Keep Classroom Practices Current

Learn how to fine-tune your classroom practice with these sessions at the annual Staff Development for Educators (SDE) National Conference in Las Vegas. Here are three Stenhouse authors whose books are about improving various aspects of classroom practice, and what they will be presenting on this year at this exciting and informative multi-day event!

Matthew R. Kay, author of Not Light, But Fire: How to Have Meaningful Race Conversations in the Classroom

  • Establishing Your Purpose: Preparing Classrooms for Conversations About Race (Grades 7–12)  In Not Light, But Fire sessions, we will discuss how to prepare a classroom environment that is ready for meaningful conversations about race. Kay models conversational structures, and leads a discussion where teachers share, then hone, their conversational practice. Finally, each teacher will design dialogic curriculum about race that they can take back to their classrooms.
  • Demystifying the “Safe Space”: Creating Supportive Classrooms & Relationships (Grades 7–12)  This professional development removes the considerable myth making around creating the safe spaces that our students need to have rich and meaningful conversations. In it, Kay shares concrete strategies that have worked for him, and then pushes forward to ways to create supportive and rich classroom relationships.

Rick Wormeli, author of Fair Isn’t Always Equal, Second Edition

  • Differentiated Grading: Fair Isn’t Always Equal (Grades K–12) When it comes to grading, how can you be sensitive to students’ readiness levels, interests, and learning challenges while holding them accountable for the same standards? What’s fair and leads to real student learning? In this full-day workshop, Rick takes a candid look at what grades really mean, and how to handle students’ failures. Gain new insight into averaging, zeroes on the 100-point scale, homework, late work, feedback, re-done work, setting up the gradebook, 100 vs 4.0 scale, extra credit, group projects, grading exceptional students, formative vs summative assessments in grading (or not), and much more.
  • Redos & Retakes: Are They Okay? (Grades K–12) Join Rick to explore the research, ethics, and logistics of redos and retakes. You’ll learn how to build proficiency with repeated and meaningful engagement with content. And, you’ll leave knowing how to give your students opportunities to redo assignments and assessments in order to boost achievement beyond what could be expected from a “no redos allowed” policy.
  • Motivating Staff & Colleagues to Differentiate (Grades K–12) Think of the differentiation your school could pursue if only your staff was motivated! Unfortunately, new initiatives can be dead on arrival if teachers are cynical, fearful, overworked, or suffering from low morale. This session provides 40 practical and proven strategies that help teachers and their leaders embrace new initiatives, even if they are hesitant or, “kicking and screaming,” as they go in to it.
  • Maximizing Student Learning with Anchor Activities & Tiering (Grades 3–8) Some students are ready only for the first steps of a topic while others require advanced assignments and assessments. So how do you tier your tasks to maximize student learning? Join Rick for a practical look at ways of increasing (and decreasing) the complexity of tasks while still holding all students to the same standards. Whether you’re just getting your feet wet with tiering or you’re already swimming in differentiated waters, this session is for you.

Click here to see more sessions from Rick Wormeli.

David Tranter, new Stenhouse author (coming soon)

  • Small but Mighty Changes: How Small Shifts Can Lead to Big Differences in Student Success (Grades K–12) To be your best self—personally or professionally—you don’t need more information, you need new action. You don’t need more instructional strategies, YOU are the strategy! Learn how to cut through the noise, focus on what matters most, and make small changes that will have a huge impact on your students (and on you too!).
  • Creating Deep Teacher-Student Relationships That Drive Deep Learning (Grades K–12) When teachers make learning visible, not only is the inner intellectual world of each student revealed, their emotional worlds are also laid bare. As students enter into the uncertain and expansive space that is the process of discovery, they are exposed, vulnerable, and prone to feeling unsafe. When they are invited to bring their whole self to the learning process, it should be no surprise that they bring their anxieties, defenses, and emotional struggles. Learn the elements of the teacher-student relationship that are critical to social-emotional and academic development.
  • Beyond Trauma-Sensitivity in the Classroom: A Framework to Support ALL Students at Once (Grades K–12) Supporting students who have experienced trauma involves much more than turning down the classroom lights. Trauma is a violation of the foundational elements of the child’s relationship to others. Learning and development will only occur if these elements are properly addressed. This session will focus on how strengthening the “foundational four” (i.e., emotional safety, emotional regulation, belonging, and positivity) can help all students to thrive social/emotionally and academically in the classroom and in life.

Go HERE to register and learn more.

Photo by Charisse Kenion on Unsplash

 

 

 

Add comment April 8th, 2019

The Counting Book Re-imagined

How many do you see in this photo? Two shoes? One pair? Four corners of a box? What’s the right answer? Christopher Danielson would argue that there are many right answers, as long as you have a reason you can talk about. Like the first book in the Talking Math series, Which One Doesn’t Belong?,  How Many? is designed to get students and teachers talking about mathematical ideas. This time, we’re talking about counting and units instead of shapes, but the real math magic still happens in the conversations.

Not Your Typical Counting Book

Typical counting books usually go in order and tell the students what to count. The child’s job is to count, and the teacher’s job is to say if it’s right or wrong. The surprise is what different items will come on the next page, or how whimsical the drawings are.

In How Many? the surprise is the mathematics! Students can count anything they see on the page and the result is meaningful conversation about number language, counting, units, things that come in groups, and things that can be shared. In the beautiful and clear accompanying teacher’s guide, Christopher helps teachers learn how to anticipate and guide these conversations so students build essential ideas around counting, numbers, and place value. The pictures provoke deep thinking, and the students really get into it!

Benefits of Using Real Photos

Using real photos allows students to bring the conversation back to their homes and bring their home lives to the conversation. So, while they’re having a conversation about how many avocados they see in the picture, they might tell a story about making guacamole with their grandmother! The real pictures of eggs, pizzas, grapefruits, apples spark delightful connections.

More Benefits

Another benefit of having these mathematical conversations is clarity. Students practice communicating their ideas in a clear way so others can understand. They also learn to listen carefully to others’ ideas and discover that other people have different perspectives from their own.

Show one of these photos to one of your friends, family members, or colleagues and ask them, “How Many?” We promise that you will have a fun, meaningful conversation about math.

To pick up a copy of How Many? by Christopher Danielson go HERE.

Watch to see how these engaging images get children talking!

 

 

Add comment April 2nd, 2019

Stenhouse Recommends: Reading Professional Resources

Last week, we offered up two of our favorite literacy titles to add to your summer book study list. This week, we have three reading titles that are sure to shed new light onto your instruction.  Discover the books that you and your colleagues can read together and grow your teaching expertise to the benefit of all your students!

Help Your Students Become Less Dependent

Are you having trouble helping your students become more independent readers? Luckily, Jan Burkins and Kim Yaris have come up with the strategies to help you support students in developing their power as problem-solvers, which will lead them to be less dependent on you. In their popular book, Who’s Doing the Work? How to Say Less So Readers Can Do More, Burkins and Yaris reveal practical techniques that can be weaved into reading instruction to help you practice stepping back, so emerging readers can move forward. Download the STUDY GUIDE.

Confidence-Building Conferences

Conferring with students about reading allows for clearer access to one-on-one, in-the-moment teaching and learning, yet it can feel intimidating or overwhelming. To Know and Nurture a Reader: Conferring with Confidence and Joy by Kari Yates and Christina Nosek will get you started with confidence through tools, examples, and ideas that will make conferring something every teacher can do right away and master with continued effort and practice. Download the STUDY GUIDE.

Inspire Curiosity in Your K–2 Students

Amy Stewart believes that close reading practice is the stepping stone to a lifetime love of reading. In her new book Little Readers, Big Thinkers: Close Reading in the Primary Grades, you’ll learn what close reading is and is not; how to weave close reading practice into lessons; and ways to cultivate real reading and organic thinking. Stewart offers a manageable approach to close reading that will enable you to harness the big thinking we know is inside your little readers’ minds! Download the STUDY GUIDE.

To find more reading professional resources, go to www.stenhouse.com.

Add comment April 2nd, 2019

NCSM San Diego Stenhouse Author Lineup!

If you are heading to San Diego next week to look for ways to build and support your local math program, be sure to check out these thought-provoking presentations from these Stenhouse authors. The presentations listed below will be delivered by authors and educators who are known for their innovative ideas about bringing engagement and meaning to math instruction through their valuable tools and resources. Be sure to add them to your agenda!

Christopher Danielson, author of How Many?

  • Tuesday, 4/2, 10:00 a.m. – 11:00 a.m. Pacific 25, “Bias toward Action: Designing Collaboration for Impact” This session will examine a case of like-minded educators overcoming barriers of time, resources, and isolation to form a community poised for action, and identify essential elements of meaningful collaboration and describe how to cultivate startup values within new and existing educator teams.

Nancy Anderson, author of What’s Right About Wrong Answers?

  • Tuesday, 4/2, 11:15 a.m. – 12:15 p.m. Pacific 17, “Avoiding Hidden Hazards on the Road to More Equitable Math Classes” This is session will address how common practices in mathematics education-including “do now” activities, homework, and grading practices-may inadvertently lead to greater inequities and describe the strategies we have used to identify and remove these hidden hazards.

Mike Flynn, author of Beyond Answers

  • Wednesday, 4/3, 9:30 a.m. – 10:30 a.m. Pacific 18, “Turning Adversaries into Allies: Building Community-Wide Support for Your Initiatives in Mathematics Education” This session will provide educators and administrators with strategies and resources to help them build momentum in their communities to support meaningful and powerful mathematics education for all students.

Tracy Zager, author of Becoming the Math Teacher You Wish You’d Had

  • Wednesday, 4/3, 10:45 a.m. – 11:45 a.m. Pacific 22, “How Will We Know What They’re Thinking? Sparking Teachers’ Curiosity About Students’ Mathematical Ideas” There are four channels via which we can gather information about student thinking: looking at student work, observing students while they work, conferring with students about their thinking, and asking students to reflect on their learning. Together, we’ll explore how teaching teachers to open these channels sparks a productive chain reaction.

Allison Hintz, author of Intentional Talk

  • Wednesday, 4/3, 1:45 p.m. – 2:45 p.m. Pacific 22, “Using Learning Labs to Support Teachers in Mathematizing Children’s Literature” This session will explore how to leverage Learning Labs, a professional learning community model, to support teachers in using literature to engage students in discussions that foster mathematical wonder and joy and encourage students to notice mathematics in their own world.

Lynsey Gibbons, chapter author of Choral Counting & Counting Collections

  • Wednesday, 4/3, 3:00 p.m. – 4:00 p.m. Pacific 19, “Learning in Practice: A Coach Routine to Support Teachers as They Teach” This session will examine a coaching routine called the Teacher Time Out that helps open up opportunities for teachers and coaches to discuss teaching while they are teaching students. We examine video and discuss how this routine can support teachers’ learning.

Antonia Cameron, new book coming 2020

  • Monday, 4/1, 1:30 p.m. – 2:30 p.m. Torrey Pines 2, “Designing Teacher Study Groups to Transform School Culture” This session  will examine video case studies to analyze how teachers became the leaders of their own learning in developing the goals and action plan for studying their practice, which ultimately enhances the student learning in the classroom.

Nicora Placa, new Stenhouse author

  • Monday, 4/1, 1:30 p.m. – 2:30 p.m. Pacific 26, “Collaborative Coaching: How Do We Learn Together as a Team?” Collaborative coaching tools that have been successful in K-8 schools, such as student interviews and mini-lesson studies, will be shared and discussed. The role of administrators, coaches, and teacher leaders in these teams will also be analyzed and explored.

Amanda Jansen, author of Rough Draft Math (coming 2020)

  • Tuesday, 4/2, 11:15 a.m. – 12:15 p.m. Santa Fe 1, “We are all works-in-progress: Using Rough Draft Thinking for Students to Revise Mathematical Thinking and for Teachers to Revise Instruction” This session will explore various routines for revising mathematical thinking, from lesson structures to protocols for peer-to-peer discussion, and discuss various goals for revising, going beyond correcting mistakes to include creating more precise or illuminating explanations.

Robert Kaplinsky, author of Open Middle Math: Problems That Unlock Student Thinking (coming fall, 2019)

  • Wednesday, 4/3, 3:00 p.m. – 4:00 p.m. Pacific 21, “Mathematical Modeling Can Make You Filthy Rich” Mathematical modeling is the closest we can come to giving our students HUGE potential to make them filthy rich. So much of what we teach is instantly irrelevant because of devices we carry in our pockets. I’ll share an intuitive structure that will help you develop a common language with your teachers to separate fake mathematical modeling from what will really help students become complex problem solvers.

Enjoy NCSM 2019 San Diego, everyone!

Add comment March 28th, 2019

The Electric Slide Effect: Explaining Why Students’ Reading Plateaus

The Electric Slide Effect: Explaining Why Students’ Reading Plateaus

By Jan Burkins and Kim Yaris

Whos Doing the WorkTraditionally, the gradual release of responsibility has been viewed as a process educators follow through a single lesson: teacher does, students and teacher do together, students do. However, a single lesson is often not enough. In many cases, students need varied levels of support on multiple occasions to get sufficient practice to really learn the thing they are trying to master. This means that, to avoid learning plateaus, we must hold tight to all four instructional contexts: read-aloud, shared reading, guided reading, and independent reading. As a whole, they provide students both the practice and the support they need to improve.

How Learning to Read Is Like Learning to Dance

Can you do the Electric Slide? The Electric Slide has been a dance party staple since we were teenagers, so over the years we have had multiple opportunities to learn and join in this dance. If you have ever learned the Electric Slide, or any other line dance, then you have keen insight into the gradual release of responsibility, including why each instructional context is critical for the transfer of learning.

Read-Aloud

Imagine you are somewhere with live music, the band begins to play the Electric Boogie, and the cool cats rush out to the dance floor. On cue, their feet and arms begin to sway and move synchronously. You stand along the edge of the dance floor admiring their coordination, feeling the call of the music, and wanting to be part of the fun. This watching from the side is like read-aloud, where a skilled other shows you the joy that can be yours as soon as you learn to read. This kind of reading aloud is a commercial for reading, just as watching people dance entices you to want to learn the Electric Slide.

You continue to watch carefully as the dancers move—right foot right, count to four, left foot right, cross behind the right foot—analyzing their strategies for changing direction or for keeping time. This close watching is also like read-aloud, when the more skilled other gives you a window into the strategies that will make the new task more accessible. When you are watching a dance because you want to learn to do it, you watch differently. The same is true for learning to read.

Jan and Kim 2014Shared Reading

Next, you move to the dance floor where the crowd dances as one. You stand behind someone who appears to be a viable candidate for So You Think You Can Dance? and attempt to jump in. Your dancing model holds the choreography, dancing steadily even as you stumble through the steps. Noticing your struggle, she begins to support you by counting or calling out the next step. Eventually, you bumble less and dance more. This phase of learning the Electric Slide is like shared reading. The learner approximates as the lead offers guidance while maintaining a steady reading pace.

Guided Reading

The song ends before you quite have the Electric Slide down. You, joined by a few other novices, pull your dancing friend aside to get both confirmation and guidance. Each beginning dancer works through a different sticking point, tries different movements, asks questions, makes attempts, and repeats the process until his or her Electric Slide is stabilized. The teacher celebrates your success, and you feel like John Travolta! You can’t wait to hear the Electric Boogie again! This small-group Electric Slide support is like guided reading, where the teacher watches the students work through the reading process independently as they identify tricky spots, try new strategies, and confirm or revise approximations.

Independent Reading

Finally, driven by your vision of yourself taking command of the dance floor, you crank up the Electric Boogie at home in your bedroom. As with independent reading, you choose how much or little you practice; you choose when and where to practice; and you even choose what music to practice to, switching to Don Henley’s All She Wants to Do Is Dance after you’ve replayed the Electric Boogie for the eleventh time. As you practice more and more, you mess up less and less, your confidence and your joy rise, and you begin to plan your groovy wardrobe for the next dance party.

Becoming a Cool Cat

We must confess: neither of us has mastered the Electric Slide. Like the teacher frustrated by the student readers stuck at the same place on the reading proficiency continuum, we find ourselves frustrated by our Electric Slide plateau. Why haven’t we ever mastered this silly dance that everyone else seems to have been born knowing? We think our need for an Electric Slide intervention has to do with our instruction, and the missing instructional contexts in our experience.

Learning involves progress across the gradual release, with each stage in this release represented by a different instructional context: read-aloud, shared reading, guided reading, and independent reading. In our case, with the Electric Slide, steps along the gradual release have been omitted, as is the case with reading in many classrooms today.

Historically, we have watched the Electric Slide and then jumped in expecting to be able to do it, always a step off, always facing the wrong direction. This is the equivalent of moving from read-aloud to independent reading without having time to stabilize and consolidate our learning through shared and guided experiences. We can’t learn the Electric Slide by skipping the instructional contexts that afford us the additional practice we need to truly master the dance, any more than we can skip shared reading and/or guided reading and expect students to progress as readers.

In reading instruction, this Electric Slide pattern of skipping instructional contexts is classic, with one instructional context favored over another until there is a pendulum swing in the other direction. For example, pre-Common Core, many children received a lot of guided reading instruction, leaving very little time for read-aloud and almost no time for shared reading, which made the shift brought about by the Common Core predictable! Since the Common Core and its emphasis on text complexity, educators have shifted to doing a lot more read-aloud and shared reading, and in many cases almost no guided and/or independent reading.

Closing Thoughts

If you want to avoid the Electric Slide effect in your students, if you want the reading strategies you teach students to transfer to their independent practice, then hold tight to all four instructional contexts. These four ways of supporting students’ authentic interactions with text work together as a whole and give students the varied practice they need to grow.

See you on the dance floor!

Jan & Kim

Add comment March 28th, 2019

Recommendations for Summer Book Studies – Literacy

Summer is approaching, and book studies are on the brain. Stenhouse would like to help you choose the books that will boost your professional learning in a meaningful way, and get you excited to get into the classroom next year to put what you’ve learned into action.

Here are two literacy titles you can add to your list along with their accompanying Study Guides!

Create a School-Wide Culture of Life-Long Learners

Literacy Essentials by Regie Routman isn’t just about literacy. It is about creating a culture in your school that fosters achievement for all students, equally. It is about finding the essential elements that make literacy education thrive, while building a community of life-long learners through the cultivation of kindness, trust, respect, and curiosity. It is a resource, a tool, a guide, and a teacher’s companion to engagement, excellence, and equity for ALL learners. You owe it to yourself and your colleagues to get this book! Download the STUDY GUIDE.

Rethink Your Research Assignments

Get students excited about research projects with Love the Questions: Reclaiming Research with Curiosity and Passion, Grades 6–12 by Cathy Fraser. With this new book, teachers can learn strategies to engage students by honoring their curiosity and passion through genuine inquiry and exploration. Learn how to teach students to ask questions and treat research projects like police investigations and not busywork. Use the STUDY GUIDE to guide your study group!

Stay tuned next week when we recommend reading titles to add to your list. If you can’t wait, here is the link to our list of free Study Guides.

Photo by Alexis Brown on Unsplash

Add comment March 26th, 2019

Stenhouse Authors at the 50th Annual MRA Conference           

               

The Massachusetts Reading Association (MRA) 50th Annual Conference is coming up soon. Check out the scheduled presentations from these inspiring Stenhouse authors and give your professional learning a boost!

Ruth Culham, author of Teach Writing Well

  • Thursday, 4/4, 10:00 a.m. – 11:15 a.m., “The Writing Thief: Where Literature Lives in the Writing Classroom” It’s been said that good writers borrow while great writers steal. Writing thieves read widely, dive deeply into texts, and steal bits and pieces from great texts as models for their own writing. Using the Traits of Writing as a guide, explore new books so student writers thrive.
  • Thursday, 4/4, 3:00 m. – 4:15, KEYNOTE “What’s in Your Writing Wallet? Yes You Can Teach Writing Well Without Worksheets” Explore new ways to teach writers without worksheets – ways that really work. Learn how to create and manage a Writing Wallet that you can use right away as you help students understand writing process – especially revision and editing.

Gravity Goldberg, new Stenhouse resource coming soon!

  • Thursday, 4/4, 1:00 p.m. – 2:30 p.m., “Teach Like Yourself: Why Your Students Need You to Be You” What your students need most is for you to show up fully as yourself in the classroom. When you are your most authentic teacher self you give permission for your students to be the same and the real work of learning can happen.

Jeff Anderson, author of Patterns of Power Plus

  • Thursday, 4/4, 5:00 p.m. – 7:00 p.m., AUTHORS AND APPETIZERS
  • Friday, 4/5, 10:00 a.m. – 11:15 a.m., “Patterns of Power: Inviting Young Writers into the Conventions of Language” Meaning is made when reading and writing crash together in the conventions of language. Where do concept formation and mentor texts fit in? Come discover brain-based, practical ways to use the reading and writing connection to teach grammar and editing in a way that enhances composition and comprehension.

Mary Anne Buckley, author of Sharing the Blue Crayon

  • Friday, 4/5, 11:50 a.m. – 12:50 a.m., “Inspiring Learners: Embedding Social and Emotional Skills in Literacy Workshops” Social and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers’ focus; these critical skills often get sidelined. This session will show how to teach social and emotional skills with engaging and integrated literacy lessons.

Lynne Dorfman and Diane Dougherty, author of A Closer Look

  • Friday, 4/5, 1:15 p.m. – 2:30 p.m., “Everyone is a Teacher in a Writing Community” Diane and Lynne discuss their rationale for foregrounding formative assessment in classrooms, addressing how we help students build their writing identity, and how we use that knowledge to inform instruction. The facilitators explore peer, small, and whole group conferences with video clips, giving close-ups of writing workshop in action.

Cris Tovani, author of Do I Really Have to Teach Reading?

  • Friday, 4/5, 2:45 p.m. – 4:00 p.m., CLOSING KEYNOTE “Let’s Switch Questioning Around-Reigniting Readers’ Sense of Wonder” Teachers get weary of always being the ones responsible for asking the questions. Research is clear. Whoever is asking the question is the one who is learning. When the experts get to ask all the questions, students’ thinking shuts down. During this keynote, Cris will ask teachers to consider questioning in a different light. She will encourage participants to examine how questions drives their comprehension and consider how they can use what they discover to reignite their students’ curiosity about required curricula and content.

Add comment March 26th, 2019

Stenhouse Authors at NCTM

NCTM in San Diego is almost here! Have you created your schedule? If not, you might want to check out what Stenhouse authors are up to since they are the creators of some of your favorite math resources. Check out their sessions and expand on the concepts you’ve learned from their books to incorporate into your instruction and return to the classroom with renewed energy and fresh ideas!

And as a special treat, come to the Stenhouse booth on Thursday and Friday from 2:30 to 3:30, chill out with our authors and staff, and enjoy complimentary ice cream and popcorn!

Nancy Anderson, author of What’s Right About Wrong Answers

Thursday, 4/4

  • SESSION 3:00 p.m. – 4:00 p.m., Hilton Bayfront, Indigo H “Must the Guide Stand on the Side? Examining (False) Dichotomies in Mathematics Education” Guide on the side vs. sage on the stage; conceptual vs. procedural knowledge; productive struggle vs. struggling learners … Does either/or thinking create distinctions between ideas that are overlapping or complementary?

Anne Collins, author of Accessible Algebra

Saturday, 4/6

  • SESSION 9:45 a.m. – 11:00 a.m., San Diego Convention Center, 24 ABC “Formative Assessment and Graphical Representation Promote Better Understanding of Challenging Topics” This workshop will model and make explicit effective formative assessment strategies while participants explore and use graph paper to visualize and find square roots, find equivalent values for radicals, convert ratios to percentages, and operate on fractions—add, subtract, multiply, and divide in the first quadrant of the Cartesian coordinate plane.

Christopher Danielson, author of How Many?

Friday, 4/5

  • INFINITY BAR 12:30 p.m. – 1:30 p.m. Topic: Assessment
  • SESSION 9:45 a.m. – 11:00 a.m., Hilton Bayfront, Sapphire AB “The Hierarchy of Hexagons: An Example of Geometry Inquiry, Grades 3–5” The hierarchy of quadrilaterals is standard fare in geometry courses at many levels. But what about hexagons? Come join a genuine inquiry session in which we will develop hexagon classification schemes, ask about relationships and maybe even prove a few new theorems! Modifications for middle and high school classrooms will be discussed.

Mike Flynn, author of Beyond Answers

Thursday, 4/4

  • SESSION 8:00 a.m. – 9:00 a.m., San Diego Convention Center, Exhibit Hall E “Understanding Resistance in Mathematics Education: Why Change is Hard and How We Can Make It Easier” Encountering educators that are resistant to change is a common challenge for many leaders, and it is easy to slip into an unproductive “us versus them” frame of mind. In this session, we will look at the root causes of resistance and explore productive strategies that will help leaders and coaches support all teachers through the change process.
  • SHADOWCON 6:00 p.m. – 7:00 p.m. San Diego Convention Center, 20A The goal of ShadowCon is to expand access to and extend your engagement with these speakers and their ideas. So each speaker’s ten-minute talk will serve as a launching point for a unique online experience. You won’t want to miss this!

Megan Franke, author of Choral Counting & Counting Collections

Thursday, 4/4

  • INFINITY BAR 9:30 a.m. – 10:30 a.m. Topic: Assessment

Friday, 4/5

  • SESSION 1:30 p.m. – 2:30 p.m., San Diego Convention Center, 20A “More Than Turn and Talk: Supporting Student Engagement in Each Other’s Ideas” Participants will engage with new research findings about how teachers who attend to children’s thinking (CGI) support student participation. The findings will focus on how teachers productively support students to engage with each other’s ideas and how that varies across the lesson. Examples from classroom practice will be shared.

Allison Hintz, author of Intentional Talk

Thursday, 4/4

  • SESSION 11:00 a.m. – 12:00 p.m., Hilton Bayfront, Aqua EF “Now That We’re Talking … Let’s Make Sure We’re Listening! Grades 3–5” Mathematics classrooms are vibrant places where students’ ideas are shared through discussion. Now that we’re hearing students’ ideas, let’s make sure we’re LISTENING! Join us to think together about different ways teachers can listen to students and build a culture of listening so that students can understand and build on each other’s ideas.

Cathy Humphreys, author of Digging Deeper: Making Number Talks Matter Even More

Friday, 4/5

  • SESSION 8:00 – 9:15 a.m., Hilton Bayfront, Indigo 202 “Kindling Student Engagement Around Fractions: A High School Number Talk, Grades 8–10” In this session we examine my teaching decisions during a high school Number Talk. I had two main goals: to elicit student thinking and to kindle student interaction. We’ll stop the video at critical points in the lesson and discuss what we might do next—and why. Then we’ll watch how the lesson unfolds and consider the implications for teaching.

Geoff Krall, author of Necessary Conditions

Thursday, 4/4

  • SESSION 9:45 a.m. – 11:00 a.m., San Diego Convention Center, 23 BC “Routines, Lessons, Problems, and Projects: Mastering the Elements of Math Instruction” In this session, you will experience four key aspects of effective math instruction: routines, lessons, problems, and projects. We’ll work through concrete examples of each and investigate the interplay between each of these task types. You will receive a plethora of resources to find high-quality examples of each and how to develop your own.

Ruth Parker, author of Digging Deeper: Making Number Talks Matter Even More

Thursday, 4/4

  • SESSION 1:30 p.m. – 2:30 p.m., San Diego Convention Center, 20A “Number Talks as a Path to Mathematical Reasoning for All Students” Attendees will experience a revised protocol for Number Talks developed by Ruth Parker and Cathy Humphreys that is designed to engage all students as active participants in Number Talks, enhance mathematical discourse, support original mathematical ideas, and build productive learning communities.

Jessica Shumway, author of Number Sense Routines

Thursday, 4/4

  • SESSION 8:00 a.m. – 9:00 a.m., San Diego Convention Center 29D Developing Symbol Sense in Early Childhood: Maintaining Meaning and Enhancing Early Number Learning, Grades PreK–2” Understanding symbols and how they relate to quantities is critical to students’ mathematical development. Participants will learn effective and playful ways to help students link their intuitive number sense with symbolic number sense and facilitate math discussions around subitizing, unitizing, number relationships, and early algebraic reasoning.
  • SESSION 11:00 a.m. – 12:00 p.m., Hilton Bayfront, Sapphire 410 “Arrays Everywhere! Engaging Students with Arrays Activities to Promote Multiplicative Reasoning, Grades 3–5” Moving from additive to multiplicative reasoning is a huge leap in mathematical understanding. Join us to learn how to effectively and playfully use arrays and word problems to help students develop their multiplicative reasoning. We will unpack these terms, share videos, and analyze student work to look at various progressions.

Kassia Omohundro Wedekind, author of Math Exchanges

Thursday, 4/4

  • SESSION 11:00 a.m. – 12:00 p.m., Hilton Bayfront, Indigo BF “Hands Down, Speak Out: A Different Way of Talking in Math Class” Come learn about Hands-Down Conversations, a structure for mathematical dialogue in which students take the lead, building agency as mathematicians and constructing content understanding, as they notice, wonder, and reason about math and the world around them.

Tracy Zager, author of How to Be the Math Teacher You Wish You’d Had

Thursday, 4/4

  • SESSION 9:30 a.m. – 10:30 a.m. San Diego Convention Center, Exhibit Hall E “Going beyond Groupwork: Teaching Students to Be Mathematical Colleagues” Mathematicians often work together, seeking colleagues when they need to think aloud, gather new ideas, argue productively, and receive constructive feedback. Let’s model classroom collaborations on these genuine mathematical interactions. We’ll analyze rich classroom examples where teachers equip students to be good mathematical colleagues.
  • INFINITY BAR 11:00 a.m. – 12:00 p.m. Topic: Building on Students’ Strengths
  • SHADOWCON 6:00 p.m. – 7:00 p.m. San Diego Convention Center, 20A The goal of ShadowCon is to expand access to and extend your engagement with these speakers and their ideas. So each speaker’s ten-minute talk will serve as a launching point for a unique online experience. You won’t want to miss this!

Photo by Daniel Guerra on Unsplash

Add comment March 25th, 2019

10 Reasons to Add Welcome to Writing Workshop to Your College Course List

Stacey Shubitz and Lynne Dorfman have developed a comprehensive resource for university professors who are preparing their students to teach writing with a model that works. Coming in April 2019, Welcome to Writing Workshop: Engaging Today’s Students with a Model That Work sheds new light on how to use a workshop approach to teach writing, and if you are a professor who teaches writing courses, foundation courses, and practicums for elementary school teachers, this is the perfect book to add to your list for summer and fall.

Here are the top ten reasons to select Welcome to Writing Workshop for your course:

  1. Supportive A comprehensive study guide will be available to use with this book.
  2. Current The book has a 2019 copyright.
  3. Reasonably Priced The price—for this full-color, paperback text—is very reasonable at $28.00.
  4. Accessible The book is about 200 pages with charts, photos, and appendices. It is well organized and easy to read.
  5. Practical & Relevant This book is filled with QR Codes where students can access videos—glimpses into all facets of writing workshop. Administrators, teachers, and even students share their thoughts on workshop. The photos show today’s classrooms—all kinds of furniture and arrangements, instructional areas, and writing centers.
  6. Flexible Each chapter concludes with a When You’re Ready section. This makes it easy for veteran teachers to explore something completely new right away or for new teachers to wait and use these sections the second year of their writing workshop experience.
  7. Goodies The book is filled with routines, tips, advice, and resources.
  8. Foundational Knowledge With a true understanding of the writing workshop approach, teachers will not have to rely on a one-size-fits-all program format. Armed with knowledge, the program a district may already have in place will become a resource, not the curriculum.
  9. Tech-Friendly Students can also purchase as an e-book and download to their tablet for on-the-go reading.
  10. Preview You may preview an excerpt of the text on Stenhouse’s website right now.

To learn more about this important new resource, go to www.stenhouse.com.

Photo by Nicole Honeywill on Unsplash

 

Add comment March 22nd, 2019

RECAP! #StenhouseMath Chat with Geoff Krall, 3/19

On Tuesday, March 19, Stenhouse hosted its first #StenhouseMath Chat with author of Necessary Conditions, Geoff Krall, “Creating a Coherent Secondary Math Pedagogy.” In case you missed, here is the recap of the chat. Check it out, and get some ideas!

READ THE RECAP HERE

Save the date for the next #StenhouseMath Chat on the importance of Choral Counting and Counting Collections on April 19 at 9 p.m. ET with Megan L. FrankeElham Kazemi, and Angela Chan Turrou.

Add comment March 22nd, 2019

Next Posts Previous Posts


New From Stenhouse

Most Recent Posts

Stenhouse Author Sites

Blogroll

Archives

Classroom Blogs