Author Archives: HeinemannPD

Upcoming Webinar Series: Reading Conferences

"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)

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PLC Series: Decentering Our Perceptions of Language

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time. 

This month, our posts will challenge us to examine literacy practices so we can be more inclusive of students who speak varieties of English as well those learning English.

PLC OCT #1

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When we pause to consider our use of English in different contexts— words, phrases, hashtags, colloquialisms—some of us might be surprised to discover the choices we make and why.

Make a list of places you have lived, learned, and worked, as well as spaces you frequent (both physical and online), and groups of people with whom you interact. Jot some examples of things you might say in the context of each of your list items.

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PLC Series: Advocacy, Not Neutrality

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time. 

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This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice. 
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PLC Series 9.18.17 Friere

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Exploring the meaning of the words “duty” and “neutrality” in the context of your role in education will call upon you to examine and articulate your belief systems. Make a list of what comes to mind when you consider your definition of duty in education. Make a list of instances where you find yourself seeking a “safe zone” of neutrality.

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PLC Series: Our Responsibility to Strive for Social Justice

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time.

♦♦♦♦

This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice. 
♦♦♦♦

september 9, 2019 - 2-00 pm - findlay residence

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Spend a few minutes writing or thinking about the above quote. Give yourself a chance to read closely and think deeply about this quote, specifically the impact of sympathy and skepticism.

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Find Your Tribe: Taking on the Challenges of Writing Workshop

“Children want to write.” These words are just as true now as they were twenty years ago when I first wrote them, at the beginning of Chapter 1. I would only add, “If we let them.”
                                       –Don Graves, 2003

 

By Jaclyn Karabinas

Teaching is hard. Writing is hard. Teaching writing can be extremely hard, especially when you believe so strongly in the value of combining these crafts, but you feel isolated and lack the community to support this hard work. Perhaps you have never taken on Writing Workshop with your students but know this is what will spark engagement and growth in your students. Maybe you have been at it for awhile… but feel as though you keep hitting roadblocks. We all have a story. Together, we can make this happen in the name of growing student writers.

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Boothbay Literacy Institute: Day Three and Liagnappe

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*photo credit: Tricia Ebarvia @triciaebarvia

"If we teach a child to read, but fail to develop a desire to read, we will have created a skilled non-reader. A literate illiterate. 

And no high test score will ever undo that damage." —Kylene Beers

Our final morning at Boothbay Literacy Institute was filled with artwork, reflection, and goodbyes.

Some folks just knew they wouldn't want to leave—so they didn't—and lingered behind for what Penny Kittle named a lagniappe. 'Lagniappe' is a Louisiana French word meaning "something given as a bonus or extra gift" so this time to share more thinking, writing, teacher stories and a few roasted marshmallows is aptly named. Take a look at the photos and nuggets of learning in the Storify below. 

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