• The Threat of Technology to Students' Reading Brains

    As Maryland’s state leaders join their peers across the country to push forward with policy reforms grounded in the science of reading, we asked ourselves: by focusing primarily on instruction, are we addressing the full scope of challenges that impact reading proficiency? While improving the teaching of reading with evidence-based practices is critical, a significant issue remains underexplored: the impact of our digital culture on children’s ability to develop and maintain the capacity for sustained, focused, and reflective reading.

    Some might question whether this type of reading is feasible in today’s fast-paced, distraction-filled digital world. However, as Maryanne Wolf persuasively argues, this level of deep engagement is both attainable and essential for developing critical thinking, empathy, and insight. Wolf describes deep reading as a journey into the "innermost sanctuary" of our hearts and minds. In that space, we don't just comprehend or absorb the author's words; we actively reflect on their ideas, going beyond them to develop our own. Deep reading nurtures the intellectual and emotional capacities that make us human. So, why is this form of reading most at risk today?

    Reading science has shown that learning to read is not a natural process; it requires explicit, systematic instruction and practice (also here and here). Unlike spoken language, which humans instinctively acquire through exposure and interaction, reading is a skill that our brains are not biologically wired for. In other words, humans do not learn to read simply by being exposed to books or observing others reading. Therefore, the reading brain must be intentionally built repurposing and connecting areas of the brain; science of reading policy aims to ensure that all children receive the best instruction to achieve this goal. Yet, we are learning that structured literacy instruction in elementary school is not a one and done. To sustain and grow our reading capacity, we must actively nurture, use, and protect this magnificent infrastructure that is the reading brain. Because, as Wolf argues, the brain's plasticity is its greatest strength but also its Achilles' heel; what is built can be unbuilt. And that’s what our digital culture might be doing.

  • “e pluribus unum” Now is the Time for Educators to Build a New Foundation for Excellence in History and Civics Education

    Our guest author is Danielle Allen, the James Bryant Conant University Professor at Harvard University, Director of the Democratic Knowledge Project at the Harvard Graduate School of Education and of the Allen Lab for Democracy Renovation at the Harvard Kennedy School, and a Board Member of the Shanker Institute.

    Once again, on this Constitution Day, we find ourselves in a nation under stress– with a polarized electoral landscape and high levels of disconnection from our constitutional democracy among young people who see our political system as not responsive to the challenges of our times–school shootings, climate change, stalled social mobility. The classroom cannot alone change these dynamics, but it can help.

    Yet teaching American history and civics is particularly challenging right now, precisely because of that polarized landscape. As educators, how do we share our nation’s story and help students develop the skills to consider other people’s perspectives so that today’s students are civically engaged and can work together to sustain our constitutional democracy in the future?

  • Help Students Start the School Year with Confidence in Reading

    Summer may be over, but efforts to build strong summer reading programs are just beginning. Now is the time to evaluate which programs were offered—or lacking—for our students in the past few months. In addition, September and October are when states plan and budget for next summer, and lawmakers consider bills for upcoming legislative sessions. Early planning secures funding and ensures readiness by June, making this the ideal time to focus on summer programming.

    Learning to read requires explicit instruction and ample practice, making it important to consider how out-of-school time can support beginner readers. Yet, every June many 6-, 7-, and 8-year-olds transition to camps or other forms of childcare that often provide limited opportunities for academic engagement. While this may be fine for many children, it is also during this time when others experience the so-called summer slide, a regression in academic proficiency due to summer break. Among these children, some are on track to becoming competent readers, while others are at or slightly below grade level. A third group of children is well behind their peers at the end of the school year, potentially due to reading difficulties, whether formally identified or not. 

  • On the 61st Anniversary of the March on Washington: We Can't Go Back

    Our guest author is Walter Naegle, Bayard Rustin's partner from 1977-87, co-author of "Troublemaker for Justice –- The Story of Bayard Rustin, the man behind The March on Washington”, and a historical consultant on the film "Rustin."  

    Last November’s release of the Netflix docudrama  “Rustin” brought the name of life-long social justice activist Bayard Rustin into the homes of millions worldwide.  The film, released by Higher Ground Productions (founded by Barack and Michelle Obama), featured an award-winning performance by Colman Domingo, who brought to life Rustin’s brilliance, integrity, and creativity.  The plot focusses on Rustin’s organizing  the 1963 March on Washington for Jobs and Freedom, perhaps the most iconic demonstration in American history.   The March was pulled together with remarkable speed, and according to Ernest Green, a member of Rustin’s staff that summer, without cellular phones, faxes or computers.   “All of this was organized on 3 x 5 cards out of Bayard’s back pocket.”1   Green, the first Black graduate of Little Rock’s Central High School, later worked with Rustin in the Recruitment and Training Program, a pioneering effort to increase minority membership in trade unions.   He then went on to serve as Assistant Secretary of Labor in the Carter administration.  

    The March was a textbook example of coalition building, a uniting of forces with somewhat divergent interests, but with a common goal, in this case the advancement of civil rights for African Americans, particularly in the areas of labor and employment.  Originally called a March on Washington for Jobs, the “Freedom” piece was added to muster support for the flawed, but important, civil rights bill proposed by President John F. Kennedy.  It was also a nod to the courage displayed by civil rights workers who had faced a brutal backlash during that spring and summer.

  • Experiential Learning Around the World

    From July 29-August 2, 2024 the Albert Shanker Institute had the opportunity to offer Shanker Conversations as part of the Education International World Congress in Buenos Aires, Argentina. This followed ASI’s inaugural participation in the 2019 World Congress in Bangkok, Thailand. Because Albert Shanker cofounded Education International, the Albert Shanker Institute’s participation at EI’s World Congress is a natural extension of Al’s vision of learning and building power together globally, just as ASI’s Shanker Conversations are an extension of Al’s commitment to free and open debate.

    This blog is a companion to the video of the conversation, Experiential Learning Around the World.

    In the classroom, experiential learning gives students opportunities to explore, tinker, think critically, create, and, importantly, use teamwork in order to solve problems. It’s a great template for life-beyond school, where we learn, try, succeed or fail, and then try again.

    Very often experiential learning is closely linked to career and technical education – often referred to by its acronym, CTE.  Career and technical education builds real-world skills by combining experiential practice and academics to unlock learning for many students. CTE can, of course, include the traditional trades, but also for in-demand careers in healthcare, information technology, skilled manufacturing, agriculture and environmental science, business modeling, and entrepreneurship. Experiential learning can be found in any content class, English/language arts, science, math, or social studies—like these Action Civics lessons written by fellows of the Albert Shanker Institute—or in traditional learning-by-doing subjects like world language, music and the arts, or physical education. 

  • Democracy Ascending

    July 29-August 2, 2024 the Albert Shanker Institute had the opportunity to offer Shanker Conversations as part of the Education International World Congress in Buenos Aires, Argentina. This followed ASI’s inaugural participation in the 2019 World Congress in Bangkok, Thailand. Because Albert Shanker cofounded Education International, the Albert Shanker Institute’s participation at EI’s World Congress is a natural extension of Al’s vision of learning and building power together globally, just as ASI’s Shanker Conversations are an extension of Al’s commitment to free and open debate.

    This blog is a companion to the video of the conversation, Democracy Ascending.

    While extreme right wing political movements have been making news, it has been encouraging to see political movements committed to maintaining and growing democracy rise in recent elections as well. From the historic presidential election in Mexico this spring to this summer’s Labour election landslide in the United Kingdom and leftist coalition in France, thanks to the persistence of people in every region of the world demanding their rights be respected and their voices being heard, we’re seeing real indications that we may be turning the tide in favor of Democracy rising.

    These promising wins are in direct opposition to the shift stirring up a new nationalism that takes pride in casting the media as the enemy, seeks to debase the voting process, weakens the judiciary, threatens our freedoms of speech and association, and undercuts workers’ rights.

  • Global Threats from the Hard Right

    From July 29-August 2, 2024 the Albert Shanker Institute had the opportunity to offer Shanker Conversations as part of the Education International World Congress in Buenos Aires, Argentina. This followed ASI’s inaugural participation in the 2019 World Congress in Bangkok, Thailand. Because Albert Shanker cofounded Education International, the Albert Shanker Institute’s participation at EI’s World Congress is a natural extension of Al’s vision of learning and building power together globally, just as ASI’s Shanker Conversations are an extension of Al’s commitment to free and open debate.

    This blog is a companion to the video of the conversation, Global Threats from the Hard Right.

    Extreme right political movements are gaining power across the globe threatening longstanding democracies. In the United States Project 2025 outlines the tactics to dismantle our democracy by attacking the rule of law, undermining an independent judiciary, restricting freedoms of expression and association, disenfranchising voters, abolishing our public schools, and targeting trade unions and other civil society institutions. These actions, whether they are in Project 2025 or the political platform of a right wing politician, are a clear and present danger to our democracies.

  • No Statute of Limitations on Learning to Read Well: What do Upper-Level Students Need When They Are Struggling to Read?

    Our guest authors are Sue Pimentel, co-founder of StandardsWork, and David Liben, and Meredith Liben founders and directors of Reading Done Right.

    In American middle schools, it’s not enough to merely know how to read. Students are expected to understand, analyze, and make meaning from grade-level complex texts, which is only possible if they have the skills and knowledge to read well—fluently and with ease.

    Yet nearly one in three U.S. eighth-graders reads below a basic level, including almost half of Black and Hispanic students. Most often, these students blame themselves for weak literacy skills and assume they just aren’t as bright or talented as their classmates. Extra help that uses materials from elementary school does little to dispel the notion. And it denies students access to the sophisticated grade-level vocabulary and content that can help them catch up, a vicious cycle where students are forever left behind.

    American educators need a better playbook to coach upper-level students up to grade level—one that seamlessly integrates within a mainstream classroom while exposing all students to appropriately rigorous content and ideas. It’s never too late to learn how to read well, and it need not come at the expense of learning the knowledge and vocabulary they are expected to know by graduation. 

  • UK Election: A Lesson for the U.S.

    Our guest author is Stan Litow, professor, Columbia University; vice president emeritus, IBM's Global Corporate Citizenship Program; president emeritus, IBM International Foundation and a member of the Albert Shanker Institute Board of Directors.

    What a month of news! While July is ending with a renewed concern about political violence and a different presidential match-up than the one it started with, before July ends, I’d like to bring us back to a lesson across the Atlantic I’d like to make sure we learn.

    Looking back, for many the joy of this year's July 4th celebration was muted, largely because of a continued controversy after the U.S. Presidential debate.  July 4th in the UK saw game-changing election results, where the newly elected Prime Minister Keir Starmer and his party achieved an unprecedented victory. In his victory speech Prime Minister Starmer sincerely sought to unite and not divide his nation, moving his party more toward the center, praising his predecessor and making it clear he intended to bring the nation together by ending divisive rhetoric and seeking agreement behind an agenda that would benefit not some, but all, and supporting the vital role public service and government action can play. Sounds like the sentiments embedded in the U.S. Constitution.

  • New Hampshire’s Divisive Concepts Law Was Ruled Unconstitutional, Sending a Message to the Nation

    Our guest author is Deb Howes, President of AFT-NH. A version of the article originally appeared in the Concord Monitor on June 14, 2024.

    A funny thing happened on New Hampshire’s way to threatening to fire teachers for teaching so-called divisive concepts involving gender, race, history and identity. U.S. District Court Judge Paul Barbadoro ruled late in May that the law was so unconstitutionally vague that teachers would be “incentivized to steer well clear of anything that could be construed as violating” the law, thus inhibiting them from doing their best work—exactly the kind of work public school students deserve to help them learn and succeed—and forcing students “to bear the costs” of the law’s ambiguity.

    The federal judge’s ruling sends a strong message to other states, such as Florida, Georgia, Texas, Idaho, Tennessee, Mississippi, Alabama and South Dakota, that have passed variations of diversity, equity and inclusion laws restricting instruction on aspects of American history, sexual orientation, gender identity, race or racism.