Here is a quick roundup of recent reviews of our latest books. Be sure to check them out online — many of them are still available for full preview before you buy!
In the July 2016 issue, Midwest Book Review showcased two Stenhouse titles on the “Education shelf” of their Bookwatch List. Well Played, 6-8 by Linda Dacey, Karen Gartland, and Jayne Bamford Lynch was hailed as “… a top pick for teachers who would inject play and learning into a math curriculum.”
Interactive Writing Across Grades by Kate Roth and Joan Dabrowski was found to be a “…solid guide for any teacher of these grade levels who would integrate an interactive writing program into the classroom.”
Read the full reviews
Midwest Book Review’s Bookwatch also featured Making Nonfiction from Scratch in January, calling it, “a thought-provoking critique of how nonfiction writing is taught in schools.” The “Education shelf” of the May’s Library Bookwatch also recommended Who’s Doing the Work by Jan Burkins and Kim Yaris, saying, “Thoroughly informed and informative, and exceptionally ‘user friendly’ in tone, content, commentary, organization and presentation, Who’s Doing the Work? is very highly recommended for professional and academic library …collections.”
Read the review for Making Nonfiction from Scratch
Read the review for Who’s Doing the Work
A MiddleWeb reviewer gushed about Close Writing by Paula Bourque, calling it full of, “practical, easy-to-implement and innovative ideas that will enhance your Writers Workshop experience without taking time away from what our students need to do — write.” The reviewer adds, “This book is meant to be read and reread. To be read closely…To be read with a colleague…to be read at the beach…to be read here, there and everywhere!”
Read the full review
The same MiddleWeb reviewer also loved Craft Moves by Stacey Shubitz, saying, “I tried words like “Fabulous” and “Exciting,” but they seemed inadequate to explain how powerful and important Stacey Shubitz’s new book, Craft Moves is to middle grades teachers and students everywhere.”
Read the full review
Teacher’s Toolbox investigated Growing Independent Learners by Debbie Diller, and decided that, “The author does a fantastic job of coaching teachers to make learning practical and fun. …This book is full of great ideas for organization, standards alignment, anchor charts, and balancing whole group, guided groups, and independent learning! It is a must for early elementary school teachers!”
Read the full review
Well Played, K-2 by Linda Dacey, Karen Gartland, and Jayne Bamford Lynch was spotlighted by Meaningful Math Moments, where the reviewer said, “what impressed me the most were the points they raised around the teaching of games/puzzles; these were highly insightful!” She concluded, “I highly recommend this resource and intend to use it this coming year!”
Read the full review
And Franki Sibberson over at A Year of Reading blog reviewed Christopher Danielson’s book Which One Doesn’t Belong? and called it a great conversations starter around shapes and geometry. “If you are interested in inquiry based thinking and routines that empower kids AND if you want to learn more about quality talk in the math classroom, you need this book immediately!”
Read the full review
September 27th, 2016
A Note from Ruth Culham
As writing instruction continues to evolve, I’m committed to ensuring educators like you are prepared to meet their writing goals. That’s why I want to personally invite you to attend my upcoming hands-on PD workshop on October 21st in Atlanta.
Read the Writing, Teach the Writer: Smart Ideas to Transform Writing Instruction for You and Your Students is your chance to learn first-hand my latest thinking on strategies for effective writing instruction. These will empower you to teach writing in a way that really reflects how today’s students are thinking and learning. Register today!
This full-day workshop shows teachers how to:
- Use assessments to help students set goals based on specific traits of writing;
- Give constructive feedback to children on specific writing goals that can strengthen their writing, revising, and editing;
- Connect reading quality children’s books to writing instruction and assessment;
- Show students how different modes (narrative, informational, opinion) intersect and blend to form interesting student writing—that you’ll want to read; and
- Teach writing in engaging, student-centered ways.
The registration fee is $269 per person, and includes continental breakfast, boxed lunch, and a certificate of attendence with contact hours. Group rates are available for as low as $229 per person. Space is limited and will be filled on a first-come first-served basis. For details and registration info follow this link:
I hope you’ll be able to join me for this can’t-miss event.
September 21st, 2016
We are excited to have Matt Renwick back on our blog today with a guest post. He has written before about his school’s efforts to develop lifelong readers. This time he is back with some pointers on getting started with action research for both teachers and administrators.
Getting Started with Action Research
We recently facilitated action research for twenty of our district teachers. They came from all areas in grades K–12. The course was led by Dr. Beth Giles and Dr. Mark Dziedzic from the University of Wisconsin-Madison. Teachers met one evening a month to explore their driving questions, set up action plans, collect and organize data, and prepare their work for an inquiry showcase this spring. Here are some of the questions that were specific to literacy, and what we learned.
What happens when we provide choice in reading and learning?
Three teachers investigated this tenet of engagement. A second-grade teacher conducted Genius Hour at the end of the day, a time in which students could tinker and make things of their choosing. A third-grade teacher allowed her students to decide how their classroom should look and feel regarding furniture and resources. A reading interventionist embedded choice within her instruction, including letting the students select one book a month to keep.
What they found out was that choice affected each student in different ways. For example, the reading interventionist discovered that if a student’s basic needs were not being met, he or she had a hard time progressing. She countered this reality by bringing families into school to engage in literacy activities, such as building bookshelves. The third-grade teacher realized that some students liked working with peers regularly, whereas others needed quiet time to read and write. The second-grade teacher found that, for one student in particular, a half hour of tinkering every day led to a reduction in office referrals by 70 percent from fall to spring. Providing choice in school helped teachers better understand their students and adjust their instruction.
What happens when students are taught to ask questions and reflect about their reading?
A fourth- and fifth-grade teacher working with multiple curriculums in a split classroom realized that addressing the needs of a wide variety of learners was a tall order. Therefore, she wanted to find out if teaching her students to ask their own questions of the books they read and to reflect on their thinking in authentic ways through reading journals would lead to more independence.
She modeled these skills and strategies with her own reading. Gradually, she released the responsibility of questioning and reflecting to the students. Data she gathered were anecdotal and powerful. Students not only kept reflections of their own reading, they also noted what their peers were reading. Recommendations for what to read next led to students creating “Want to Read” lists in their journals. Also, students emulated how their teacher talked in their book discussions. This teacher later noted that she was looking forward to working with next year’s fifth graders in the fall.
What happens when teachers reveal themselves as learners?
A secondary reading interventionist was frustrated with her past students’ inability to exit her program in a timely manner. She decided to focus on how her language might promote a growth mind-set in her most reluctant readers and writers. First, she wrote in front of her students about the struggles she was having as a teacher and as a parent. These were day-to-day ordeals—ordinary issues she was sharing publicly. Students were also asked to write about their struggles. Few initially took her up on it. But as the teacher continued to model a growth mind-set, more students followed her lead.
Because the teacher was so open about her own learning, students felt safe in her classroom to take risks. They started to shed their rough exteriors, revealing frustrations about classes and their home lives. This led to exploring literature that students could personally relate to, populated with characters and settings in which they could reside. Pretty soon, her students were coming to her with improved progress reports to share and celebrate. A few kids exited her reading intervention earlier than anticipated but didn’t want to leave. This teacher eventually published her action research in the Wisconsin State Reading Association journal.
What happens when we let kids read?
A fifth-grade teacher and I teamed up to provide her students with a lot of texts to read, and we decreased the reading requirements placed upon them. I would come in once a month with a box full of high-interest books and do a quick blurb about each one. The teacher also used her allocated funds to enhance the classroom library. She taught the students how to have a conversation with peers and frequently conferred with students about their reading and goals. Her work derived from the research by Gay Ivey and Peter Johnston, highlighted in a Stenhouse blog post four years ago.
My role as coresearcher was to survey the students once a month using a tool developed by Ivey and Johnston. What we learned was that every student was different. Their reading lives varied from month to month. One student who proclaimed “I hate reading!” in February was excited about a new series he discovered in March. Other students also became more honest about reading in school. “I am SO glad to be done with my reading contract, so I can read whatever I want.” This type of data was more powerful than any screener or test score. Reading lives look more like a heartbeat than a straight line. Readers—kids and adults—have their ups and downs.
In observing these teachers’ journeys, I have discovered new truths about principalship. Just as students need to be engaged in their learning, teachers have to be engaged in their work. Not merely busy or working collegially with staff, but really engaged. We need to trust in their professionalism. We need to provide teachers the room to ask questions and grow. We need to honor the process as much as the outcomes. We need to celebrate both their mistakes and their successes, always striving to become better every day as professionals. Letting go of some control as a school leader is hard. Yet when we do, teachers are able to be the leaders of their own learning.
Tips for Getting Started in Action Research
If you are a teacher…
- Ask yourself, “Why do I want to engage in action research?” If you can identify the purpose for this work in your professional life, it will motivate you to get started.
- Do your homework on action research to build a knowledge base about the topic. Excellent resources include Living the Questions by Ruth Shagoury and Brenda Power (Stenhouse, 2012) and The Reflective Educator’s Guide to Classroom Research by Nancy Fichtman Dana and Diane Yendol-Hoppey (Corwin, 2014).
- Develop a community of professionals who also want to engage in action research. You can leverage the power of the group to persuade your principal to support this initiative as part of the professional development plan. If you cannot collaborate in person, check out online communities related to classroom research, such as The Teachers Guild.
- Find a question that you want to explore and that is embedded within your current practice. This wondering should relate to your professional learning goals and offer artifacts that can serve as evidence for your evaluation system.
- Include your students in your action research as much as possible. They will become a great source of information as you study the impact of your work on their learning. They will also come to see you as a learner, which enhances the entire classroom community.
If you are an administrator…
- Be deliberate when considering action research as a possible professional learning experience. The phrase action research can scare off some teachers who might otherwise be interested in this approach. Start small, maybe offering it as a voluntary course beyond the school day for graduate credit or pay.
- Connect with outside organizations that can facilitate a course instead of trying to host it yourself. There is vulnerability involved in action research. The more we can have others lead the initiative, the more likely teachers will be willing to open up and take risks in their pursuits of becoming better practitioners.
- Conduct action research yourself. I did this, using the resource The Action Research Guidebook by Richard Sagor (Corwin, 2012). The author offers several examples of a principal engaging in professional inquiry at a schoolwide level. I would share my findings and reflections in staff newsletters and at meetings. The message you send is the same one teacher-researchers convey to their students: We are all learners here.
- Prepare a multiyear plan for facilitating action research in your school or district. Teacher questions seemed to lead to more questions during the school year. At the inquiry showcase, teachers were already asking if they could conduct action research again. “I feel like I just discovered my question,” noted one teacher.
Matt Renwick is a 15-year public educator who began as a 5th and 6th grade teacher in a country school outside of Wisconsin Rapids, WI. After seven years of teaching, he served as a junior high dean of students, assistant principal and athletic director before becoming an elementary school leader in Wisconsin Rapids. Matt blogs at Reading by Example, tweets @ReadByExample. His book Digital Student Porfolios: A Whole School Approach to Connected Learning and Continuous Improvement will be published by Powerful Learning Press.
September 12th, 2016