Breathe in, Hold for 10, and Try These 5 Techniques for Student Talk
Read page 25 from Read, Write, Talk
We all know the statistics and, well, we chat right over them! Teachers do far too much talking in the course of the day, and students do
We all know these writers: they may sit and stare at the blank page for ages, visit the bathroom for most of writing time, distract others, and even shed tears when asked to write. These are the dormant writers who keep us up at night
Just take off the top of your head! Share your reading (and writing) expertise with think alouds.
In our last post, “Developing Student Expertise Through Deliberate Practice,” Michael Smith discussed Anders Ericsson’s (Ericsson & Pool, 2016) findings about deliberate practice. For practice to develop expertise, it
I have a confession to make. Every six months my university requires me to change my password. And every six months I dread doing it. Why? After I follow Temple’s directions on how to change my password on their system, I have to change my
At Corwin, we focus on resources to help meet teachers where they’re at TODAY. Our books in Literacy, Mathematics, and Science/STEM are award-winning and proven to enhance learning using research-backed teaching methods. Throughout March on Corwin Connect, you’ll find a deep dive into the content
Imagine this scene: There are a few minutes before school starts and you’re walking to your room. You see a colleague and say “Hey, how are things?” Your colleague pulls you aside and begins, “Well, I have to tell you, not too good right now.
Throughout my career I’ve taught struggling readers.
Here’s one area of struggle I see all the time, and not just among struggling readers—I see it with middle school students and also with university students: how to notice key details. In other words: how to separate the
As the school year begins it offers an opportunity to create an intentional classroom community of readers. One of those intentions is likely to help students become risk-takers who feel willing and able to tackle challenges and outgrow themselves as readers. When students feel pressure
What is your goal?
This is a question I pose to teachers whenever they ask my advice about a lesson or when I am trying to find out more about what’s going on in a classroom before I come in to guest teach.
Sara Holbrook and I
The Every Student Succeeds Act (ESSA) mentions the phrase “Universal Design for Learning” (UDL) four times, citing it as a way of ensuring students’ civil rights, and stating that schools should “use technology, consistent with the principles of universal design for learning, to support the