We are happy to share that on Monday, December 10, Heinemann author Marilyn Pryle was named Pennsylvania's Teacher of the Year in recognition of her innovative teaching and dedication to her students. (continue reading)
When students write Reading Responses about a text, they have something to say in class. It may be a minor point, or it may be a major point, but it is a concrete thought and it is tied to a specific part of the text. (continue reading)
Feedback is key to student learning. Since writing conferences are conversations between students and teachers, they provide opportunities for two types of feedback: student to teacher, and teacher to student. (continue reading)
We call it 'workshop' for a reason; the learning time is about the work children do. Children need to make connections from one day's learning to the next; it's the story of their meaningful work and the how, what, and why of their learning. (continue reading)
Learning never occurs in a straight line. Lisa Cleaveland and Katie Wood Ray, co-authors of Getting Started with Beginning Writers, know that this is especially true when it comes to learning to write. (continue reading)
Sketchnoting can add some fun and variety to the otherwise routine practice of note taking, but let's delve deeper into the why and not just be enamored with the how. (continue reading)
In a world marked by histories, doctrines, policies, and beliefs that can sometimes drive us apart, what we do is vital. Mathematics, history, arts, sciences, writing, and reading matter immensely. But these disciplines are not the entirety of our work. They cannot be. (continue reading)
Beginning with poems, we can teach students to recognize craft and deepen their understanding of it across genres and beyond specific assignments. (continue reading)
Design adds a dimension to our thinking that might seem expendable, but when embraced becomes increasingly valued. Design decisions that involve color, font, and style matter here because they help make our thinking more memorable. (continue reading)
The six types of writing assignments represent the way we really work, the assignments we actually give, and what we can ask students to do within the constraints of time, class size, student needs, and available resources. (continue reading)
