Welcome back to the PLC Series for the 2018-19 school year! Each month, we'll share a post designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content.
Use these as a learning module during your professional development time, whether in a team, a professional learning community (PLC), or on your own! (continue reading)
In many ways, we still structure our classrooms and speak with students as if we value compliance and the look of engagement more than true engagement. (continue reading)
Even very young readers, while listening to text, and the rest of us while reading, can think about thinking. We can all be more active and engaged readers when we use thinking strategies to understand. (continue reading)
How do we recognize engagement?
Today on the podcast, a special read aloud by author Ellin Oliver Keene from her new book Engaging Children: Igniting a Drive for Deeper Understanding.
(continue reading)
If educators don't have a language to define and describe engagement—a point on the horizon toward which we're working—and if we don't incorporate talk of engagement into our discourse with students, how can we help children become truly engaged? (continue reading)
Engagement, in part, depends on what you feel and sense when you enter a classroom. It's the culture—unseen and unheard, but omnipresent, and it's a little tougher to pin down. (continue reading)
How can we help kids to identify when they have an engaged experience and how they can create the condition necessary to repeat it and create new ones? Consider these moves in your classroom (continue reading)
Our ideas about engagement were for formed in early childhood by our parents, and have been solidified by what our teachers did to 'motivate' us. In classrooms now, many of these old notions are concretized by what our colleagues believe about motivation and engagement. (continue reading)
