Topic: Heinemann Fellows

How can we break through misconceptions about math and create space for students and educators alike to engage with the fun, creativity, and joy of math?

What do we want students to get out of math class? Proficiency? A love of math? Job prospects? Kent and Steve discuss.

What makes a good math game? We might not know it, but some of our most loved games are steeped in mathematical thinking.

Kent and Dr. Berry cover a wide range of topics, from building math classrooms where students feel confident participating, to committing to DEI work in mathematics.

On the podcast, Kent and Ilana talk about building a risk-taking community, acknowledging different strengths, and fostering learning relationships with students.

If you've been lucky enough to have a mentor in your life, you know the value of the guidance they can provide you. But what about a femtor?

David Rockower illustrates how middle and high school teachers can build engagement and foster genuine student relationships by embracing vulnerability.

When our students are writing with optimism, all sorts of questions and possibilities stream through their minds.

What happens when an entire school embraces not knowing as part of their culture—and evaluation system?

When Brian Melton confirmed that his high school english students were experiencing a creative desert in their course schedules, this became the problem of practice that anchored his action research.

What is one important piece to creating change? Examining practice in community.

Follow the Questions: Using Action Research to Make Meaningful Change is a new On-Demand course by Ellin Oliver Keene that is designed to support you, your team, or your entire school in taking on the burning questions that keep you up at night and finding ways to support each other on your research journey to not only create change, but positively impact the children you teach every day.

In planning for what school will look like in the fall, we need to acknowledge the difficulty of teaching in these times, support each other as educators, and acknowledge our professional grief.

How do we go beyond the cosmetic fixes of racial inequality in education and go further?

Throughout April and May, Heinemann surveyed over 1,300 educators including classroom teachers, interventionists, literacy coaches, and reading specialists. From these surveys, we learned more about the obstacles educators faced during the early stages of the COVID19 pandemic.

Too often, structural and systemic forces keep children from believing that they are good at math, setting them too early on trajectories that determine their level of success.

Three years ago, we started this episode of the podcast by saying; not talking about racism is not a solution. We sought to have a conversation about dismantling racism in education after a Heinemann Fellows panel on the subject. As we listen to this conversation through the lens of 2020, it’s now not enough to talk about dismantling racism, rather we must take actions to be anti-racist.

Heinemann Fellow, Julie Kwon Jee, works to bring diverse voices into our classrooms through literature and in the process is reminded why it is necessary.