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Jennifer Kobrin

Spanish Lessons

by Jennifer Kobrin June 29, 2011
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For me, the connection between language, food and sustainability is obvious. In 2006, I spent a year living on a farm in rural Costa Rica. After numerous stints trying to learn Spanish, this is where it stuck. I learned the word for the sweet pancakes we used to eat with peanut butter (arepas), the herb my adoptive mother Miriam used to tear off a bush outside her window and throw into the cooking pot in one quick motion (culantro), and the fruits we plucked from trees, bushes, vines and the roof (guanabana, mandarinos, naranjas, mangos, pejivalle, papaya, piña, platanos, bananos) .

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Summer Countdown

by Jennifer Kobrin June 16, 2011

It’s mid June. Many people think of this time as when schools and districts are gearing down, packing up classrooms, and preparing for vacation. But it can be one of the busiest times of year, especially for directors and coordinators of summer programs, who are frantically pulling together field trips, activities that must be the right mix of fun (so the kids come) and academically enriching (so parents and teachers are happy), nutritious daily meals, and everything from salsa lessons to horticulture classes with a huge range of outside partners.

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The Best Answer is a Question: Using Inquiry to Guide Learning

by Jennifer Kobrin June 8, 2011
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Earlier this week I heard a radio segment on NPR’s All Things Considered about Sam Fuller, a sixteen year-old that is part of a small section of the home-schooling movement called un-schooling. Learning for an un-schooled child is driven entirely by his or her interests and motivations. For example, Sam did not learn to read until he began playing the card game Magic at the age of 10, which required being able to understand text written on the cards.

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Long-Term Connections between Third Grade Reading, Graduation, and Poverty are Found in Casey Foundation Study

by Jennifer Kobrin April 14, 2011
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Earlier this week, a study commissioned by the Casey Foundation found that high school dropout rates for students who were unable to read on grade level by third grade were four times higher than students who read proficiently by third grade. 88% of students who did not graduate from high school were either “below basic,” or “basic, not proficient” on reading tests in third grade. The effects increased significantly when poverty was taken into consideration.

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TESOL 2011 Convention: Resources and Links on Teaching Vocabulary and Innovative New Media to Engage ELLs

by Jennifer Kobrin March 23, 2011
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At the annual TESOL (Teaching English to Speakers of Other Languages) convention in New Orleans last week, the theme was “examining the E in TESOL.” It’s hard to describe the TESOL experience unless you’ve been there—over 8,000 teachers, linguists, principals, researchers, and administrators from Mongolia to Alabama and everywhere in between, all rushing to hundreds of sessions.

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Using Shared Experiences to Spark Creative Writing for Language Learners (and it’s Testing Time in PA!)

by Jennifer Kobrin March 16, 2011
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Rather than elaborate on my opinions about standardized testing (which I’m sure you’ve heard before), I’d like to spend a little time this week reflecting on the kinds of activities that are not directly tied to test prep, but can still create powerful learning experiences for students. Dance clubs, poetry slams, creative writing and journaling, school gardens and farms, community service projects, just to name a few. If done right, all of these can help kids learn academics while building skills like collaboration and teamwork.

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Highlights and Viewpoints from Foundations’ Beyond School Hours Conference

by Jennifer Kobrin March 2, 2011
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Last week in Atlanta, Foundations hosted our largest Beyond School Hours conference yet. Almost 2,000 attendees came—representing all fifty states and a wide cross section of our country’s educational sector. For me, BSH is about building partnerships and engaging in national dialogue about what we can do (and are doing) to help kids. Beyond School Hours is one of the only national education conferences that puts afterschool at front and center, highlighting out-of-school time programs—and the people who make them happen—as critical to kids’ success.

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A trip to the Roots Conference in California (and Pedro Noguera)

by Jennifer Kobrin February 19, 2011
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This week I traveled to Visalia, California—an incredibly beautiful place at the foothills of the Sierra mountains in California’s Central Valley—to give a workshop at the first annual Roots Conference. On the second day, Pedro Noguera spoke for almost an hour. Two major themes came up during his talk. One: there are examples of effective schools out there but we are not doing enough to replicate them. Two: the problem is not the kids, or their parents.

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What Does it Mean to Know a Word? Strategies for Teaching Vocabulary to English Learners

by Jennifer Kobrin February 9, 2011
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We know that teaching vocabulary should be part of any effective instructional program for English Learners. To help EL students, we need to know what it means to learn a word, and to use this knowledge when teaching vocabulary.

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2010: A Year of English Learning

by Jennifer Kobrin January 5, 2011
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On Monday, children all over the U.S. returned to school to start the second half of the year. Although teachers (and former teachers like me) know the real year begins in September, I’m going by the calendar to present a look back at the year of English Learners and Learning in 2010.

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