem orientation when it comes to bilingual and multilingual learners.
This week’s read is an article by Linda Darling Hammond that outlines 10 policy moves that can be made right now to begin addressing the significant inequities embedded in our education system. The challenges of COVID while further highlighting the stark inequities have also created conditions for positive and revolutionary change. Check it out and see how your school’s efforts align.
This week’s reads are a combination of article and book. In conjunction, they offer insight into racism and white privilege. The first, an article, highlights why racism should be declared a public health issue and how doing so forces systemic disparities to the surface. The second recommendation, a book, explores white privilege within and beyond the classroom and challenges readers to consider their roles and responsibilities in taken on racial injustice and inequity.
This week, Rosita’s Reads recommends an article about a New Zealand primary school. The project focused on using peer feedback and information and communication technologies to enhance the writing achievement of primary school boys.
This week’s Rosita’s Read comes from the field of cognitive science. It offers findings related to the development of critical thinking that are strong and clear enough to merit classroom application.
The Rosita’s Reads for this week explore student voice and agency. Across the two recommended texts, voice and agency are looked at in relationship to motivation and engagement, learner-centered classrooms, and formative assessment.
We hope you enjoy the recommendations from the last Rosita’s Reads of 2020. Stay tuned; we will be back on January 5, 2021.
This week Rosita offers a few recommendations for children’s books that are great for readers of all ages. The recommendations celebrate culture, identity, and standing up for what is right. Stories are important because they have the ability to open eyes to ideas and perspectives, to shift minds and hearts, and to establish a new normal.