TECHNOS—Marta Bechtol, Wisconsin Educational Communications Board

February 9, 2012

Marta Bechtol, Director, School Services and Instructional Programs Development, Wisconsin Educational Communications Board

Into the Book is a multimedia teaching resource—nine classroom and nine professional development videos—designed to enhance reading comprehension for K–3 students, as well as their ability to think and learn across the curriculum. Nine Into the Book student episodes will feature a classroom where a group of ordinary students use powerful learning strategies to enter the world of the story. These 15-minute programs will show student viewers how to use these strategies when reading fiction, nonfiction, or everyday text. They’ll also model real-life applications of the strategies. In the professional development videos, we go Behind the Lesson as teachers demonstrate how they are using these strategies effectively with their students. Programs will combine actual classroom footage with dialogue and personal reflection on instructional practices. An interactive Web site and comprehensive print materials round out the curriculum package. This project was developed by the Wisconsin Educational Communications Board, with the Wisconsin Department of Public Instruction and a team of experienced educators. It is produced by Wisconsin Public Television and the Agency for Instructional Technology. Into the Book will be released in September 2006. Technos “spoke” with Ms. Bechtol via email in July.

T: Would you describe the Into the Book and Behind the Lesson series?

M.B.: Into the Book is an instructional series for emerging readers intended to help them attain high levels of comprehension from their first contact with text. The driving idea is that “reading” is more than the ability to speak the written word; it is the process of seeing, connecting to, interpreting, evaluating, and learning from the words that are read. The 9-part student series focuses on eight individual strategies that have been identified as key to reading comprehension, and includes an episode about using the strategies in combination. (Successful readers rarely use the strategies independently once learned.)

Behind the Lesson features nine teachers using the strategies with students in the early elementary grades. Through their lessons, student discussions and personal reflection, these talented educators prove that young children are capable of deep understanding and evaluative thought with regard to their reading of fiction, non-fiction and everyday text.

Where did the idea, the impetus, for Into the Book come from?

The team of educators that developed the State of Wisconsin’s Reading Comprehension Test (WRCT) for third grade analyzed the data in the years following test administration and found that there were significant deficiencies statewide in the areas where strategic thinking was required. They began looking for tools that could be put in the hands of Wisconsin teachers to enable them to better prepare their students for this (and other) assessments. They found that both the commercial and nonprofit educational markets were lacking in resources that specifically addressed explicit strategy instruction for K–3 students. Headed by Wisconsin’s Department of Public Instruction Reading Consultant Dr. Jacqueline Karbon, the team approached ECB about working together to create a multimedia tool that could be used by both teachers and students to support the learning of effective, scientifically-researched reading strategies.

Why is a series on reading comprehension important right now?

Research has shown, and laws like No Child Left Behind have acknowledged, that successful reading is not achieved by simply knowing and using letters, sounds and vocabulary. The process of reading is not complete without understanding. In fact, proficient readers use a number of specific strategies to attain comprehension of the text. Unfortunately, there is a scarcity of researched-based materials that help young children understand and use these strategies and aid teachers in teaching them.

The need for comprehension instruction is widely documented, and research has identified comprehension strategies that can be explicitly taught (Allington, 2001; Buehl, 2001; National Reading Panel, 2000; Pressley, 2001). Several recent books attest to the fact that these strategies can be effectively used with young children (Harvey, 2000; Keene, 1997; Miller, 2002). Instructional materials, including video and multimedia products, have been developed for upper elementary, middle school and high school audiences (such as “Thinking Reader,” from Tom Snyder Productions, and “Reading Strategies in Action,” from Kentucky Educational Television). This project addresses the need for quality instructional materials for teachers of younger children.

ECB’s formerly developed reading comprehension series, Storylords, was produced in the late 1980s. It is high time for an updated program based on the most current research geared toward today’s kids.

Sometimes people think a video program just comes from a good idea, but we at AIT know that instructional video goes through a rigorous process to get from a good idea to a finished product. What was the process you undertook at WIECB?

ECB is deeply committed to producing quality instructional programs. To that end, every project we undertake involves collaboration with the appropriate content consultants in our state Department of Public Instruction and includes a committee of advisors that will be the end-users of the product (generally classroom teachers, library media specialists, school administrators, etc.). We meet monthly with our advisory teams from the inception of the idea through the production stage. These folks work directly with us to develop the learning objectives, guide the philosophical direction of each project, and assist in the creation of supporting teacher materials. The advisory committee experience is a voluntary one, and we’ve been lucky to always have great support across the state. One advisor from a recent project stated, “[Participating on] the advisory committee was probably the most incredible professional development experience I’ve ever had. I can’t believe what I’ve learned about something I already thought I was teaching pretty well.”

How do you see Into the Book and Behind the Lesson programs being used?

A typical lesson involving an Into the Book episode might begin with a read-aloud to set the tone for the strategy instruction. (Books/text cannot be replaced in a reading lesson of any kind, and should be the core of students’ reading education.) Following the read-aloud and initial strategy introduction, a teacher would then show the relevant Into the Book episode to model what the strategy looks like and how students can use it. A lesson featuring the gradual release of responsibility format would follow the program. Revisiting various scenes from the video during the lesson gives opportunities for reinforcement, summary or reflection. Teachers might also want to view small segments of previously watched programs throughout the school year so students can pick up new information or see how much they’ve grown as readers. The prior knowledge they bring to a repeat viewing enables them to go even further with a strategy than they were able after the initial showing.

Behind the Lesson professional development episodes are most effective when presented with smaller groups of teachers where discussion can flow easily and focus on individual practice. Teachers in these small groups should follow their viewing of a program by immediately planning their own strategy instruction lessons, staying focused on one strategy at a time. After implementing their new lessons with students, the group should reunite and review the video, sharing their own experiences with their strategy lesson to evaluate and reflect on their personal practice. (The social aspect of reading comprehension and learning through discussion works as well with teachers as it does with students!)

You have developed a Web site to supplement the videos. Why did you decide to add this Web site, what are the features of the site, and when will it be completed for teachers to use?

Into the Book actually began as a Web site, not a video program (chicken or egg?). Many teachers feel that explicit strategy instruction is difficult because it’s so hard to show. Therefore, one of the primary goals of the advisory committee had always been to make strategic thinking visible to students. It became clear very early on that video components would be necessary parts of the project for both students and teachers. Once television production was begun, we ran into concerns with the growing children in the cast that made the video project a priority over the Web site development. Now that the video parts are complete, the Web site is our primary focus.

When complete (summer 2007), the Into the Book Web site will include components for both students and teachers.

For students: Eight interactive activities to practice the strategies; also includes options for email and downloadable bookmarks.

For teachers: General information on reading strategies, an online teacher guide to using the video series and student Web site, lesson plans, a 360-degree tour of the set chock-full of classroom ideas, a discussion forum, a personal online notebook accessible from any computer, a variety of downloadable resources (posters, bookmarks, rubrics, music, etc.), as well as the research and bibliography of sources used in developing the project. In addition, each strategy area in the teacher section will contain video clips from each program illustrating specific learning objectives, as well as bonus clips from the professional development program not found in the broadcast version of Behind the Lesson.

What have you enjoyed most about this video production?

The video portion of this project was a collaborative effort between ECB, AIT and Wisconsin Public Television. While a project with this many players has the potential for challenges, it has been a joy to work with so many diversely talented players so willing to share ideas and work together. The production team attended every advisory committee meeting as well, learning from the experts and using that wisdom to create the best possible instructional tool. On final analysis: “the more, the merrier.” It was great F-U-N (which was the project philosophy)!

Would you please tell us more about Wisconsin ECB and your role there?

The ECB is the agency that plans, develops, constructs and operates statewide public radio, public television, and educational telecommunication systems for Wisconsin. As the Director of School Services and Instructional Programs Development, I am responsible for the instructional program production activities of our agency. I also administer our PK–12 instructional services, publications, and promotions activities, implement our K–12 program selection/acquisition process, and facilitate utilization of our programming by providing professional development to teachers across our state.

WECB has been involved in, funded, or coordinated many video productions over the years. Can you tell us a little about the history of video production at WECB?

ECB, a state agency, is statutorily obligated to develop multimedia educational resources for the teachers of Wisconsin. Our projects cover Wisconsin-specific topics (geography, history, culture, government), but we also produce other programs based on the needs of our state Department of Public Instruction and teachers. Previously, ECB has worked with AIT on several instructional video series, including Tracks: Impressions of America, Cultural Horizons, and Storylords.

As Director of School Services and Instructional Programs Development for the Wisconsin Educational Communications Board, Marta Bechtol administers the agency’s PK–12 instructional services, publications, and promotions activities; implements the K–12 program selection/acquisition process; and facilitates utilization of ECB programming by providing professional development to teachers across the state. She also manages the development of instructional projects and programs in cooperation with Wisconsin’s Department of Public Instruction. Marta serves as the statewide coordinator for PBS TeacherLine of Wisconsin, an online professional development resource for educators.

Marta has a B.A. in philosophy from the University of Utah and received a multiple-subject teaching credential with cross-cultural, language, and academic development emphasis from California Polytechnic State University-San Luis Obispo. She has taught in California, Alaska and Kansas in general and special education elementary classrooms, and served as a K– 6 Reading/Title I Specialist. Formerly, she worked as an Instructional Programs Developer for ECB. Marta volunteers her time as a trainer for several non-profit organizations. She is a classically trained pianist, freelance graphic artist, and an avid quilter.

For more information about Wisconsin’s Educational Communications Board, visit their Web site.