"When students talk, they think. Talking provides students with practice with the language and an opportunity to clarify their understanding in the presence of their peers. As students talk, teachers gain a greater understanding of students’ mastery of the subject matter. But talk does not just happen. Teachers have to establish purposes for the classroom talk, provide scaffolds such that the talk rem...

On a scale of 1-10, how are you feeling about approaching a new school year?  As a veteran teacher and mother, I often had very mixed feelings. On one hand, I enjoyed the simple, carefree days of summer. (However, my own children often wanted rides, money or activities!)  On the other hand, I adored the concept of a new school year so I could try to do better than I did the previous year. Usually, I s...

 One issue many teachers struggle with is organizing the many books they have collected into a manageable classroom library. Over the years, I have tried many strategies to keep track of my growing collection. At a recent presentation by Brooke Shoemaker and Katie Heimsath of the Smothsonian Early Enrichment Center, librarything.com was shared. I have been experimenting with it and like what I see!

Tho...

As Educators,  we are very familiar with the Gradual Release of Responsibility model for teaching (Pearson & Gallagher, 1983). The model begins with "I DO" where the teacher models what is to be learned. This is followed by the "WE DO" step, where the teacher supports students as they practice the skills. The final step in the process used to be "YOU DO" where the student, after having the guided...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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