Many books focus on effective literacy coaching, and others are specific to technology integration in education. Stephanie Affinito’s Literacy Coaching: Transforming Teaching and Learning with Digital Tools and Technology fills a gap by merging the two, writes Shannon Russell.
Reading “Not Light, But Fire” inspired Sarah Cooper to change the way she frames conversations about current events and history – which very often involve race, ethnicity, religion, politics and other incendiary topics – to build understanding, not emotion.
Short animated videos are excellent for supporting literacy skills while making learning fun. For English learners they can serve as a scaffold when studying story elements. Valentina Gonzalez shares a multi-day video plan and lots of films, including some award winners.
Reciprocal teaching (RT) helps students deepen their learning by teaching other students. Curtis Chandler shows how kiddos can tackle new texts and concepts by developing their ability to apply cognitive and metacognitive strategies. He includes helpful videos and online tools.
Recently Sarah Cooper’s history classes debated whether the electoral college should be abolished. Reflecting on the weeklong unit, Cooper concludes she “misstepped” in several ways. Learn what she plans to do differently next year, starting with a fresh debate topic.
Successful co-teaching is quite simple, says coach Elizabeth Stein. “All you need to do is keep them engaged.” Engagement begins by caring about what students think and feel as you design and deliver instruction – accepting ownership of your personal role in their success.
Andi McNair’s “Genius Hour” is a valuable resource for educators who want to release potential in students but do not know how or where to start. Reviewer Terry Carter praises McNair’s focus on scaffolding strategies that can help students pursue their passions.
As she receives the Educators’ Choice Award for her blog post “Teaching By Doing Something Meaningful” at her first national conference, Mary Tarashuk remembers Madeline Hunter’s simple wisdom and considers the teaching power that comes from writing with students.
Department chair Michelle Russell has spent time this summer thinking about what “productive struggle” should mean for the students in her math classroom. Some research – and several workshop experiences where she struggled herself – have given her new insights.
Today’s history students need to include evaluation, analysis, and synthesis in writing assignments, going well beyond the traditional reporting of facts. Shara Peters and Jody Passanisi share their methods for helping students improve their writing skills.