Why do we learn? It's a question principals always have on their mind. Children and adults, students of school, and students of life learn with greatest investment when they are engaged in what they are doing, when they feel that their learning is meaningful and relevant. (continue reading)
The use of sketchnotes is gaining in momentum and credibility in business and education Like so many popular concepts, though, the topical lexicon can be confusing. (continue reading)
Developing an understanding of text characteristics offers you a crucial context for understanding what to expect from readers. To determine whether students 'get it,' we have to know what 'it' is. (continue reading)
Struggle is how we learn. Rich tasks provoke productive struggle, during which students actively struggle through a problem as they work to make sense of it. (continue reading)
Our aim should be to ensure that every minute is packed with thinking, reading, writing, lots of talk, and lots of books. To that end we need to reexamine the assumption that students can read only one book at a time. (continue reading)
Before you get started on your journey of making books in writing workshop, there are a few things you need to know about the practice. (continue reading)
What happens if we under scaffold a child and he’s not successful? We work with the child to fix it. Everyone—every child in our readers’ workshop, every teacher, every adult, every human—fails and is disengaged at some point. (continue reading)
Understanding as you're reading helps you to engage with the text, read accurately, read with fluency, understand what the author is saying, and think beyond the text. In essence, comprehension is everything. (continue reading)
Confident readers know how to choose books. Which is not to say that we are immune to error. Every avid reader has experienced book droughts where nothing you pick up has what you are looking for. (continue reading)
