Tag Archives: Dynamic Teaching for Deeper Reading

How to Begin the Shift to a Problem-Based Approach

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In her new book, Dynamic Teaching for Deeper Reading Vicki Vinton calls for a shift of focus from complexity of text to the complexity of thinking a reader must engage in in order to understand the text. 

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The Heinemann Podcast: Dynamic Teaching for Deeper Reading

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Today on the podcast: problem-based teaching. How do we prepare students for a world that’s changing so rapidly that a majority of those sitting in classrooms today will go on to hold jobs that don’t yet exist, using technologies that haven’t yet been invented to solve problems we don’t even know are problems yet? Author Vicki Vinton, says the answer is to help build students’ capacities as critical and creative thinkers by shifting to a problem-based approach for teaching reading. In her new book, Dynamic Teaching for Deeper Reading, Vicki connects the practices in the book to all sorts of current thinking and trends. 

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The Big 5: Vicki Vinton on the Books That Pushed and Influenced Her Teaching Practice

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Every so often we like to ask our authors about the books that most affected their teaching, the books that served as turning points in their practice or opened their eyes to a new way of approaching their work, thinking about education, or seeing children. In this installment, we bring you the professional book top five of Vicki Vinton, a literacy consultant and writer who has worked in schools and districts across the country and around the world.  She is the coauthor of What Readers Really Do: Teaching the Process of Meaning Making and The Power of Grammar: Unconventional Approaches to the Conventions of Language, and most recently is the author of Dynamic Teaching for Deeper Reading: Shifting to a Problem-Based Approach. You can also find Vicki online, at the popular literacy blog To Make a Prairie


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