Number 12 in My Series – Strategies Making the Jazzles Difference
OVERVIEW
Jazzles ELA is designed to match the learning style profiles of all the main student sub-groups in mixed ability classes.
In 2008, two independent university theses found Jazzles had significant impact.
In one, nearly 40% of the students (half on free lunch and with no reading level) achieved year end, literacy outcomes in JUST 12 WEEKS of the first semester.
Other benefits included greater focus, improved behaviors and improved abilities to recognize patterns in math.

Read below and see how Jazzles ELA provides the resources and strategies to engage today’s student diversity.

HISPANIC
Jazzles ELA strategies and resources comprehensively encompass all the key recommendations for ‘Educating Hispanic Students’ published by CREDE 2002. These include:
• Culturally-responsive teaching, cooperative learning (including utilization of context for meaning, use of nonverbal and verbal cues), instructional conversations (detailed in each lesson plan) and cognitively-guided instruction.
• Technology-enriched instruction including web-based images (now facilitated by Jazzles ELA embedded web search).
• Digitized books for pronunciation,
• The roles of multimedia including ‘creating a meaningful context for learning’ as well as ‘facilitating auditory skill development by integrating visual presentations with sound and animation’.
Jazzles ELA excels in all these areas.

BLACK AMERICAN
Movement and rhythm components are vital – along with the full battery of Jazzles ELA resources and strategies. This includes:
• Kinesthetic/tactile experiences.
• Processing visual information.
• Opportunities for expressive creativity (e.g. oral expression).
• Nonverbal communication (including intonation, body language, dance and drama, etc.).
Important strategies include working with background music playing (a key Jazzles ELA language practice strategy) and creating an environment that encourages harmony, cooperation, and socialization.
Jazzles ELA embeds all these strategies in its resources and pedagogy.

LOW SES
The Jazzles ELA pedagogy tackles all the core challenges these students face including lack of vocabulary, general knowledge, self-confidence as well as behavioral and emotional problems. Features include:
• Jazzles ELA is a multifaceted program that enables children to experience and practice learning in a multitude of different ways. For example, a key vocabulary strategy is to use the JazzleOke cartoons to power language rich conversations, drama and topic exploration.
• By focusing on one JazzleOke theme a week, children rapidly develop a common class-wide language base familiar to every child. This enables every child, advantaged and disadvantaged, to join-in happily.
• Week by week, low SES students incrementally develop their language base, general knowledge, their confidence and the joy of learning cooperatively.
• With Jazzles, there are frequent, varied, and extensive language experiences through its directed listening and discussion strategies.
• This includes the role of rich language. Around 5% of JazzleOke lyrics are composed of ‘big/unfamiliar’ words – like ‘astronaut’, ‘astonished’ and ‘outstretched’. These big words are the ones children find easiest to remember while also fostering word consciousness.
• For low SES students, song-powered JazzleOke brightens their day with happiness and joy. It also provides unique opportunities to engage families in their children’s education and in the process improve literacy standards in the home.

ESL/ELL/LEP
Multimodal texts, of which Jazzles has all, are widely adopted for ESL/ELL/LEP. Examples include illustrated texts, movies/music videos with same language subtitles, choral singing, performance, drama, whole/part body movements – as well as experiential and interactive learning so students learn by doing.
• The primary Jazzles multimodal resources are the animated song clips supported by same language subtitles. (JazzleOke)
• It is well researched that viewers automatically read captions and subtitles first, even before the visuals, and in the process transform screens/television from picture viewing into a predominantly reading activity.
• It’s a strategy endorsed by the Google Foundation, UNESCO, World Bank, various governments and academics because same language (lyric) subtitles can, in the words of Google founders, Larry Page and Sergey Brin, “help millions, of people gain access to regular reading practice and improve literacy.”
• Uniquely, with Jazzles, visualization is designed to match the lyrical captions to promote meaning.
• It also designed to create a binding relationship between the audio, the sound track, the visualization, and the subtitles. This enables LEP/ESL/ELL students to ‘take-out’ letter-sounds, words, phrases and meanings.
• Jazzles ELA strategies promote inclusion and growth in self confidence.
• Singing with JazzleOke overcomes embarrassment in pronunciation while also promoting memory for vocabulary in connected texts.
• Vocabulary acquisition with understanding is developed by promoting vocabulary usage in domains of knowledge (for example JazzleOke ‘Orange Octopus’ in relation to oceans and marine life) in combination with drama extensions that develop language rich understanding.

AGE/MATURITY
Each JazzleOke animation is a ‘multi-age’ mini ‘Learn to Read’ tutorial!
• JazzleOke is used across a very wide age range because all the music and language is totally contemporary, containing no babyish concepts.
• User groups include PreK-G2 as well as teenagers and adults for ELL/SPED.
• Children, teachers and parents are all impacted by the catchy alliterative lyrics and it’s 22 styles of different, contemporary music compositions.

TEMPORARY HEARING LOSS
Permanent and/or transient hearing loss in one or both ears affects more than 14% (one in seven) of school aged children. (Source: American Academy of Audiology 2011) It is estimated that one-third of children with minimal or unilateral hearing loss fail a grade. Long or short term, the Jazzles ELA range of multimedia, reinforced by its visual and kinetic activities, enables those affected to tap into supporting/compensating modes of learning.

BOYS
“Stunning!” Says New York Times Best Selling author Michael Gurian ( ‘The Minds of Boys’).
Jazzles resources and pedagogy is embedded with differentiated instruction strategies that create boy friendly classrooms – while still engaging the girls, both at extraordinary levels.
For boys, Jazzles is full of experiential single-task focus projects and visual-spatial/body-kinesthetic learning, the latter catering for their natural desire to move.

REGED
Visual and Kinetic learners are estimated at 75% of students entering school. Many children only become engaged when moving! Jazzles ELA themed Lesson Plans are full of learning directed kinesthetic-tactile activities – including choral singing, hand/body actions, movement, dancing, mime, percussion, drama/ performance, art/craft etc. These are all directed at developing language proficiency with knowledge proficiency, without which meaningful reading cannot take place because of deficits in comprehension.
Boosting Concentration.
A big issue is children’s ability to concentrate. In a recent poll of 440 teachers, 91% said children’s attention spans were shorter than ever before. Using the focus question prompts found in each Jazzles ELA Lesson Plan, children engage at extraordinarily high levels. Post viewing activities achieve extended high engagement levels with children even ignoring schools bells to keep interacting – “occasionally with real tears being shed!” reported a teacher!

SPED
Jazzles ELA applies highly integrated sequenced, multisensory/multi-modal approaches that universally adopted by SPED educators.
• Most SPED students are global processors with tactile and kinesthetic-perceptual strengths.
• Jazzles ELA is rich in kinesthetic and tactile-kinesthetic experiences.
• Pre-instruction is an important part of Jazzles ELA strategies enabling global thinkers’ to process ‘whole-to-part’ information.
• The Jazzles multimedia content also appeals to a very wide range of developmental ages because it treats all students intelligently. It is never silly or babyish!
• Jazzles ELA is perfect for conditions where music, dance/movement and creative arts expression helps focus and engagement.
• Jazzles ELA enables more Special Education students to be effectively included in regular classes including those with ADD/ADHD, dyslexia, apraxia, autism spectrum (at levels acceptable for inclusion classes), dysphagia, fluency & voice, Down Syndrome, intellectual and learning delayed, reluctant learners and visual and hearing impaired.

ASIAN/PACIFIC ISLANDER
There are 6 major subgroups in the Asia/Pacific Islander population, but in total 47 ethnic groups speaking over 100 languages and their learning styles differ quite widely. Generally it is recommended that they prefer visual and kinetic/practical experiences. The point is that whatever the preferred learning style, it is found in the Jazzles ELA resources and pedagogy.

“I was astonished to see how much their DIBELS scores improved after incorporating Jazzles!”
Says a MO. kindergarten teacher.

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