by Terry Heick One of the notable changes in the Common Core academic standards is a shift in literacy instruction from the shoulders of “English-Language Arts” teachers, to all content area teachers. And #4, “What strategies do your students use to figure out unknown words?” got me thinking. As a middle and high school English…
Question-based learning is a type of inquiry where the learner is guided by forming and refining a guiding question (or questions).
How do you know if your students are thinking critically in the classroom? Here are examples that might be good indicators.
In understanding the shift from literacy to digital literacy, it may help to take a look at the underlying assumptions of digital literacy.
Teachers are professionals and their ‘clients’ are children and their function is teaching and their craft is understanding.
Social-emotional learning is part of the bedrock of critical literacy: helping them care enough to change themselves.
Slowing the ‘summer slide’ through daily reading, writing, and ‘playing’ supports children in developing learning habits that endure.
Every lesson plan should have a clear and compelling–and accessible–role for each student during each moment of the lesson.
Teachers are guides and coaches and content experts. A ‘post-progressive’ teacher would be empowered, not replaced.
One student engagement strategy is to offer diverse pathways through content–pathways students would have to ‘unlock’ to progress.
Make any politician voting on legislation have to qualify for that right to vote by spending a certain number of hours in the classroom.
While screen time certainly matters, focusing only on time is like developing a literacy program that focuses only on ‘minutes read.’
I learned that my classroom wasn’t *my* classroom. Rather, it was a learning space for children. The classroom belonged to them.
In the Age of Information, data has moved from singular places (here and there) to infinitely plural realities.