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Challenge Builds Resilience
Although resilience is multi-faceted, research repeatedly finds that it is developed through challenge. Young people who rarely encounter challenges that prevent their immediate success also rarely develop resilience. What does this mean for teachers? Simply this: students should be regularly challenged in the classroom through mastering advanced concepts, thinking more deeply, working on difficult projects, and similar activities. If learning is always easy, we can fail to equip students with one of life’s most important character traits.
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“Having students write across the disciplines…could have more impact on college and career success than any other factor…”
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Writing: The Route to Deeper Learning
“Having students write across the disciplines…could have more impact on college and career success than any other factor,” writes Mike Schmoker. “Although teachers realize writing's general importance, most aren't adequately aware of the fact that higher-order, analytic thought likely isn't possible without engaging in some form of writing,” he continues, “or that we can literally ‘write our way’ into a deeper understanding of complex texts or concepts that previously mystified us.” Such “writing to learn” is, and has been, a central tenant of the Writer’s Stylus program, which is why we equip all teachers, regardless of discipline, to use writing as a tool for deeper learning.
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Power Tools Can Make All the Difference
Brynn Redmond, Clerestory Learning Program Support Specialist, introduces this new series with a connection she recently made between her daughter's play-cottage construction and the educator's knowledge construction challenge.
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I was recently reminded that power tools can make all the difference.
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The play cottage Nona and Pop gave our daughter sat in the garage awaiting construction. You see, my husband and I clearly recall a previous play-kitchen construction project that took three times longer than anticipated. As a result, we dreaded this project. Adding to our dread was the suggestion that the play cottage surprise its new owner by magically appearing after nap time. Nona and Pop, the planners of this plot, were blissfully 12 hours away! However, it was time…[more]
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Small Groups and Expectations
Have a plan, but expect to vary from that plan.… If we overplan and try to keep small groups too structured or try to stop the creativity and pull them back to what we want them to focus on, we lose a lot of growth.…Of course we have those concepts we have to focus on, that's the purpose of small group, but, be ready for anything.
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— Ginny Jaye, Reading Teacher • UMS-Wright Preparatory School, Mobile, AL
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During a recent two-day Foundations & Frameworks observation in Ginny Jaye's fifth-grade classroom, I had a chance to talk with Ginny about how she prepares for small group sessions, strategies she uses to spark discussion, and how she maintains a classroom environment that fosters excellence and a love for reading.
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NEW!
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Foundations & Frameworks Overview
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This NEW 12-page overview explains the program's critical pieces and shows how they develop within a practical framework. Created for instructional leaders and school administration, the piece includes an extensive comparison chart, frequently asked questions, testimonials, and a delightful small-group video clip. Please share this with your colleagues!
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