Our first live webinar session with Colleen Cruz was packed with thinking about a mindset for teaching writing, strategies to guide repetitive student writing, mirror writing, and more!
In this clip below, you'll hear Colleen give advice for helping students move past the same old writing and launch an exercise with webinar participants as they dig in to student writing to problem solve together.
On today’s Heinemann Podcast, taking charge of your teaching evaluation. Evaluations can feel like a one-way street, with teachers feeling powerless. It doesn't have to be that way, Author Jennifer Ansbach writes about how we can take charge of evaluations by keeping the focus on student learning. In her new book, Take Charge of your Teaching Evaluation, she writes about the story of your practice.
We started out asking her what she means by that and why our story of practice is so important?
In her new book Back and Forth: Using and Editor's Mindset to Improve Student Writing, Lee Heffernan encourages teachers to go from giving writing feedback to students as their teacher, to giving feedback as students’ editor. Here, excerpted from her introduction from Back and Forth is the origin story of her thinking:
The following is adapted from the introduction to Supporting Struggling Learners: 50 Instructional Moves for the Classroom Teacher by Patricia Vitale-Reilly
I have been thinking of writing about struggling learners for many years and for many reasons. I’m sure a tiny seed was planted even when I was a young child, and that seed began to grow as soon as I started working with children and young adults. We will (unfortunately) always have students in our classrooms who struggle. They struggle in many different ways—different in both the reasons why and the ways in which they struggle. Since each and every classroom will have struggling learners, it is helpful to define the kinds of struggling learners we might encounter in our classrooms and then plan moves to support them.
"Researchers have calculated that teachers engage in literally thousands of oral interactions with children every day. What we say and the way we say it shapes children's understanding more than any other pedagogical tool we use."
—Ellin Keene in To Understand: New Horizons in Reading Comprehension (2008)