Tag Archives: Larry Ferlazzo

Your Heinemann Link Round-Up for May 29–June 4

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Time for another link round-up! Put on your glasses, grab a cup of coffee, and let life's eternal mysteries provide the soundtrack to your reading. 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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Your Heinemann Link Round-Up for the Week of December 6–12

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Another week has passed and 2015 is almost over. Do you have any resolutions yet for the next year? Perhaps to round up more links than usual? That's fair.

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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Your Heinemann Link Round-Up for the Week of October 18–24

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Time for a link round-up! Stop whatever it is that you're doing and click these links. What are you doing? Another circle time? Are you interrupting a moment of authentic engagement to comment on how engaged everyone is? Stop that. Let it unfold. Click these links instead.

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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Your Heinemann Link Round-Up for the Week of October 4–10

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It's another week and another round of education links! That's a nice picture above, isn't it? I took it.

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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Larry Ferlazzo posted the first in a series about grit. Authors Kristi Mraz and Christine Hertz were featured. Here's a sample of their response:

If grit is an ability to sustain interest and effort in something for a long period, we also need to teach a system of checks and balances for children to ensure that the thing they pursue is worthwhile and healthy- not only to them, but also to the world at large. Grit, in and of itself, can result in positive or negative outcomes. Sustaining interest and effort in a long term criminal enterprise demonstrates grit, but not many people would say that is a good thing. We, as teachers, should not just teach grit, but also the equally important traits of empathy, optimism, flexibility, and a practice of reflection to decide if the path we are on at given point is good for us, and good for the world.

Click through to read the entire post

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Frank Serafini (Reading Workshop 2.0) wrote about picture books in the digital age:

Readers of digital picturebooks must work through the presentation of a fictional narrative using physical, cognitive, visual, emotional, and embodied capabilities, among others. As picturebook narratives in digital formats evolve and become part of the reading curriculum in more classrooms, picturebook scholars, literacy educators, and classroom teachers will need new lenses or frameworks for analyzing these texts and developing pedagogical approaches that support classroom instruction and readers’ transactions across digital and print-based platforms. In this article, we will consider the features and designs of picturebook apps and some challenges and possibilities these digital texts offer elementary grade teachers and students.

Click through to read his full post

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At Moving Writers, Rebekah O'Dell quit grading. She explains:

I quit grading individual assignments — classwork, participation, annotated Poems of the Week, even papers. I make notes in the gradebook and leave copious feedback on each assignment. But, I don’t assign a grade value to their work. Students are encouraged to use the feedback to revise any work they would like to revise — it’s about getting it right, getting it better, not about getting a higher grade.

Read the full post

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"It's time to take a hard look at how we teach reading," says Nancie Atwell for The Telegraph:

Methods matter. So do the findings of literacy research. We have almost a quarter century of studies that document how literacy blooms wherever students have access to books they want to read, permission to choose their own, and time to get lost in them. Enticing collections of literature—interesting books written at levels they can decode with accuracy and comprehend with ease—are key to children becoming skilled, thoughtful, avid readers.

Click through to read Nancie's full editorial

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. You can also email them to us or tweet at us. We're pretty available over here. Cheers to your weekend!

*Photo by Cameron

Your Heinemann Link Round-Up for the Week of June 7–13

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Welcome to the newest installment in our weekly link series on the Heinemann blog! Each week we find around five interesting links for you to take into the weekend. 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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Heinemann authors Frank Serafini, Kristin Ziemke, and Katie Muhtaris are featured in Larry Ferlazzo's "Classroom Q&A" series on EdWeek. The question: "How can we teachers use digital portfolios to help students show what they know and show us how they've used what they learned?"

If we want students to value the process of reflecting on learning and applying that learning then we must make space for it in our classroom. We need to set aside time to model and practice the process, engage in long term reflection, follow-up on goals, and ultimately, celebrate! Students should feel the joy of accomplishment and have that joy honored by their community. In this way, all students are empowered to accept that they can become the learner they want to be.
—Katie Muhtaris and Kristin Ziemke

​Click through to read all the responses.

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Max Ray asks, "Anyone want to do some research on problem solving?"

There seem to be several conversations among math teacher bloggers and Tweeters about if and how they use “non-routine problems,” the role of asking vs. telling, whether it’s okay to give students hints or not, that often come down to a belief that sounds sort of like this: The best teachers say the least.

Click through to read Max's blog post.

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Author Lisa Eickholdt talked about unlikely mentors at Two Writing Teachers.

One of my favorite things is to watch a student’s reaction when I ask if I can use their writing in a lesson. The kid immediately sits up straighter, smiles, and generally looks more confident. I think every child deserves to experience this. To feel like they are good at something, so good they have been asked to mentor others. And I want every teacher to have the pleasure of watching their kids have that amazing reaction.

Click through to read the full interview.

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Heinemann author Jocelyn Chadwick is the next NCTE Vice President.

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At Leading Great Learning, Mike Anderson wrote about "Personalized Learning through Student-Led Research" and offered tips to help students with a research project.

Help Students Choose: Make sure to help students find topics that are personally relevant, within their cognitive reach, and that fit within the scope of the theme or standards you’re teaching. Consider having students choose three possible topics and then coach them to the best fit of the three.

Click through to read all the tips.

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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. Cheers to your weekend!