I was mostly disinterested in the Atari that my brother got for Christmas in the late 1970s; the excruciatingly slow back-and-forth of Pong bored me. But when Pac-Man was released in 1982, I was intrigued; fleeing a ghost made sense to me. Still, I was confused by Pac-Man’s motivation when it came all to those wafers. One after another, screen after screen, he just kept gobbling them up.
“Why is Pac-Man always so hungry?” I asked my brother while awaiting my turn at the joystick.
His explanation was offered with an exasperated eye roll, “He isn’t hungry. You get a point for each one.”
As I wrote Take Charge of Your Teaching Evaluation, I was thinking about how I could make it more useful and began reflecting on the professional development experiences that shaped my own growth. One of the best experiences I had was when a group of us would meet regularly on part of our prep period to discuss our students' work and our own planning and feedback to students. This powerful experience, shared across disciplines and grade levels, helped me focus on questions such as “What do good directions to students look like? How can I help my students see what doing their best work looks like?” or even “How can I ask better questions?” We would meet and bring samples of student products along with the assignment itself, with each of us given time to present our artifacts and questions and then listen while others offered their ideas for our consideration. Many others conduct this kind of collegial study, and it helps keep the focus on how we can improve student learning and student work.
Heinemann is proud to be the U.S. distributor of Marie Clay’s work. To influence new generations of teachers, the Marie Clay Literacy Trust brings us these refreshed editions of key titles. Marie’s words are untouched, but the Trust has updated references and surrounding features as appropriate.
We are thrilled to announce the two newest editions of beloved Marie Clay favorites.
Partner reading is important for many reasons. Literacy is a socially constructed activity involving reading, writing, speaking, listening, viewing, and visually representing. Reading together and talking about books can provide partners with enriching experiences, thinking, and conversation that would not take place while reading independently. In addition to the motivation, engagement, and social aspects, Rogoff (1990) documented interactions between partners that led to each child achieving a higher level of understanding than working by themselves. This could be due to the type of talk surrounding partner reading. Brown (2006) found five major themes of talk occurred during partner reading time in second grade: organizational, disputational, word strategy, meaning making, and personal talk. All of these, except personal talk, supported partner reading.
The research is compelling: When teachers differentiate reading instruction, students learn more. But teachers are too often given the expectation of differentiation without the details on how to make it work. In No More Reading Instruction Without Differentiation, Lynn Bigelman and Debra Peterson offer a framework that adapts instruction based on individual students' needs and interests.
On Saturday, July 29th, Heinemann celebrated its fifth annual teacher tour. Each year we invite teachers from all over to join us at our home office to learn from our authors, share in thinking and learning together, and tour the historic mill building that we call home. This year, we were pleased to host authors Ralph Fletcher, Grace Kelemanik, Valerie Bang-Jansen, Mark Lubkowitz, and Cornelius Minor. Each author led a forty minute PD workshop session for the tour participants.
Were you unable to make it to this year's teacher tour? Fear not! We recorded each session LIVE for Facebook, and you can watch all of the videos below, along with the day's tweets and some presenter materials.