The Stenhouse Blog

When students learn to have skillful conversations—academic or not—it is not only a powerful way to develop content understandings, thinking skills, and language, but they are also more equipped to overcome a wide range of life’s challenges.

Identifying a worthy text is often one of the biggest challenges to overcome when putting together a close-reading plan. Choosing a text that offers opportunities for multiple readings, as well as new, meaningful understandings can be difficult. So how do we know if a book or article will work for close reading?

Regie Routman, author of Literacy Essentials, joined Jacob Chastain on his podcast Teach Me, Teacher for a 3-part series about how to achieve true equity in our schools and classrooms. Have a listen to the series and take a look at author, Mary Howard's thoughtful reflections and takeaways on each episode. 

In this Teacher's Corner episode we talk with Jeff Anderson and Whitney La Rocca as they answer some frequently-asked questions from Patterns of Power Facebook Community members. If you already use the resources from the Patterns of Power family for your grammar instruction, you might learn some helpful new tips. And if you're less familiar with Jeff and Whitney's work, listen in to find out how you can use it to bridge the gap between your reading and writing instruction.

Below is excerpted from the Introduction in Patterns of Power: Inviting Young Writers into the Conventions of Language (2017) by Jeff Anderson and Whitney La Rocca. It’s a wonderful description—in the authors’ words—of what makes this authentic grammar and conventions instruction through the process of invitation so successful and how it’s used to bridge the gap left by current reading and writing curriculums.

Chris Luzniak argues that you can make any math problem debatable, and that by incorporating debate techniques into your instruction you will get your students excited to do the math. Check out the recap of this #StenhouseMath Twitter Chat on the topic of Debating Math based on Chris's book, Up for Debate!, to find out more, and learn how others are already using these techniques in their classrooms with success!

Most educators take for granted that students learn best when they are invited to play an active role in their education—and there is plenty of research to support that idea. Active engagement is even more critical for adult learners. And yet, too much of the professional development teachers receive places them in a passive role.

“This book began when our small group started working together to become better teachers—to help the children, each other, and ourselves.”

In the new book, Engaging Literate Minds, we are introduced to seven colleagues who set out to think deeply together about how to create intellectually, socially, and emotionally healthy classrooms. With Peter Johnston and his books, Opening Minds and Choice Words as their guide, they spent the last ten years challenging themselves and each other to hone their instruction and promote a school curriculum that is thoroughly permeable to children’s interests and proclivities. They combined their stories into this professional learning resource. Let’s meet them!

On Tuesday, 12/10 at 9:00 p.m. ET, we will close out the year with a #StenhouseMath Twitter Chat with author of the new book, Up for Debate!, Chris Luzniak. Here are the questions we will discuss. If you're looking for ways to get your students engaged and talking about the math you're teaching them, join in the conversation!

In this episode of Teacher's Corner, we sit down with Kassia Wedekind, math coach, Stenhouse editor, and author of Math Exchanges, and Allison Hintz, teacher educator at the University of Washington, former fifth grade teacher, and co-author of the book, Intentional Talk. Listen as they share stories, research, tips, and tools to help your students become better listeners. You 'll also learn ways teachers can become better listeners too.