It's another week and another round of education links! That's a nice picture above, isn't it? I took it.
These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!
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Larry Ferlazzo posted the first in a series about grit. Authors Kristi Mraz and Christine Hertz were featured. Here's a sample of their response:
If grit is an ability to sustain interest and effort in something for a long period, we also need to teach a system of checks and balances for children to ensure that the thing they pursue is worthwhile and healthy- not only to them, but also to the world at large. Grit, in and of itself, can result in positive or negative outcomes. Sustaining interest and effort in a long term criminal enterprise demonstrates grit, but not many people would say that is a good thing. We, as teachers, should not just teach grit, but also the equally important traits of empathy, optimism, flexibility, and a practice of reflection to decide if the path we are on at given point is good for us, and good for the world.
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Frank Serafini (Reading Workshop 2.0) wrote about picture books in the digital age:
Readers of digital picturebooks must work through the presentation of a fictional narrative using physical, cognitive, visual, emotional, and embodied capabilities, among others. As picturebook narratives in digital formats evolve and become part of the reading curriculum in more classrooms, picturebook scholars, literacy educators, and classroom teachers will need new lenses or frameworks for analyzing these texts and developing pedagogical approaches that support classroom instruction and readers’ transactions across digital and print-based platforms. In this article, we will consider the features and designs of picturebook apps and some challenges and possibilities these digital texts offer elementary grade teachers and students.
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At Moving Writers, Rebekah O'Dell quit grading. She explains:
I quit grading individual assignments — classwork, participation, annotated Poems of the Week, even papers. I make notes in the gradebook and leave copious feedback on each assignment. But, I don’t assign a grade value to their work. Students are encouraged to use the feedback to revise any work they would like to revise — it’s about getting it right, getting it better, not about getting a higher grade.
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"It's time to take a hard look at how we teach reading," says Nancie Atwell for The Telegraph:
Methods matter. So do the findings of literacy research. We have almost a quarter century of studies that document how literacy blooms wherever students have access to books they want to read, permission to choose their own, and time to get lost in them. Enticing collections of literature—interesting books written at levels they can decode with accuracy and comprehend with ease—are key to children becoming skilled, thoughtful, avid readers.
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It seems to me that we should ask one simple question about ALL we do: Is this in the best interest of kids? It may impact better choices.
— Dr. Mary Howard (@DrMaryHoward) October 8, 2015
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That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. You can also email them to us or tweet at us. We're pretty available over here. Cheers to your weekend!
*Photo by Cameron