Welcome to the Heinemann PD Professional Learning Community Series. This month, we share conversation about the role and necessity of play in learning.
"The skills that are hard to learn, and far more important, are how to get along well with other people, how to control our own emotions and behavior, and how to think creatively yet logically. " -Peter Gray
What is the effect of the decrease in play on children?
Children learn through play by nature; they need play to experiment with problem solving, deal with fear, exercise imagination, learn self control and so much more. In this powerful article from the Heinemann Digital Library, Boston College research professor of psychology Peter Gray makes a strong case for the essential benefits of play. Continue reading →
This month we focused on the craft of teaching writers—not the writing. Revisit your favorites or find one you missed in the below collection of posts, content and other related links that supported our thinking this month.
Welcome to a new year of content and conversation in Heinemann's PLC Series. This month we focus on the craft of teaching writers—not the writing.
When we provide time and space for our students to be writers, they can immerse themselves in creating something of incredible value: a writing identity.
In this clip from Introduction to Writing Workshop by Stephanie Parsons, we have the pleasure of hearing from a few students about what it means to them to be a writer. There are few things more enjoyable than hearing children share their voice so please enjoy this short clip from her On Demand Course!
Welcome to a new year of content and conversation in our PLC Series. This month we focus on the craft of teaching writers—not the writing.
One of the most overwhelming pieces for teachers in a reading and writing workshop model is managing all of the moving parts. If writing workshop is new for you, it is likely that fears swirl into questions in your mind: Can they write on their own? How do I release control? How do coach my writers as individuals when there are so many of them?
Teacher and blogger Betsy Hubbard (@Betsy_Writes) shares her wisdom in this article, available for download below, from the Heinemann Digital Library. She describes the roles of monitoring and conferring with writers, as well explains how these practices support each other. Reflecting on the notes that emerge from monitoring and conferring provide valuable information that inform both you as the teacher and the students as they work to build independence.
Looking for more PD on this topic?
Online: This article is one of many available to you with a Digital Library Subscription. Find out more here!
Off-Site: Which authors are coming to your area for one day workshops? Click here to browsethe list by region, author, or state.
On-Site: Take a look at school-based seminars, and consulting authors and speakers available to you by clicking here.
Betsy Hubbard (@BetsyWrites) Betsy Hubbard is a kindergarten and first grade teacher. She is a co-author at the blog Two Writing Teachers and also blogs at I Think in Poems, Teaching Young Writers, and I’m Living My Words.
2016 was rich with content, conversation, and camaraderie in our Professional Learning Community blog series! Thousands of educators like you pushed your thinking through reading, sharing, and discussing the videos, articles, book chapters, and more. No doubt students all over the country and even all over the world have received the benefits of your dedication to professional learning.
Let's take a look at some of the most popular posts of 2016!
Welcome to the Heinemann PD Professional Learning Community Series! This month, we highlight and discuss the language of mathematics.
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"When students spend all their time in math class answering discrete questions to which the answers are either right or wrong, it is very difficult to develop a growth mindset or to believe that mathematics is about growth and learning." -Jo Boaler
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Mathematics education expert Jo Boaler believes that if teachers can shift their mathematics classrooms from places of performance to places of struggle, students will be able to harness the mindset necessary to grow as learners. In addition to sharing research findings about how brain growth occurs when errors are made, Jo elaborates on a list of practices that need to disappear as well as describes clear changes that need to occur in math classrooms in the United States.