Topic: Professional Development

A round up of the PLC series blogs over the past year.

A good demonstration is specific, focused, and clear. Thinking aloud while demonstrating is an important way to show not just what we are doing but also how we are doing it. Modeling is not the same as demonstrating. Modeling is an important part of high-quality teaching, but in a focused strategy lesson, demonstrating is more effective.

How can we actively and intentionally involve students in the chart-making process so charts become an integral part of instruction? Let’s take a look at one way to involve students through the use of interactive writing.

The more opportunities students have to practice using the language of mathematics through conversation, the deeper their understanding will be. As students engage in brief discussion, they have the chance to hear and practice providing explanations, multiple representations, and solutions.

There are so many instructional opportunities when conferring with students: we can nudge readers and writers to clarify thinking, address a need through teaching points, model for students what it looks like to use literacy to make sense of the world — and so much more.

I’ve been teaching and learning how to be a more effective teacher for most of my adult life. One thing I know for sure. Of all the factors that predict how well K-12 students do in learning to critically read, write and think, ongoing professional learning is the most vital. In fact, student learning and teacher expertise are inseparable.

One of the hardest things about writing is—getting started! For many of our students, drawing and talking about their drawings is just what they need to cross the barrier from a blank page to page filled with their words.

In her latest book, What’s the Best That Could Happen?, Debbie Miller explores how questions help us look beyond the limitations of what we’ve done and discover powerful new opportunities for teaching and learning.

This week on the Heinemann Podcast, we're excited to bring you the final of three special minisodes to invite you all into the conversations of the Heinemann Summer Book Study, hosted in the Heinemann PD Teaching and Learning Facebook Group.

This week on the Heinemann Podcast, we're excited to bring you the second of three special minisodes, and invite you all into the conversations of the Heinemann Summer Book Study, hosted in the Heinemann PD Teaching and Learning Facebook Group.

This week on the Heinemann Podcast, we're excited to introduce the first of three special minisodes, and invite you all into the conversations of the Heinemann Summer Book Study, hosted in the Heinemann PD Teaching and Learning Facebook Group.

When it came to choose between these two titles for our summer book study, it quickly became clear that we needed both. The intersection of messages and range of ideas for application—not just in our schools but in our lives—will create critical conversations as we mentally and emotionally prepare for the work that awaits us in August.

This year we join Kylene Beers, Robert Probst, Penny Kittle, Linda Rief, Chris Crutcher, and Teri Lesense, Kwame Alexander, and Kelly Gallagher to investigate aliteracy and our students through reading, thinking, and writing. We'll be adding to the blog as this multi-day institute progresses so keep checking back!

You don’t have to be tech-savvy to participate in the online PD we offer. Even if you don’t have barriers to attending an on-site or off-site event, perhaps your learning preferences include smaller chunks of time, flexible scheduling, or time and space to process, practice, reflect, and synthesize new learning.

A wrap up of the PLC series posts from 2017-18 year.

This month we look at ways to infuse concepts of community in the math classroom to support confidence and participation.

This month, celebrate community and confidence in mathematics.

New York Times, Best-selling author Jennifer Serravallo talks about her new on-demand course: Strategies in Action: Reading and Writing Methods and Content.