Tag Archives: Fellows

Jessica Lifshitz: Thank You Heinemann Fellows

Last month at the International Literacy Association's 2016 Conference in Boston, Heinemann held a reception for its authors. Heinemann Fellows from the inaugural cohort were in attendance. Jessica Lifshitz, a teacher of that outgoing cohort, welcomed the newest group of Fellows and gave a short, powerful speech about empowerment and  autonomy that we are reproducing here with her permission. Please enjoy!

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Lisa Birno: Reflecting On The First Heinemann Fellowship

Last month we announced the incoming class of Heinemann Fellows and said good-bye to the inaugural group. The second cohort is preparing to meet in late June and it will be some time before they are ready to share their action research projects on this blog. So let's look back on the great work the first cohort did and continues to do as part of their projects!

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Your Heinemann Link Round-Up for May 22–28

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Time for another link round-up: Memorial Day edition! A reminder that there's an email subscription form at the bottom of this post, so you can get the Heinemann Link Round-Up delivered to your inbox every week. This is the last reminder I'll give you, so you're on your own.

These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!

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Looking Back On The First Cohort Of Heinemann Fellows

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The 2015–2016 class of Heinemann Fellows is a group of educators who wish to pursue the shared goal of advancing the teaching profession. Next week, Heinemann will announce a new cohort of Fellows, the 2016–2017 class, but now we'd like to look back on the work of "Cohort One," ten impassioned teachers and administrators from all over the country who came together for the program's inaugural year.

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Michael Pershan: Beyond “Better-Luck-Next-Time” Feedback

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By Michael Pershan

When I was a student, almost all the written feedback I got in math class came on tests. The main purpose of these notes was to justify a grade. This was frustrating to me and ever since I became a math teacher, I’ve wanted to give feedback of a different sort. Rather than reporting to my students what they did or didn’t understand, I wanted my feedback help them come to understand it on their own. Two years ago, I realized that, despite my best efforts, I was falling short of this standard. Since then, I’ve been searching for better ways to use comments to help learning along.

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