What to keep, what to stop, and what to change? These are questions that I know I will continue to wonder about and discuss with colleagues. For me, the increased technological savviness, multimedia options, and clarity should continue to impact students’ experiences and outcomes in positive ways as I move forward in teaching and learning.
A topsy turvy year brings with it surprises. Some have been valuable enough to carry forward. I’m looking forward to bringing the best of the year with me and letting the challenges become a memory.
The Cognitive Content Dictionary (CCD) was first introduced to me in my tier 1 Project Guided Language Acquisition Design training. It is both linguistically and culturally responsive and, above all, brings joy into the classroom.
Sometimes multi-tasking leads to mistakes, sloppiness, and even disasters, admittedly. But sometimes it can lead to getting things done. Necessity can become the mother of inventions, and I’m hoping that these documents inspire some meaningful writing opportunities where maybe they hadn’t been before!
The writing work in our building is transforming, and it is exciting to be a part of the change, to witness the impact on kids as we make our workshops increasingly authentic and compelling.
We are constantly reflecting on what’s working—what’s leading to measurable shifts in how we plan for writing (and how kids experience writing)—as well as where we might be getting stuck: places there is genuine motivation to transform the task, and yet, our best intentions are still missing the mark in some significant way.
Today’s guest blog post comes from Library Media Specialist, Shannon Betts.
My time at the New York State English Council (NYSEC) Conference through snapshots!
This Throwback Post written by Anna is sure to inspire you during National Poetry Month!
Looking for a writing exercise that effectively blends content learning and poetry? A technique borrowed from Georgia Heard could be just the thing.
Students’ informational writing can change dramatically when we include an extra step in between: 1) take notes, 2) experiment with those notes by teaching-through-writing, 3) write a draft.
When Thunder Comes: Poems for Civil Rights Leaders can be used as a mentor text to help students craft poems, instead of biographies or informational reports, about people they read about and research.
One of the most powerful ways to become a better writing teacher is to write. And one of the most essential things to write is what we expect our students … Continue Reading Teacher as Writer.
Today my kids and I co-authored a rubric for the math project they’re working on. While I wanted 4, 3, 2, and 1 for the scoring, three-quarters of them stated … Continue Reading Mathematical Rubric Writing