Even if you aren't able to join us in person, you can tune into each PD session LIVE on Facebook. Tune in Saturday, July 27th 2019 between 8:30am and 12:00pm to participate in our live event. (continue reading)
In this third Turn and Talk discussion, Ellin is joined by Linda Rief (The Quickwrite Handbook) and Sara Ahmed (Being the Change) as they share their stories of their teaching journeys, teacher autonomy, and student inquiry. (continue reading)
Turn & Talk is a celebration of Heinemann’s 40th anniversary, hosting conversations between authors who have written for Heinemann since its early years, and those who are newer authors, bringing their unique perspectives to the table. (continue reading)
Turn & Talk conversations will be published on the Heinemann blog throughout Heinemann’s fortieth year, enabling our readers to immerse themselves in the most critical topics in education around the world from the perspectives of two deeply respected authors with very different backgrounds. (continue reading)
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.
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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)
