Last week I had the pleasure of attending a Phillies game in the Ernst & Young corporate suite. Ernst & Young and Temple are working together on a college access program and they wanted to host a get-together for everyone involved in the project. One
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
The most powerful teaching tool I know is listening closely, so I can build a solid understanding of the student sitting beside me. I can know seven different ways to teach students to retell a story or five ways to figure out the main idea
Every time Nancy Boyles works in a K-2 class, she brings her magic binder. From the outside, it’s three-ringed, matte black, and ordinary, but on the inside are colorful concoctions that transform young learners into readers: Active reader cards. Corwin Literacy consulting editor Wendy Murray
We all want our kids to be college or career ready right? So why do so many of us—parents and teachers—actively support a practice that diminishes this outcome? I’m not talking about standardized tests or education policy being dictated by a billionaire software engineer (at
I cracked open the book and gulped. Reading your own personal writing in front of your students is hard. Why? We work with students everyday. We ask them to share their work, to be brave about making mistakes, to persevere, to keep trying. And yet here
This was originally published on Improving Our Schools. Reading Proficiency, Unprepared Students, Untrained Teachers, and Ill-Advised Responses: A National Dilemma and New National Report Dear Colleagues, Since the early 1990s (and even before), our schools have been laser-focused on students’ proficiency in literacy. In the early 1990s, many
Contributed by Thomas S.C. Farrell Most books on reading for teachers focus on how to teach reading from a mechanical perspective in that the teachers are shown some methods and told why these methods are useful for students to learn how to read. Many teachers are
I want you to stop covering material, stop covering standards, stop covering a lesson. Instead, I want you to dig deep, to create learning environments where your students read, and think, and question, and write. I never became a teacher in order to cover curriculum.
How many content-area teachers have groaned under their breath (or quite audibly) when they’ve been told by a smiling consultant, “Every teacher is a teacher of reading