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  @northshorelight35Сағат бұрын

  I've been listening to Science of Reading and actually, NOBODY READS THE WHOLE WORD. Strong readers are actually sounding out each letter but their brain works so fast due to being phonetically aware that it appears they're reading the whole word. STICK TO PHONICS. I'm a really strong reader. So strong that I pick up reading and writing quick when I'm learning a foreign language. I see and hear the letters in my head, but it's at speed lightning. I also taught a tonal foreign language and phonics is key. In the past they were taught sight words and therefore could not read. They were basically just memorizing words. But with phonics they were able to read new word they hadn't seen. Plus, these students were learning a new language in which they had to know the sounds and tones. Therefore, phonics was the way to go. If sight words were so great than we wouldn't have this illiterate crisis that has been going on for the past 10-15 years.

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  @Kaynlarch4 сағат бұрын

  I have a question. Why is it some students need to study in order to improve to do well in a classroom but there are cases where other students do not need to study and are able to get full marks or close without studying? Also the students doing well without studying usually will have another hobby that consumes them full time like sports or gaming. So I find it difficult to believe they would be consciously thinking about classroom work. This may change once they reach higher levels of education but still remains a visible phenonomen in the classroom. Thanks for the content you put out.

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  @Mini_merachie16 күн бұрын

  This is another example of a test created to promote a predetermined point of view. I work in a private school that specialises in helping midle school kids who have strugled in public school. Because of our location we draw from two school districts. Both ditricts use whole Word but one uses phonics first and whole word as an advanced technique. Teaching kids to read using whole word can be like teaching them to drink by setting them infront of an open fire hidrent. A lot of the students from the district that does not use phonetics cant read at all. This is born out by my personal experience of helping their kids and by the test scores they receive.

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  @zaravii43118 күн бұрын

  I have two questions: Did they learn at the same speed or at different speeds? About metaplastic, does a gifted person have the same metaplastic as a normal person?

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  @JaredCooney18 күн бұрын

  Hey Zara - lesrned at same speed, and no: barring a diagnosis, gifted have same plastic mechanisms as everyone else - they simply push it much harder!

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  @Kaynlarch18 күн бұрын

  @@JaredCooney How would this work in the case of someone like terrance tao? Fringe example but nonetheless his experince is just as valid zipping past everyone in education. Also big fan of the content and your video keep up the good work!

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  @JaredCooney17 күн бұрын

  Remember - the human brain does not differentiate between what we do and what we think - it treats both as equal and valid forms of 'practice' and 'learning'. Someone like Terence Tao has what's called 'the rage to master' - basically, he is THINKING about his field constantly - and the brain treats this as constant and continual practice. A reporter once asked Carl Magnusen (best chess player ever) how often he 'thinks' about chess - he answered 'I'm thinking about it right now; only about 20% of my brain is here with you, 80% is working on chess right now.' Same speed - just pushing the machine harder - we just don't see all the practice going on inside.

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  @Kaynlarch17 күн бұрын

  @@JaredCooney Good answer. What would this thinking look like for most students typically doing well in a classroom? Would this be an unconscious repition of thought in the background of a students mind or would a student be actively thinking about it? I imagine it would be unconscious typically as activities happen right after dismissing of class room. What are your thoughts?

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  @Relativecalm223 күн бұрын

  Always look forward to a new post - great reminder of the effect of the bias of the opening premise. I can see how this plays out in many a faculty meeting and how if we do not question our opening premise we may not have the most productive discussion. Question - how long will it take for the effects of lockdown to be negated, especially here in Melbourne (Australia) where they were particularly long?

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  @dannymaas472723 күн бұрын

  Fantastic video as always, Dr. Horvath!

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  @wellbodisalone24 күн бұрын

  Great piece of information! 💯

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  @NayShea726 күн бұрын

  Wow this is great. Best explanation I've seen yet. Feeling confident in teaching my 5 year old phonics.

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  @maximusprime98Ай бұрын

  The technique has been discreadited. The institution that pushed it has abandoned it and itr been revealed that most if the research backing it was fabricated. Do not teach whole language reading.

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  @ChibiSteakАй бұрын

  7:44 fin.

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  @ChibiSteakАй бұрын

  6:50 fin.

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  @Mohammad-bg1xcАй бұрын

  Sir what does the research say or from your practical experience the best way to improve reading speed and comprehension ? Thanks dear

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  @albertsanchez8610Ай бұрын

  Dude, take the pill

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  @albertsanchez8610Ай бұрын

  Dude, take the pill

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  @steveb2145Ай бұрын

  You are only quoting a studies to fit your agenda here.... there is so much more to growth mindset than you are stating. ( watch Huberman )

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  @JaredCooneyАй бұрын

  That's not how meta analyses work: this paper includes data from all relevant papers, including all of Dweck's own work - so no cherry picking. If you watch to the end you'll see how best to frame mindset beyond 'academic achievment' - which, I believe, is the point you are trying to make.

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  @gilrose12345Ай бұрын

  Another fad from the scammers that are call themselves "psychologist$".

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  @poisenwhafflechickenАй бұрын

  Hey Jarrod, thanks for this video. Was basically exactly what i was looking for and needed. Im an aspiring scientist and im in my third year of psych upon which i have to complete an assignment on behaviour. I was wanting to do social media/phone use, i specified it down to the current topic (within schools), and youve shown me it can work. I was told by peers that its not feasible for the very reasons you laid out within the papers and in essence they were having the precise mindset of a collector!Essentially saying that its too broad and theres too much bad AND good. Ill take that on board for my future writings and even assignments where i can. Cheers

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  @ezzanaveedАй бұрын

  So interesting!!!

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  @yahweh17822 ай бұрын

  Content was good but I really can't stand these sound effects

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  @jwyldeck2 ай бұрын

  you talk about the teaching trajectory. can you give me an example of when you would identify to move onto deep 1 etc. using a specific topic as an example? eg. when teaching algebra start with ... then deep 1 will be when students show signs of... etc

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  @longdongmc.johnson2 ай бұрын

  with whole word reading you might aswell just replace words with emojis and be done with it

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  @tomgething49833 ай бұрын

  I have a some curiosities. The first is about the starting point of student learning prior to the initial instruction (ground zero so to speak) and prior knowledge. How did they take this into account? What about faulty schema where a student's understanding (for want of a better phrase) contains a conceptual misunderstanding? What impact might that have? I'm also interested in their other premise, which is around the statement '... and given the learner invests effort in sufficient learning opportunities'. Where does motivation, confidence, attention and length of the learning opportunity fit in? Where does these conclusions fit with ideas about spacing and interleaving? I'm also interested to know if they looked at students in different grades and at different ages? Is the rate of learning the same for a 5 year old as a 16 year old? How doe sit relate to ideas such as the use of standard celeration charts? Is it possible those charts could offer similar indications? And what about mastery being 80% accuracy? What if you looked for higher levels of accuracy? Take for a pianist memorizing a piece of music for performance. 80% accuracy is no accuracy at all. If mastery was defined as 95% accuracy would the results be similar?

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  @JaredCooney3 ай бұрын

  All wonderful questions - essentially, what you're getting at is the concept of 'moderators' - how do different things influence the ability or willingness of people to go through the learning process. As you can guess, all the moderators you've mentioned have huge impacts on learning: this research was simply trying to get to the question of whether or not, all things being equal, learning RATES would be constant or different. This is what makes the Science of Learning so fun: there is no way to address the entirety of learning in a single study (or even a single field!), so we must become detectives and always be linking different papers and findings together. So you're spot on with your thinking - now we can dig into more work to address those thoughts!

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  @clemenske13 ай бұрын

  Interesting paper. But what if the different starting points of the students depend solely on genetic factors and not the environment they were raised in?

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  @JaredCooney3 ай бұрын

  Interesting. Two responses - first, I'd urge you to watch the nature/nurture series I published a couple months back. Second - even if the starting point was 100% genetic (whatever that might mean), it would be irrelevant. If learning rate is the same, than even a person starting at 0% could reach 100% - they would simply require several more practice sessions on average than someone who started 'genetically' higher. With identical rates, starting points will differ depending upon many factors, but ending points differ only according to practice.

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  @yulinliu8503 ай бұрын

  I like those spaghetti plots 😄

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  @jojohorvath85383 ай бұрын

  Fascinating stuff. I like the 'covert activation' caveat .... it's easy to overlook how much deliberate practice can take place in the comfort of our own mind.

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  @jennifershaylene3 ай бұрын

  This was a really informative and well designed presentation that delivered the key points on this research article. Thank you.

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  @dhapniealberca34843 ай бұрын

  Who else watch this just to participate in Re Battle in school debate💀

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  @Steppingstonestolearning3 ай бұрын

  Thank you! This is excellent! Yes! (also, congrats on the baby!!!)

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  @juandelamora39413 ай бұрын

  If transfer always happens consciously (sorry about mi English writing)... Then I do not understand the karate kid.

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  @JaredCooney3 ай бұрын

  LOL - I love it! But think - when he moved from the car to the mat, he started by explicitly repeating "Wax On / Wax Off" - a sign he was consciously making the link!

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  @rleslie664 ай бұрын

  The neo Marxist will tell you that IQ is totally dependent upon nurture. This is because it validates their view that if you have a high IQ it's because you're privileged and if you have a low IQ it's because you're oppressed.

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  @educator-author-musician4 ай бұрын

  One note about the final conclusion and call for return to basics. I recommend caution with a call for a return to basics. This gets seized by hard right conservatives as a return to very teacher centered didactic call and response pedagogy dominated by simple rote learned instruction. I’d hope the call might be to basics in term of analog, but keep moving forward on the encouragement of inquiry, student centered learning where students are at the center of action in the classroom and not a return to students passively listening to a teacher and sending memorized information back and then moving on without taking the next step of deeper application and use of that information.

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  @user-jx8nc8by1n4 ай бұрын

  I'm curious about students with learning differences, specifically processing disorders or ADHD. Would this research be able to be generalized to them as well as a lot of the time IEP's recommend multimedia (audio and visual) work to be integrated in order to keep attention or help with processing- would that be a dated idea compared to this reproach or just too different?

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  @JaredCooney4 ай бұрын

  Good question: so far as we can tell, ADHD and ASD do not change this. Auditory and visual processing disorders certainly change this (they require captioms or, conversly, pure audio) - but the other primary LDs do not appear to change the picture.

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  @user-qp7ze9gj8e4 ай бұрын

  Fantastic and extremely clear and consice video by Jared Cooney Horvath .......Gino Corda

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  @ashlealadd48014 ай бұрын

  I always have an issue with token economy because it tends to recognise poor behaviours over positive. A quiet student / employee who always does the right thing is never recognised, whereas the disruptive student / employee who does not contribute receives reward when they start to behave in a more helpful way. This has the opposite effect on the quiet student / employee and they will then start to feel undervalued and overlooked. As though nothing they do is ever good enough and can certainly lead to burn out.

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  @amichaelthomas834 ай бұрын

  This is one of the main reasons why I almost completely removed moving animations from my practice (well it was a happy accident when google etc removed flash support from their browsers).. my students started to understand things better when I didn't give them an animation but instead got them to imagine how a still image might be animated. It is not quite the same thing but I found it very interesting.. now i know the reason why.

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  @amichaelthomas834 ай бұрын

  I have worked in many schools that have 1:1 laptop policies. Bring your own device out of the blue is an absolute disaster.. they need to be introduced carefully at a young age, preferably a student will get their first device in school and it will be part of the curriculum to show them how to use it. The best school I worked in for this did this and had a digital literacies coordinator who worked across both the primary and secondary section. The school had the least problems with inappropriate device use than any other school I have worked in.. it wasn't perfect but it was better than the alternatives.

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  @amichaelthomas834 ай бұрын

  So for an English accented native speaker as teacher with Chinese accented EAL learners what would the recommendation be for maximising learning when say presenting text on PowerPoint slides? Don’t read it out loud?

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  @JaredCooney4 ай бұрын

  Good question. When listening and reading are not fluent, then bringing the two together (speech and text) appears to be very useful. So, in your case, I imagine the two would support one another (just like I need subtitles when watching BBC shows, as I can;t quite follow the thick accents). However, once your students develop fluency in reading and listening, that's when we'd expect a hit.

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  @amichaelthomas834 ай бұрын

  @@JaredCooney my students are Chinese and anecdotally they tend to be far better at reading than listening (As am I when learning Chinese) I struggle the most in say Duolingo when I am asked to listen and pick out the pinyin .. to comprehend what is being said at the same time is on a whole other level..

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  @naturalhometreatments7244 ай бұрын

  Thx 🙏

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  @enfatalk4 ай бұрын

  Jared my man! Thank you, thank you, thank you. ❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤❤

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  @jennamcna46055 ай бұрын

  no punches pulled!

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  @possumprince5 ай бұрын

  Teachers used to scold me for having a "fixed mindset" when I brought up my very real limitations caused by my disabilities. The obsession with growth mindsets breeds ableism and harms some of the kids who need help the most.

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  @ccbowers2 ай бұрын

  Interesting because fixed mindset is often central to ableism. Growth mindset really itself does not preclude problem solving obstacles to success or obtaining help when needed - it is actually central to success with growth.

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  @thisisavinash5 ай бұрын

  Loved the video, ive not seen many people break down papers in such an easy to read and understand way. A real gem :)

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  @user-zh4sp9en5c5 ай бұрын

  Really interesting to see how explanations impacts memory. It actually makes a lot sense.

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  @Jim875415 ай бұрын

  A really great video. I would be grateful if you would post the links to the studies you have mentioned. Thank you for creating such great material.

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  @JaredCooney5 ай бұрын

  On it!

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  @Kr674575 ай бұрын

  Excellent!

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  @user-nc8lp9ny7j5 ай бұрын

  It’s classroom

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  @JaredCooney5 ай бұрын

  Thank you - good catch!

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  @shaun40335 ай бұрын

  Great simple easy to understand breakdown of the research. Thanks Jared.

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  @rmbay8235 ай бұрын

  Thank you for putting this together.

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  @yulinliu8505 ай бұрын

  ❤👍

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  @learningcosmos5 ай бұрын

  Great video, Jared!