Research to the Classroom: Daily Review Part 1 (The Research)

The Structured Literacy Podcast

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This epsiode of Research to the Classroom miniseries focuses on the practice of daily review and retrieval, why we might do it, what it might look like, and what it's like to implement it in a school.
What is Research to Classroom?
As a teacher, you have likely not had the advantage of examining research in your teaching degree and now that you're in the classroom or leadership position, you probably find it hard to find the time and head space to spend time reading papers and articles. I know that when I was in school full time as a teacher and a leader, I really didn't have a chance to do that. So, I hope that these mini series of episodes help you bridge the gap between research and practice. They're made up of three episodes. Number one is an outline of the research. Number two is a discussion of their practical applications of the findings of the research, and number three is a chat with a real life teacher who shares the positive aspects and challenges of being right there with kids in front of them in the classroom.

While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student.

For more information about today's episode, visit www.jocelynseamereducation.com

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Chapitres

1. We Are Here for The Long Haul (00:00:00)

2. What is the Research to Classroom Mini Series? (00:02:24)

3. Today's Topic - Why Daily Review is Such a Powerful Practice? (00:04:41)

4. What Does it Mean to Have Learned Something? (00:05:43)

5. Is it Better to Present Concepts in Multiple Contexts? (00:07:23)

6. Should we be Rethinking the Use of Tests? (00:11:33)

7. So, what are the practical implications? (00:14:33)

8. What's Next? (00:16:29)