Kelly Puzio is an associate professor of Language, Literacy & Technology. Formerly, he was a middle and secondary school teacher. He was awarded a predoctoral fellowship by the Institute for Education Sciences (2008-2012) and a Young Scholar award (2013-2017) by the International Reading Association. His research has been funded by the National Science Foundation and the National Institutes of Health.
Dr. Puzio investigates ways that teachers provide differentiated or personalized instruction. In particular, he is interested in strategies for supporting English language learners. Inquiries about these topics—particularly from prospective doctoral students, teachers, or administrators—are welcome.
Outstanding teachers are remarkable. First, they attend deeply to students. They are keen observers, listeners, and analyzers; they understand students’ misconceptions and interests. Second, they know their subject well and, as they are teaching, they keep their mind on the conceptual horizon (e.g., concepts, strategies, forms of reasoning). Because of what they observed today, they do something different tomorrow. Because of students’ responses last year, they adjust their instruction next year. Teaching like this is difficult, especially when teachers have 30 or 130 students.
When teachers deeply understand their students, they often provide special or different instruction for an individual student or a small group. In educational jargon, this is called differentiated or personalized instruction. Although there are a myriad of way to differentiate, teachers typically differentiate by adjusting the complexity of texts/tasks or by letting students pursue topics connected to their interests, culture, or heritage language.
In collaboration with colleagues, Dr. Puzio is developing and refining an instructional strategy for bilingual and emerging bilingual students called collaborative translation. Collaborative translation involves six steps: choosing appropriate texts, connecting students to texts, independent reading, sharing the main idea, requesting a translation, and sharing/critiquing those translations. In middle school settings, he has investigated how collaborative translation can be enacted by monolingual and bilingual educators. As a novel way to differentiate instruction, his research shows that collaborative translation supports students’ engagement and understanding of concepts.
Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice?. Review of Educational Research, 90(4), 459-498. doi:10.3102/0034654320933536
Pratt, K. L., Puzio, K., & Lee, Y. H. (2018). “¡ Olé!” Locating capital and community cultural wealth within multicultural children’s literature. Journal of Latinos and Education, 1-14. doi: 10.1080/15348431.2018.1540350
Puzio, K., Keyes, C. S., Jiménez, R. T. (2016). It sounds more like a gangbanger: Using collaborative translation to understand literary concepts. Language Arts.
Puzio, K., Newcomer, S., & Goff, P. (2015). Supporting literacy differentiation: The principal’s role in a community of practice. Literacy Research & Instruction. doi:10.1080/19388071.2014.997944
Newcomer, S., & Puzio, K. (2014). Cultivando confianza: A bilingual community of practice negotiates restrictive language policy. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2014.983043
Keyes, C. S., Puzio, K., & Jimenez, R. T. (2014). Collaborative translations: Designing bilingual instructional tools. Journal of Education, 194(2), 17-24.
Puzio, K., Keyes, C. S., Cole, M. W., & Jiménez, R. T. (2013). Language differentiation: Collaborative translation to support bilingual reading. Bilingual Research Journal, 36(3), 329-349. doi:10.1080/15235882.2013.845118.
Puzio, K. & Colby, G. T. (2013). Cooperative learning and literacy: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(4), 339-360. doi:10.1080/19345747.2013.775683.
Cole, M. W., Puzio, K., Keyes, C. S., Jiménez, R. T., Pray, L., & David, S. (2012). Contesting language orientations: A critical multicultural perspective on local language policy in two middle schools. Middle Grades Research Journal, 7(2), 129-143.
- Ph.D. Language, Literacy, & Culture, Vanderbilt University, 2012
- PGCE Victoria University of Wellington, New Zealand, 2003
- M.Ed. English Education, DePaul University, 2002
- B.A. Program of Liberal Studies, University of Notre Dame, 1997