Guilty as charged. I can recall numerous times when I asked a student, “Are you ready to publish your writing?” I swiftly sent them off to rewrite, type, or illustrate their work. That writing was then retired to a class bulletin board, or even worse— my desk. Done. That was the end of that piece. It now belonged to me. Lee Heffernan has shown me the error of my ways.
Lee’s book speaks to the idea of student empowerment, accountability, meaningful writing, revision, and publishing. Her work essentially shows us how to move students from fake writing (writing that is just for the teacher) to writing that has purpose and passion. Lee manages to marry process and product in a way that will inevitably set a new standard for writing instruction for teachers everywhere. Her work breaks ground with tenets that shift our writing instructional norms and inspires students.
In reading workshop classrooms, many goals that teachers have for students and that students have for themselves are tangible and measurable. These include being able to read books at higher levels of text complexity and becoming more skilled in areas such as inferencing, predicting, and thinking critically. There are other goals that workshop teachers keep in mind that are perhaps less tangible and measurable but are nonetheless just as important when helping children to develop thoughtful, rich reading lives. These include working well in partnerships, developing greater independence in managing the reading process, and bravery when tackling the challenges that arise when becoming a better reader.
No one escapes embarrassment. Both students and teachers face it every day in school and its influence affects our willingness to take risks. How might our fear of failure, of not living up to expectations, be holding us back? How can our fear of embarrassment affect how we learn, how we teach, and how we live?
Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year!
Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework for utilizing mini-collections of linked content into your professional development time.
This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice.
Exploring the meaning of the words “duty” and “neutrality” in the context of your role in education will call upon you to examine and articulate your belief systems. Make a list of what comes to mind when you consider your definition of duty in education. Make a list of instances where you find yourself seeking a “safe zone” of neutrality.
Editors are the crucial, unseen collaborators of published writers. In her new book, Back and Forth: Using an Editor’s Mindset to improve Student Writing, Heinemann author Lee Heffernan describes adopting that role in her classroom and how it helps student-authors dig in and produce dramatically better writing. Lee relies on both student-centered pedagogy and the experiences of numerous professional writers and editors. On today's podcast, we started our conversation with why students can be reluctant to revise.
Kids’ thinking matters. When students begin to understand that their thinking matters, reading changes. Throughout the school day, kids are actively questioning, discussing, arguing, debating, responding, and generating new knowledge. We can’t read kids’ minds, but one way to open a window into their understanding is to help them bring their thinking to the surface by talking and writing about it.
The Primary and Intermediate Comprehension Toolkits emphasize responsive teaching with lessons that explicitly teach the language of thinking. With this metacognitive scaffolding, teachers are able to gradually release to kids the responsibility for comprehending the wide variety of nonfiction texts they encounter. Toolkit lessons strengthen the specific kinds of thinking proficient readers use: six comprehension strategies that research has shown are part of an effective reader’s mental toolkit. The Comprehension Toolkit guides you through the explicit instruction of these six comprehension strategies: