By the time 1/11/18 rolled around, my enthusiasm for what was about to ensue had already reached a record high. On this momentous day, Regie Routman graced our #G2great stage for the first time as we gathered to celebrate her exquisite new book Twitter style, Literacy Essentials: Engagement, Excellence, and Equity for All Learners (Stenhouse, 2018). This virtual celebration was the perfect way to follow our 3-year anniversary on 1/4/18 since Regie’s presence reignited our collective curiosity for teaching and learning.
I became a devoted Regie Routman fan when Transitionswas published in 1988 (Heinemann). From the first reading, Transitions became my professional battle cry for the “child-centered, literature-based reading and writing” I knew that all children deserved. I was elated to learn that another book was on the horizon and grateful for the opportunity to read her new book pre-publication. Before I could finish the first two pages, I knew that I was holding Regie magic in my hands yet again:
Equal opportunity to learn depends on a culture of engagement and equity, which underlies a relentless pursuit of excellence. (p 1)
I believe we have to love our work if we are to expend the necessary effort teaching requires. To love it, we have to savor the teaching process while leading full and encompassing lives. To love it, we have to be passionate and knowledgeable. If you’ve lost that love, this book is for you, to help you reclaim joyful teaching and pass on to your students an enduring desire for curiosity and a love of learning. (2)
In Literacy Essentials, Regie asks us to move from teacher-as-technician dutifully following scripts, programs, and rigid data to teacher as thinker responsibly keeping children at the center of all we do. (p 3-4) As a reader, I can assure you that Regie’s words will support our efforts to reclaim the joyful teaching that rises from every page of this oh so wise book. I believe so strongly that Literacy Essentials is a Professional Must Have.
In celebration of an amazing #G2Great chat with Regie gently nudging our thinking, I perused her tweets to uncover literacy essentials Twitter style. I thought about how each fit into the three categories: Engagement, Excellence and Equity. For the sake of brevity, I narrowed her tweets to five, using two for the post with three additional tweets provided at the end. My reflections rise directly from Regie’s words with the intent to support and extend the chat while illustrating why a thoughtful read of this professional masterpiece from cover to cover is absolutely indispensable.
Engagement Literacy Essentials (Twitter Style)
One of the first things that struck me as I thought about Regie’s words was her reference to heart and mind celebrations from teachers’ and students’ perspective. This elaborated view from both sides illustrates the dual role of professional and instructional endeavors. This role begins when teachers are offered professional opportunities to build knowledge that will engage their mind and heart. These meaningful experiences then lead teachers to adopt a celebratory view of teaching in action. In other words, emotional engagement increases the potential for intellectual engagement while intellectual engagement increases the potential for heightened emotional engagement. This head-heart intellectual-emotional merger then begins to blossom into a persistent quest for classroom practices that become a springboard for student-centered mind and heart engagement. It seems to me that this again plays a dual role since teacher engagement can have a positive impact on student engagement and vice versa. This happens when we focus on meaningful, purposeful, productive and authentic learning opportunities where choice is a central feature. These learning experiences are not limited to the boundaries of our four walls but extend to real-world engaged learning that happens when our children leave those walls. As Regie reminds us, head-heart celebrations leading to high engagement is unlikely when compliant skill and drill is the driving force of our efforts.
Excellence Literacy Essentials (Twitter Style)
In order to create the classrooms our children deserve, we must first be willing to broaden our frame of reference. In too many classrooms, literacy is relegated to a ninety-minute reading block where all of our literacy efforts live. An intellectual culture extends beyond the clock so that we are able to see opportunities across the learning day that will maximize our literacy efforts. Reading and writing become the invisible thread that tie our day together and dramatically increase the opportunities afforded us to enrich the literacy lives of children within every content area. When clock time is not viewed as an instructional constraint, we also increase the potential for transfer as we are able to offer multiple exposure in varied contexts across time. Regie highlights the role of meaningful reading opportunities where choice is a key feature. But if we have any hope of creating the life-long, comprehending, inquiring readers Regie describes, we must make an unwavering commitment to voluminous reading and writing opportunities our students need. While there are certainly many time constraints in the learning day, many of those are created by the professional choices we make. Regie eloquently reminds us that guided reading can be one of those constraints when it is emphasized to the exclusion of daily authentic reading opportunities such as independent reading and read aloud. When guided reading, or any instructional context becomes over-emphasized and used in excess, we find that there is an instructional tradeoff that limits the time students need to apply what they are learning in these instructional contexts so they can begin to assume increasing control of their own reading process. Of course, this elevates the value of providing the meaningful professional learning opportunities that will help teachers avoid this hyper focus on one area of instruction to the detriment of another.
Equity Literacy Essentials (Twitter Style)
While equity is not always part of the collective conversations we have in schools, Regie emphasizes that it certainly should be. She highlights several key areas that can negatively impact our efforts to address equity and in turn the quality of the very learning opportunities we so readily offer some children and not others. Each time we allow labels and numerical values that are based on flawed assessments to define children, we will inevitably lower our expectations and thus increase the likelihood that we will in turn narrow our practices to their lowest counterparts in an isolated skill and drill mentality. Equity means that we afford all children the same authentic experiences that occur through high quality texts and experiences that could entice our children to willingly participate in the engaged reading that will lift them as readers. This does not mean that we do not teach skills and strategies but that we focus on a whole to part to whole approach so that learning context is always rooted in meaning and purpose. In order to ensure equal access to our best instruction for every child we must alter the viewpoint of children as the haves and have nots and shift that view by seeing each child through a success lens rather than one blurred by perceived deficits. Regie’s reminder to celebrate strengths before needs illustrates this point. Equity requires us to assume a new stance as we see children in terms of what they each bring to the learning table and to use this as a support stepping stone to what they cannot yet do. We do this by creating a culture of respect for what every child brings to the learning experience as we expand our view within and beyond our classrooms by building a bridge between home and school.
In an age where scripts, packages, and mandates beckon educators at every turn, Regie gives us the professional antidote to these distractions in 385 pages of wisdom. Literacy Essentials and Regie’s sage Take Action advice expertly woven across the pages of the book will undoubtedly inspire educators to refocus their efforts. When all we do is squarely centered on ensuring that every child will receive the learning opportunities they so richly deserve – well only then can we truly begin to celebrate the children we are fortunate enough to have in our classrooms.
And so we come full circle. In 1988, Regie wrote these words in Transitions:
Genuine literacy implies using reading, writing, thinking, and speaking daily in the real world, with options, appreciation, and meaningful purposes in various setting and with other people. An actively literate person is constantly thinking, learning, and reflecting, and is assuming the responsibility for continued growth in personal literacy.
As I come to the close of this post, my thoughts turn back to Regie’s remarkable book that was penned thirty years after Transitions was published. Literacy Essentials reflects Regie’s unwavering commitment to this spirit as she poses a question worth answering:
How do we rise to the challenge of providing an engaging, excellent, equitable education for all learners–including those from high-poverty, underserved schools? In spite of all the obstacles we face–politically, professionally, personally–we teachers matter more than ever. (p 1)
Without hesitation, I can answer that question with one imperative. If we put Regie’s book in every school in this country, we could use it to engage teachers in powerful dialogue that has the potential to bring engagement, excellence and equity to life in classrooms everywhere.
Thank you for continuing to inspire us to do this important work Regie!
“I wrote this book because celebration and joy is missing and that is part of the work that I do, where teachers are joyful, the kids are joyful. Without that culture of joy and celebration of strengths before needs we’re never going to get our students where they need to be and where they want to be.”
My heart just explodes with pride every time I utter those lovely words. #G2Great first opened it’s professional collaboration doors on January 8, 2015 after Amy Brennan and Jenn Hayhurst invited me to join them in a six-week exploration of my book, Good to Great Teaching. Our journey over the past three years as moderators and behind the scenes co-conspirators was recently expanded when Fran McVeigh joined the #G2Great party. We never cease to be amazed at the remarkable way #G2Great has blossomed into an celebratory exploration and yet we know that this is far less about our efforts and far more about dedicated educators who show up each week to share their devotion to this amazing profession and to the children who inspire us to continue our own learning.
We chose the title of our anniversary celebration on January 4, 2018 quite intentionally as we believe that Culture of Collective Curiosity defines the very heart and soul of our #G2Great family. Each week as the clock strikes 8:30 EST, #G2Great immediately transforms into a passionately curious community of learners Twitter style. We share. We question. We dialogue. We wonder. We explore. We dream. We imagine. We do all of this based on our collective desire to enrich the learning lives of children and an unwavering determination to do our best work in their honor. We know that our curiosity is the driving force of our efforts and that it can lead us on a joyful quest for excellence. We know this journey is best traveled in the company of others… and so we do.
In celebration of this passionate curiosity inspired collective journey, we decided to turn the #G2Great reins over to some of our friends who have supported our learning endeavors over the years this week. We asked each of them to collaborate with a partner to write one of our questions and then to respond to those questions on this blog. After you finish reading their amazing thinking, be sure to read their reflections along with others about what #G2Great has meant to each of them. aWe hope that you will then add your own thoughts using this link.
This week it’s all about you friends and how much each of you mean to us!
I believe we are all fortunate to be teachers. In my experience, teachers are innately curious. However, it is very easy, in the rush of lesson plans, meetings, and bell driven schedules, to push that instinctive curiosity away. It is important to be mindful of what is uniquely organic for those of us blessed to be teachers. To be curious with intention means to stop and reflect about what matters, despite all the distractions. The outside diversions are minor compared to our mission of keeping curiosity and vibrancy alive in ourselves as educators to best support our students in their path of curious adventure.
Brent Gilson
I started this year not purposefully pursuing curiosity in my classroom. I believed that this was an innate skill kids just had. Not knowing that adults and teacher in particular have done much harm to student curiosity. Why do we need to be curious to write exam? Complete essays on main idea? The fact is we don’t but I noticed that students were just going through the motions. Finishing assignments because they had to not because they were passionate about it. Realizing this I started looking more into Voice and Choice and Inquiry. The change has been eye opening. Students are asking to have extra time to work, they are realizing they are in the driver’s seat not just passengers checking off assignments. I wish I had started asking more questions and providing less direct instruction when I first started teaching. I still do lessons on the mechanics, I introduce a writing form we must cover but they get to explore the topics they want (fitting with the outcomes and standards) If they have nothing they wonder about we will dive into Non-fiction look at the world around us. Curiosity is the both the driving force of discovery and the byproduct of it. Learning new things will breed more curiosity. I was always under the impression Inquiry was reserved for Social Studies and Science I have learned the error in my thinking. What greater time is there to explore the world and what we wonder about than with a million books at our fingertips?
Jill and Kim @ShelfieTalk
When our teaching and learning are driven by curiosity, our students become the curriculum. Our lens shifts to one of uncovering strengths and potentials. We listen and watch with intention in order to determine where we fit in each students’ path of learning. Our curiosity as educators ignites our own learning. It keeps us questioning and wondering. We become investigators and researchers, always asking ourselves, “What are the opportunities for learning here?” Approaching teaching and learning with an air of curiosity means that we see the world as being filled with possibilities. For curious educators, learning never stops.
Johnny Downey @johnnydowney; Susan Sprout Vincent @ssvincent
Teachers consider many differences in their students as learners, but how well do we honor different dispositions? Introversion and extroversion directly affect students’ development as learners. It’s not about being shy or social. It’s about what drains your energy and what recharges you. It’s about which environments help you think and which shut you down. Knowing about the specific needs of intros and extros can help us orchestrate a learning environment that encompasses the needs of all our learners.
From the Introvert (Susan)
“Whoever is doing the talking is doing the learning.” This popular quote always makes me feel odd, because it isn’t true for me. I think I’ve learned more in my life by listening and reading than talking — but that’s because that’s how I’m wired. Schools today have placed great value on group work and oral participation in class. But this may be at the expense of those who need quiet solitude to generate thoughts and express themselves through writing more easily than verbally. Are we honoring every way of being and learning in our classrooms?
From the Extrovert (Johnny)
Speaking from very personal experience, I need other humans in order to do my best work. I need to talk and bounce ideas around before I am able to implement a plan. My strength is collaborating with others. When thinking about extroverts in the classroom, these needs can have a very negative appearance to a teacher. It may appear as though we are goofing off or not doing the work because others are involved. In the real world, how many times are we allowed and even expected to work with other professionals? Let’s allow and even expect our extroverted students to work in this way. We are going to better prepare them for the future as well as cultivate their strengths. We can leverage so much out of our students by allowing them to work in the environments that best meet their needs.
Cameron Carter @CRCarter313; Roman Nowak @NowakRo
Cameron Carter
The concept of students expressing curiosity and wonder is very near and dear to my heart. The answer is plain and simple: there is ALWAYS an opportunity to foster creativity. I’ve heard many teachers say they get worried about altering their plans since it may be different than their teammates. First off, you as the teacher know what is BEST for the students that are in YOUR classroom. If you feel something should be altered or changed to allow more creative flow than it is your right to do it! To be honest, some of my best teaching has come from an “off the cuff” discussion with my students. You are the facilitator of learning, and the students are the thinkers. Always allow your students the ability to have a “productive struggle” in which they can think for themselves and create a world of wonder and curiosity! You will be simply amazed at the results!
Roman Nowak
As schools have traditionally been institutions of learning content/knowledge, it is difficult to break from the status quo and transform what schools should look like today. Although content is readily available to everyone, we still see students struggling in school. Therefore, rather than focusing on concepts and content, as educators, we need to focus on developing skills and competencies. If students knew how to find, reflect, analyze information, if they could formulate ideas, communicate efficiently, create innovative ways to demonstrate their learning and solve problems, content would not be as big of an obstacle. Our most important mission is to inspire and allow for curiosity and fun in learning. We need to give students the gift of time for their learning. Do not expect every student to be at the same level at the same time. Give students the freedom to develop their knowledge at their pace. Let them experiment with knowledge and content and to build their own context. We need more passionate learners, more driven and engaged students, rather than compliant individuals who are only done as they are told. We need students who will question, who will break status quo, who will make this world a better place.
Susie Thompson Rolander @suzrolander; Kara Pranikoff @pranikoff
Susie Rolander and Kara Pranikoff
We are all born with immense curiosity. Life is so much more rich when we engage with ideas shared by other people and our own thinking about our surroundings. We need to tune into the thoughts that fill our heads. Our professional curiosity is sparked in three major ways: observation, conversation and reading. Each one feeds the next in a continual loop. We have the privilege of spending our days watching students and teachers (from elementary school to graduate school) in action. We’re always attending to their moves, the messages they communicate in verbal and nonverbal ways and the way their interactions facilitate learning. This quiet observation and notetaking is endlessly stimulating and it makes us appreciate the power of the relationship between the student and teacher and how effective classroom learning can be at every age. Observation is life-changing. We’re in continual conversation with our colleagues in real life and in our strong digital PLN. (Hooray for #G2G! This conversation is our favorite of each week!) We are so much stronger when we listen to other people’s experiences and consider different points of view. This is true of our conversations with students as well. Hearing their ideas always shifts our teaching and makes us curious about the ways we can connect more deeply. Reading; that’s just a conversation between an author and yourself. So every article, Twitter Feed, and professional book we sit with makes us curious and want to learn more. Professional curiosity is what propels our growth. It’s easy to stay curious, there’s so much to learn!
We’ll include your thoughts here if you add them to this link
Mary Howard @DrMaryHoward
Three years ago my life changed forever when two educators I’d never met, Amy Brennan and Jenn Hayhurst, contacted me about doing a six-week book study chat for my book, Good to Great Teaching. Looking back on the email that gave birth to our #G2Great weekly Twitter chat, I am reminded that I was oblivious to the magnitude of this life altering moment and how its impact would exponentially multiply from that day forward. I have been blessed to collaborate weekly with my amazing co-moderators Amy, Jenn and our most recent addition Fran who are all now treasured friends. We enthusiastically do the behind the scenes work that translates into each chat but there is no question in our minds that it is each of you who give #G2Great life. I have made more friends than I can count, friends I know I’ll hold forever dear in my heart. I sit in front of my computer every Thursday night bursting with pride that so many educators from across the globe spend one hour pondering this remarkable work we all do in the name of kids. Each of you willingly share your professional hopes, dreams and aspirations for education by graciously showing up Twitter style so that we can join joyful forces to explore possibilities in what has become a celebration of children and the teachers who change their lives. We are so grateful for each of you because we know that #G2Great would be little more than a hashtag and what began as a book study would have come to a close at the end of those six weeks without you bringing your heart to the chat experiences. We are inspired by your dedicated commitment to kids and that unwavering devotion is the impetus that keeps #G2Great thriving for three years and counting. Thank you for all you do to enrich the lives of children – and in the process enrich ours!
Fran McVeigh @franmcveigh
I’m a newcomer to the #G2Great team, but not to the #G2Great chats. I know that I can count on my fingers the number of chats that I have missed over the last three years but the impact of #G2Great is beyond all measures. Mary Howard’s Good to Great Teaching: Focusing on the Literacy Work that Matters heralded a pivotal change in my work in professional development. I had the opportunity to put words (Mary’s of course) into moving teachers from unconscious and/or moderately productive practices to conscious and more productive choices in instruction, environment and use of time. I was thrilled. And then I found the book study group, the twitter hashtag #G2Great, storifies of the chat, and the blog posts. Thursday nights became the inspirational point of the week. Our chats became the focus for reflecting on our own teaching practices as well as inspiring and aspiring to continue to grow and intentionally be better – each and every day! The book, the chats, and this group consist of dedicated teachers searching to be the best teachers in the world. Seeking out answers to puzzling problems. Pondering behaviors that have been relegated to “less than desirable practices” for several decades but that continue to exist behind closed doors. Actively growing knowledge and skills to become better, stronger teachers. Together the #G2Great community has grown to include dear friends from across the entire country who are generous in their time, energy, thoughts and wisdom. I am truly blessed to be a member of this community that convenes on a weekly basis to “be all that we can be” collectively.
Jenn Hayhurst @hayhurst3
The reason why it’s so important to offer choice for our students is because our choices impact the way we live our lives. Sometimes, our everyday choices will change our lives in ways we cannot even imagine. The initial collaboration that began with my hopeful tweet to Amy, and then Mary launched me into a passion project that has lasted three years, and counting. That does not even seem possible! The reason I came to Twitter was because I longed to grow a community of collaborators who shared my love for teaching. So much has changed since then. Now, I am part of a dynamic community of people who offer an incredible wealth of knowledge, humor, and support on a daily basis. Now I have an amazing network of not just colleagues, but friends. Amy, and Mary are no longer just virtual colleagues but are my trusted friends. Their names have been integrated into my home as well as my heart. The circle of admiration, love, and respect grew as we added more members to our #G2Great team with the addition of Fran. I had met Fran over the years at NCTE and Teachers College. Now I have come to know her as a smart, gentile, and steadfast person who has enriched my life in many ways. Again, it is my privilege to call her friend. There are so many lessons that #G2Great has taught me so far – but the most important is when presented with an opportunity to learn unabashedly say YES. Don’t be afraid to reach out and connect with others – grow your thinking – build relationships! Just say yes to it all without fear or shame. As a result of my choice to begin this #G2Great adventure I have built a network of friendships that have forever changed me.
With much gratitude and love, I want to celebrate these friends because they are in many ways the greater extension of our #G2Great team:
So, the choice is yours, what will you decide to create in 2018? I really can’t wait to see what happens next.
Amy Brennan @brennanamy
Pictures tell a story, and sometimes they tell more than one story – like the multiple plot lines we learn about when we read great books. Recently a photo popped up on my phone. It was a photo of me with Barbara Marsicano and Danielle Goncalves – two of my closest friends from my former school, reading teacher friends, or as we were often called, “The Lovely Ladies of Literacy.” In that selfie we were capturing the three of us at Teachers College Reading and Writing Project on a day we attended to see Dr. Mary Howard present on RTI. The story that is also tells is the beginning of my collaboration with Mary and Jenn. I did not realize at the time that day would be one that would set me on a pathway to an amazing collaboration that has become the #G2Great Twitter Chat and the Literacy Lenses blog. Working alongside Mary, Jenn and now Fran I am grateful for the connections that have grown into friendships and have helped me to grow both personally and professionally. Each Thursday night as we gather around the #G2Great table to chat I reflect on this pathway that brought us all together.
Brent Gilson@Mrbgilson
Everything. I started the #G2Great chats this spring I think with a focus on my favourite book Disrupting Thinking. It was a wild ride but I was so inspired and truthfully fuelled further by the likes and comments from Kylene. I think the power in these chats for my professional development has been the exposure to so much brilliance. Never in my wildest dreams did I think I would have the opportunity to learn from experts in our field let alone call them my friends. That is what #G2Great has meant to me. It has been an opportunity to extend my PLN to build myself up as a teacher and have the opportunity to share my thoughts with others. Most importantly however it introduced me to Dr.Mary Howard who inspires me every morning when I check my facebook while working out, who is a cheerleader for all educators and I am so honored to call my friend.
Susan Vincent@ssvincent
Have you ever gone to see a movie with no idea what it was about? And then loved the movie and been blown away by what you stumbled into? That describes my first experience with a #G2Great chat. I don’t even know how I happened into the chat, but I knew I’d found a network of my tribe. I also knew I’d be back the next week. I believe as teachers we need to be connected to groups of other teachers who can stretch our thinking, give us new ideas, and keep us thinking. For 19 years of my career I was part of the Reading Recovery network. The network was my professional home, so when my site closed, I felt very much adrift professionally. Of course I had close connections to wonderful educators in my school, but I honestly think we need to connect beyond the walls of our school in order to really grow. This is what #G2Great provides – a network beyond the walls of our schools, where we can keep our finger on the pulse of our profession. We can learn about the newest professional books, learn from the authors themselves, and best of all, learn from teachers from all over the globe who value literacy and share common philosophical beliefs. Thank you to Mary for creating this network and also to Amy, Jenn, and Fran for being so incredibly welcoming to all who stumble in.
Johnny Downey@johnnydowney
Much like Susan, I had no idea what I was getting into the evening of my first #G2Great chat. I remember it being kind of scary at first. I sat back watching the tweets literally fly by on my phone- before the end of Q1 I told myself it’s now or never, just DO IT! I jumped in and the rest is history. Fast forward almost 2 years and I am part of one of the most inspiring and powerful PLNs in the world. Every Thursday evening in my house is Twitter Night, I sit with my phone and computer ready to interact and learn something. I have always been hungry to learn more and the #G2Great chat feeds my curiosities and need for professional learning. Who knows where I would have been had I not connected with this great group of educators, maybe in the same seat I am today, maybe not, but I wouldn’t have access to such a wonderful PLN. Words cannot express my gratitude and thanks to my personal champion, Dr. Mary Howard, for igniting this fire within me and letting me join the club!
Jill and Kim @shelfietalk
#G2Great was one of the first chats we discovered after we joined Twitter. We soon realized that this is a community of passionate and dedicated educators who gather on Thursday evenings to celebrate, challenge, and inspire one another. Thanks to Mary, Amy, Jenn, and Fran we are able to connect with educators who believe in the power of putting children at the center of all we do, of seeing students’ strengths instead of focusing on deficits, and of finding joy in our work. We are grateful to be in the company of educators who truly live and breathe their love for learning.
Kitty Donohoe@donohoe_kitty
Thoreau went to Walden Pond to find peace and support in the vibrancy and peaceful joy of nature. Good to Great has been a respite of joy and hope for me during each week, a virtual Walden Pond. It is a miracle to be able to connect with other like-minded educators from all over the world and to truly experience a sense of community. Teachers understand each other in a way that brings an instant sense of comradery and acceptance. I am so blessed to continuously learn and make new friends because of this extraordinary chat. And a very special thank you to Mary, Jenn, Amy, and Fran!
Roman Nowak @NowakRo
I stumbled upon the #G2Great chat haphazardly this past year and it has changed my outlook on education. The questions, the exchanges, the topics, have allowed me to delve deep into my pedagogical beliefs and create a stronger voice for what what I believe in. In the fast-paced life of education, we usually try to get things done and make things efficient. I have learned and been empowered to constantly act upon my learning beliefs. It is important to stand up for what we believe in, to give the underdogs a bigger voice. We can’t simply accept what is done without questioning it. The leaders and educators on this chat, all keep inspiring me to be better, to keep pushing limits, to collaborate, to make a difference. We can never become complacent, never give up. We must always try to be better, for our students, for their hearts, for their curious and learning minds.
Cameron Carter @CRCarter313
I was introduced to the #G2Great family through Dr. Mary Howard when we met “virtually” via Twitter. Our conversations of student learning, engagement, and professional development sparked a special connection! I was fortunate enough to meet the #G2Great team at the National Council of Teachers of English convention in November of 2017. It was as if we all had known each other for years! The connections we make with our colleagues, whether virtual or in person, are focused around one goal: building learners. I am so glad I met my “tribe” of professional learners who view learning the same way as I. Thank you for all you do for children and teachers across the world! We must all continue to learn and grow to go from good to great!
Kara Pranikoff @pranikoff
I will admit it, I was hesitant to connect on Twitter. The thought of all those voices coming at me at once was overwhelming and I could not begin to imagine how I would be able to tune in. I really like to listen, intently and think with depth. I could not imagine how that could happen online. However, I trusted Susie and when she introduced me to Dr. Mary Howard at NCTE 2016 and the rest of the #G2Great family, I could not resist. I waded in and now I’m hooked. (Susan talked about the overwhelming pleasure of stumbling into an unknown and delightful movie. That is a powerful description for me, too.) The amount of information that is shared each week is incredible. I always feel like you can see the lightbulbs of professional learning link across the map. These #G2Great chats each week are an instant injection of inspiration. I’m pushed in my own thinking by what others have to share. I get off the chats each week with a list of authors to seek out and strategies to try on my own. All of this is because of the community that has been built through these chats. Learning is social and in a digital world Mary, Fran, Amy and Jenn have figured out how to connect a tribe of kind, thoughtful, supportive and engaging teachers from around the world. My #G2Great family reminds me each week why I’m proud to be a teacher and honored to have such deep and grounded colleagues.
Susie Rolander @suzrolander
I stumbled into the #G2Great chat a few years ago as I was in traffic along the FDR after teaching at Bank Street. (I was not driving!) I remember being a newbie to Twitter but wanting the traffic to continue because I wanted to stay on the chat! I felt like for the first time, the walls of the school where I was teaching disappeared and ask Kara describes, there was a glow around the US (and Canada) with the amazing ideas that were flying across the screen! I was hooked! Never in my teaching career have I felt so inspired and excited to be a teacher than after I started tuning into #G2Great every week. The depth of knowledge, breadth of experience and passion for teaching that the #G2Great community exudes lifts me up each week. In addition, the friendships I have forged with Mary Howard, Justin Dolci and many others in the #G2Great family are life changing. Lastly, it has provided such an incredible link for many of the new teachers that Kara and I teach at BankStreet to such a rich PLN. To see their faces light up when an author of one of our readings is featured on #G2Great and they can actually ask them questions is priceless. This chat has not only changed my life but continues to enrich the lives of new teachers in their process of establishing their own PLN. #lifechanging.
Carol Varsalona @cvarsalona
The #G2Great community has impacted my literacy practices since I first joined. It has been a go-to place to discuss the best of literacy trends and chat with amazing, passion-filled educators. I not only have made virtual edufriends but lifelong, face-to-face ones. The moderators are open, collegial educators who support and honor all voices. No matter how much time might be between my visits to the PLN, I am always greeted with enthusiasm, thus, making the hour of engaging chatting a worthwhile experience. May my experience be so for all.
Cornelius Minor @MisterMinor
Growing up, I was a lucky kid. I had a friend whose family treated me like a brother. Every time I showed up, his parents shared their wisdom. They were happy for me whenever I did well, and if I were ever in trouble, their firm scoldings mirrored what my own parents would say. There was always food on the table if I was hungry, and encouragement to go around if I needed a boost.
The #G2Great community is like that. Like any friend, I don’t get to stop by as often as I would like, but every time I show up at the #G2Great “house”, there is plenty of practical wisdom, sage advice, thoughtful research and love to go around. I am a better educator because of them.
JoAnne Duncan @joanneduncanjo
#G2great has become an important part of my life. It has been an unbelievable three years of connecting, building friendships, reflecting, sharing,questioning and growing.Gathering on Thursday nights has energized me when I’m feeling drained, inspired me when I need it most, and always fills me with hope, possibility and courage to take action. I’m grateful for the time, energy and love that Mary, Jenn, Amy and Fran give to make these chats happen every Thursday. You are changing the world one chat, one classroom, one school, one community at a time. Thank you #G2great!
Patty Palmer @MrsPalmer23
I am what Jason Reynolds would call a “newbie” – to Twitter and to #G2great. You have provided a welcoming platform as a dress rehearsal for floating and validating my ideas. In the process, you’ve also offered a treasure trove of wonderful educators to follow and emulate. I am super curious about what 2018 will bring with all of you paving the way for greatness! Thank you, #G2great leaders, for your continued passion for curiosity and commitment to improving the practice of teaching, one educator at a time!
Dani Burtsfield @girlworld4
When a friend told me about Mary Howard’s #G2Great Twitter chat, I nervously showed up on a Thursday night in February, 2014. A complete novice to Twitter, I found myself in the company of the most amazing group of educators. They made me feel safe to share my thoughts, secure in holding tight to my literacy teaching values, and empowered in my role as an educator as they warmly welcomed me into the fold. Sharing in the study of Mary’s book, Good To Great was just the beginning of a transformational experience for me. The friendships that ensued in the 3 years that followed have been some of the most impactful both personally and professionally in my life. Thursday nights I can count on being challenged to be intentionally reflective in everything I do as an educator.
Laura Robb @LRobbTeacher
I have been a regular on #g2great for a year and it has made a huge difference in my learning and building my professional learning community. Mary has been accessible to me and all members because her HEART reaches out to us, to teachers she learns with and to children. #g2great has introduced me to books I might have not read and I have made friends with teachers all over the country! To be able to contact others for help with a problem or question means do much! Mary, by example, shows the importance of listening to and supporting each other. Each week is an opportunity to learn, reflect, share, and be uplifted by the #g2great community! It is also heartening to know there are so many educators who fight for children and want to help them learn and love Reading. Thanks to everyone for making the #g2great such a fabulous community of learners! And Mary, thanks for giving all of us so much to reflect on and share!
Faige Meller @dubioseducator
#G2Great has become a Thursday night mainstay for me. The dedication of the moderators, Mary, Jenn, Amy and Fran, instill empowerment to those of us whose heart lies in doing what’s best for our students. Sharing views and practices to help us understand the literacy needs of our students, using best practices, has been a powerful learning tool for me. Many times I go from the chat to a reflective post on my blog. Thanks to all for this platform.
We’ll include your thoughts here if you add them to this link
Thank you for everything you do for children my friends. On a personal note, thank you for breathing new life in my book and keeping the Ten Lesson of Good to Great Teaching at the center of your practices. #G2Great is in your honor and it has become a force of good because of each of you. We know that this anniversary celebration would not be possible without you….
So here’s to many more #G2Great anniversaries ahead
The “Y2K” threat was everywhere. Warnings were on TV, radio, and the internet. No one knew exactly what would happen when the clocks hit midnight on December 31st, 1999. Just think, JK Rawling had just published her fourth Harry Potter book and reading was on an upswing. That’s the time frame that ushered in the first edition of Strategies That Work by Stephanie Harvey and Anne Goudvis and I remember it vividly.
This year, 2017, heralded the top-selling third edition of their book and what we now know as basically a 20 year decline of teen reading. With a focus still on students and engagement, we were excited to have Stephanie and Anne join us for the #G2Great chat on Thursday, December 14, 2017!
Our chat answered the following Three Big Questions:
1) How do students “understand” the texts they work with?
Students need to be thinking first and foremost. Stephanie began and ended the chat with comments about the role of the students in this work. Every time a student is reading, the student needs to be thinking. In fact, when “thinking falters”, students need to be able to independently reconnect with text. In the words of Stephanie and Anne, we need students to be “thinking intensive readers, listeners and viewers.” How do we know what students are thinking?
“Annotation is a powerful thinking tool. We share with kids that after a night of snowfall, we can see the fresh tracks of animals and know who was there.We need to see the readers tracks so that we know what they were thinking and so they remember their thoughts.” (Stephanie Harvey tweet 12/14/2017)
2) How do we increase student engagement with texts?
One way we increase engagement with text is to add in more student choice in what is read in our classrooms. High quality texts also need to be available to students in large quantities across the day.
A second way to increase engagement is to pay attention to our assessments.
Assessment matters. Stephanie referred to P. David Pearson who said, “The questions a reader asks after reading a text are a far better assessment than the questions a reader can answer about that text.” Assessment is what happens 24/7 when we continually study students and their work. “Evaluation is putting a grade on it. We only grade after the kids have had time to practice, learn and understand what we have taught.” And Anne added that, “Assessment is the continuing conversation between kids and teachers.” Another quote from Stephanie was that, “Assessment informs us of three things: what a child did at one moment in time, our future instruction-where to go next based on their work- and our past instruction. When kids don’t get it, it is our responsibility.”
What is your metaphor for assessment? Is assessment a mirror, a window, a door? Can it be all of these at varying points in the instructional cycle? An assessment is a mirror when it reflects the student learning. It can be a window because it allows two different views: the reflection like a mirror as well as an opportunity to look through the glass and see what is happening. And yet assessment can also be the door that opens into the next phase of learning.
A final caution on assessments:
When our goal is to have independent readers, who can and do read, who read strategically, and who think when reading, we often ask our students to self-reflect on their learning. If we ask students to self-reflect, doesn’t that seem to imply that teachers would be reflecting DAILY on the relationship between student learning and the instruction provided?
3) How do we increase and build knowledge?
Teachers have been working with students to leave “tracks of their thinking” with post its, annotations, and other tools. But are students using these tracks independently or using them on teacher demand?
I have been fascinated for three years by Stephanie Harvey’s claim that school days would function well with four workshop periods: “Reading, Writing, Math, and Research (science/social studies). Because of the workshop format, students would be expected to be reading, writing, thinking, talking, making, and learning across the entire day. Is that the learning you want for your students? Is that the learning your students need? Which answer will best meet the needs of your students?
Three editions: Why were those necessary?
Check your shelves because you may have earlier copies of Strategies that Work. Or someone in your building may have them. Earlier editions are never “wrong”; typically more work and thinking has resulted in clarifications and additions that strengthen the original ideas. Sometimes misconceptions about implementation issues are also clarified.
Strategies that Work has remained the title over the 17 years of the published life of this text; it’s the subtitle that has changed as reading pedagogy and research has evolved in the early decades of the 21st century. In 2000, this work began as Strategies that Work: Teaching Comprehension to Enhance Understanding. Neither Stephanie Harvey or Anne Goudvis claimed to be “researchers” but they built their text on the comprehension research in the field of literacy.
The second edition title moved to Strategies that Work: Teaching Comprehension for Understanding and Engagement just five years after the authorization of No Child Left Behind (NCLB). Punitive measures were already in place for “failing schools” and Stephanie Harvey and Anne Goudvis wanted to ensure that engagement became a factor. But unfortunately, the comprehension work did not meet the “Scientifically-Based Reading Research” definition under Reading First so many primary teachers worked from a narrower list of explicit comprehension strategies.
Talk and actions involving Common Core State Standards began to swirl across the country in 2008 thanks to the National Governors Association and then 2015 brought the Every Student Succeeds Act (ESSA) as the first legislative overhaul of the Elementary and Secondary Act in over 30 years. Both of those actions have impacted literacy instruction. In 2017, this third edition is titled Strategies that Work: Teaching Comprehension for Understanding, Engagement, and Building Knowledge, Grades K-8 and is perfect for teachers new to teaching or those who need to consider which current practices need to be continued and which need to go!
Do you need the 3rd Edition?
Stop for just a minute. Here’s one way to think about it. Consider your answer to these next two questions. Were you in a classroom during the 2000 – 2017 era? Did you notice any changes in comprehension instruction? (As a teacher, student, or both) If not, please keep reading. If yes, please keep reading.
What changed from Edition 1 to Edition 2?
From “Teaching Comprehension to Enhance Understanding” to “Teaching Comprehension for Understanding and Engagement”
Since its publication in 2000, Strategies That Work has become an indispensable resource for teachers who want to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. In this revised and expanded edition, Stephanie and Anne have added twenty completely new comprehension lessons, extending the scope of the book and exploring the central role that activating background knowledge plays in understanding. Another major addition is the inclusion of a section on content literacy which describes how to apply comprehension strategies flexibly across the curriculum. (source)
What changed from Edition 2 to Edition 3?
From “Teaching Comprehension for Understanding and Engagement” to “Teaching Comprehension for Understanding, Engagement, and Building Knowledge, Grades K-8.”
A big shift in the last ten years has been on changes in instruction, and what real engagement looks like. “Being busy” is not the goal. How does one insure that students are engaged? Students have to have a bigger role in the classroom. This edition has ”Thirty new lessons and new and revised chapters shine a light on children’s thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking and a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum.” (source) And this (by permission of @StenhousePub), a comprehension continuum that ranges from “answering literal questions” to “actively uses knowledge.” (Harvey & Goudvis, Stenhouse, p.25)
Based on these descriptors, you might consider comparing the different versions with a friend and checking out “close reading, close listening, text complexity, critical thinking, and thinking-intensive reading and learning as a starting point.
Why?
Because students who are not successful in learning are working hard but the field of literacy has defined a “knowledge gap” as a contributing factor. Students are being asked to do MORE with texts, fiction, informational, etexts, photos, artwork, and movies than ever before. Stephanie and Anne explicitly state their work and thinking during the last decade has led to “new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers.”
What’s the end goal for students?
For “…students to become engaged, thoughtful, independent readers.” Are your students engaged, thoughtful, independent readers? Or are they just going through the motions with a bit of ‘fake reading” thrown in? What is your plan to ensure that ALL of your students are engaged, thoughtful, independent readers?
Challenge:
If not this work, then what other professional development resources should you consider? When will you begin? How will you know that your changes are providing your students with opportunities to increase their comprehension, engagement and to build knowledge?
On December 7, 2017, old friends honored us with a return visit to the #G2great guest host chair. #BowTieBoys with teacher Jason Augustowski have joined us on three other occasions including May 25, 2017, March 16, 2017 and June 9, 2016 (our first guest #BowTieBoy, Sam Fremin). This week we were excited to celebrate NCTE17 as we explored Student Choice from their very wise eyes. I consider myself the self appointed #BowTieBoy cheerleader – or as Lester Laminack lovingly dubbed me on facebook: “official Fairy Godmother of the #BowTieBoys.” The pleasure is all mine!
I first met #BowTieBoys when I saw them present at NCTE 2015 and was instantly professionally smitten. I was grateful to join their #NCTE 2017 presentation and watched with pride as they rotated from table to table sharing their collective commitment to student choice. These young men in high school possess wisdom far beyond their years and have the uncanny ability to translate that wisdom in ways that could maximize our instructional efforts if we are only willing to listen to their oh so sage advice. It is worth emphasizing that each of our #G2Great questions was posed by #BowTieBoys based on their interests and that they literally took over the #G2Great chat reins just as they have each time they visit.
Since every question was related to our topic of student choice, I decided to peruse tweets to see if some patterns would begin to emerge within and across those questions. This proved to be quite challenging since there were well over one hundred tweets from the #BowTieBoys alone. As I explored this magnitude of student wisdom, eight essential ideas soon became visible that celebrate student choice from their perspective. Each Choice Point includes my reflections followed by #BowTieBoys words of wisdom:
CHOICE POINT #1: Building a Foundation of Trusting Relationships
One of the first things I noticed as I looked back across the chat was the repeated use of the words trust and relationship. In fact, the very spirit of the chat was grounded in a deep respect for both the learning and teaching process. Jason, Sam and Ryan H help us see those ideas from both sides and how relationships or the lack of them can either impede learning or help students to “flourish.” Learning depends on our willingness to build this foundation of positive relationships between students and teachers from the first day of school. But this is only possible when we know our learners enough to craft the instructional experiences that demonstrate that we have their best interest as learners at heart.
CHOICE POINT #2: Designing Spaces that Honor Learners
Another common discussion point that was interwoven across all questions was the importance of creating a classroom design that could support and nurture choice. Jason and Christian remind us that this is a shared process that engages student and teacher as design partners (which reiterates the spirit of respect in the first point). Kellen added to this conversation by emphasizing that this can prove challenging for students who may not have previously experienced a flexible design mindset. We could at least in part address this concern by giving students a shared role in this process while recognizing that some students may need additional support along the way.
CHOICE POINT #3: Exploring a Healthy Balance for Choice
Perhaps the question that elicited the greatest range of varied view was the one that asked us to consider if it is possible to have too much choice. Ryan B and Ryan H reflect this variety since Ryan B felt that this is largely dependent upon individual students while Ryan H felt that choice should be a component of every learning experience. One of the things I particularly appreciate about these varying viewpoints is that both agreed that they personally needed no boundaries even though there was variation in what they feel other students may need. What struck me about these distinctive perspectives is that it illustrates why we need to know students and then make these decisions accordingly.
CHOICE POINT #4: Making Real World Experiences a Priority
Jack, Sam and Sean noted the value of creating an instructional experience that will help learners move beyond our four walls as we expand our horizon by embracing real world concerns and issues. While there are certainly professional constraints that we must adhere to, this does not mean that any teacher is forced to turn a blind eye to the very issues that students will be facing in their own lives once they leave those walls. This is not a either-or proposition but an issue of refusing to allow obligations to cloud our view of responsibility to our learners. It can also reflect a two pronged issue since it requires teachers and students to explore topics that may even be uncomfortable while maintaining enough choice for students to navigate those topics in creative ways.
CHOICE POINT #5: Inviting Conversation and Collaboration
When we discuss choice within the instructional process it will inevitable require us to consider where meaningful dialogue with peers can fits into this process. Any time we reflect on empowering our learners within the learning process we must also consider how we will create an instructional framework where student talk is at the center of that process. Ryan B and Sean remind us that choice also plays a role in the collaborative process as we can offer different ways for students to collaborate based both on the partnerships as well as the structure of those partnerships. It is important to consider distinctive possibilities including partners and small groups and to ensure that these partnerships change over time.
CHOICE POINT #6: Finding a Space for Shared Ownership
As we acknowledge the important role that choice can play in an engaging instructional environment, we must also examine how we will help students assume increasing responsibility for this role and what this could look like in an instructional setting. This is not simply a matter of the teacher saying, “I’m going to offer choice” but considering choice in much deeper ways. This will require us to maintain the flexibility that will leave room to support students in a variety of ways as we put choice into action and likely make adjustments as we make choice a priority. Christian and Spencer explore both sides of this issue by highlighting this supportive process as well as allowing for that flexibility within those choices.
CHOICE POINT #7: Broadening Our Authentic Assessment View
It would be challenging to even consider the role of choice without considering where this fits from an assessment perspective so I was grateful this question was addressed. Doug emphasized that choice can be connected to the assessment process as we allow students to show what they have learned in a unique ways. Spencer tackled a common concern teachers express about the challenge of applying grades to authentic learning by suggesting that we shift our perception. If we started with the authentic task that we want to celebrate, then we could design assessments around this lofty end goal as a logical way to ensure that both are in place.
CHOICE POINT #8: Celebrating Joyful Engagement in Learning
It seems to me that joyful engagement is the undergirder of the entire discussion about choice. Incorporating student choice is not merely done for the sake of choice but to consider the implications of this decision. By making choice a priority, we are acknowledging that there is no virtue to merely asking students to sit at a table to be filled with information. Choice reflects our commitment to learning opportunities that actively and pleasurably engage our students with their own learning. Doug, Jack, and Kellen illustrate why incorporating choice is so relevant in that we want to create instructional experiences where students are active participants in productive learning that will also take their unique needs and interests into consideration. Engagement and joy go hand in hand as one has the potential to dramatically impact the other for better or worse. Quite frankly, we need both.
I was astounded by the wisdom of these young men as they shared their thinking at twitter style warp speed. I am so grateful to have the storify record to revisit again and again so that we can soak in their insight. What I found particularly exciting is that their tweets not only represented their own thinking, but also reflected their willingness to engage in conversations with our #G2Great family
With each other
And through their own posing of questions #BowTieBoys have given each of us who are lucky enough to learn from them such an incredible gift and it is my hope that we will open this discussion to students in classrooms across the country. Their passion for learning and willingness to share their thinking offers us a lens to see our teaching from their eyes. We have long known that choice can play a powerful role in the learning process and yet this role is largely ignored in too many classrooms. They remind us that student choice is not just a topic to be discussed but an issue that must also consider the human factor as we envision what this means for our own learners. We are so honored that they invited us all into their world through their generous sharing and graced the #G2Great stage once again.
And so as I close, the question that comes into my mind is, “Why isn’t choice a high priority goal in every classroom? Sam helps us to ponder the importance of this question
Imagine if you will a classroom where we break free of the box that is confining teachers and students from exploring opportunities that abound. Imagine what would be possible if we were willing to gaze through a two-way reflective mirror and see the instructional process not only through our own eyes but through the eyes of our students.
In the words of Dr. Seuss, Oh the places we could go!”
On Thursday, November 30, 20017 Jeff Anderson and Whitney LaRocca joined #G2Great and began a much needed conversation about how to integrate powerful instruction for the conventions of language. This is a topic of great importance to teachers everywhere, as we are keenly aware that we need to find ways to make grammar instruction meaningful and relevant to students. When students understand grammar as a craft move they will unlock greater meaning and skill as readers and writers.
As POWERFUL Readers…
Jeff and Whitney inspired the #G2Great PLN to dive deep into the depths of language as they suggest that we, ”…joyfully bathe students in the language of books.” As teachers immerse students in great texts we are granting them access to sophisticated, language that is both beautiful and precise. When students learn how to read these texts with an author’s eye they are lifting their comprehension to new levels of understanding. They soon learn that reading and writing are reciprocal and that one strengthens the other:
As POWERFUL Writers…
Jeff and Whitney ask us to consider moving writing instruction away rule following to a more personal and organic endeavor. One that strives to refocus students on a discovery of their own writing process. They suggest that we can teach students to borrow author’s craft moves from favorite texts to raise the bar for their original writing. We should provide many opportunities for guided practice – “create, notice, and repeat” These ideas resonated in a big way with the #G2Great PLN:
Thank you, Jeff and Whitney your book, Patterns of Power Inviting Young Writers Into the Conventions of Language Grades 1 – 5 is the kind of book that pushes teachers to move from good to great classroom instruction. You remind us to think about how to connect students’ reading and writing lives in purposeful meaningful ways to strengthen their understanding of both.
On November 9, 2017 #G2Great was honored to have Carl Anderson as a guest host. When we think about conferring in writing workshop, Carl Anderson is the one we all look up to and want to learn from. He is who I attempt to channel anytime I sit down with a child to confer about their writing. The first words that come out of my mouth when I sit next to a writer are taken from Carl. I sit down and say, “How’s it going?”
Relationships
The numerous times that I have seen Carl speak at Teachers College Reading and Writing Project and the most recent when I was able to participate in his section during the writing institute last June always causes me to pause. The thing about Carl is that he takes something, which arguably is the most challenging part of the workshop model and puts it within your reach. He makes sure that no matter what your experience is you can sit next to a child and begin to help that child become a better writer.
Even in Carl’s first tweet of the night he began to develop relationships with all of us who gathered around the #G2Great table to talk about conferring that night. He started by asking us, “How’s it going?”
Carl shows us that conferring is about building relationships. When we approach a writer for a conference and think first about building the relationship or getting to know the writer it does not seem so difficult. It allows us to begin to confer with students in reading and writing. Carl often says, “You cannot get better at something unless you do it.” This I have heard him say numerous times when talking with teachers who share their struggle or sometimes worries about conferring and getting it right. When we approach the conference through the lens of a getting to know a writer, the pressure reduces and we can just do it! In turn each and every conference we have will teach us to become better at conferring.
Relationships then develop as we open the conversation with our writers. We can begin to help a writer grow as we get to know them and develop a trusting and supportive environment. Writing is risky, and that trust and support is necessary so that a writer will take the risks they need to as they develop their writing. Writing is also very personal, and that too requires a trusting, supportive relationship.
Reflections
Conferring is an opportunity for reflection. In a conference it helps the learning process to allow some space for reflection. As the teacher, it seems that the first point of reflection comes when I review my conferring notes from my last visit with the writer. The next reflection point comes after I research what the writer is doing or after the writer tells me how their writing is going. I need to reflect on this in order to make a decision as to what I will teach that writer today. In reflecting on that I need to identify something that the writer will carry with them not only on this piece, but to other pieces they write. This is consistent with Lucy Calkins’ message in that we focus on teaching the writer, not the writing. Making this decision is significant enough to require a moment of reflection.
Additionally, if we want to maximize the learning experience for the teacher and the student we have to consider John Dewy’s wise words, “We do not learn from experience… we learn from reflecting on experience.” Often making space for the writer to reflect or process their thoughts is a time when I jot my notes or reflect myself, this helps me to make that quiet time for the writer to reflect.
Revisions
Writing is all about the revision, this is the most powerful, yet difficult part of writing. The reflections allow for the possibility of revision which is the pathway to improving the work of a writer. Each time a writer makes a revision the writer is trying a new move, and these moves can be used on any writing. The writer takes these moves with them everytime they write.
Revision for the teacher who is conferring I would argue is just as important. Once I reflect on the writer, I can make revisions to my teaching plan for that writer. That revision becomes another conference or teaching point for a conference that I can put in my toolkit. I often envision my own conferring toolkit like a large handbag with many cards in it, and everytime I confer with a child I place a new card in my handbag. Each time I revise one of those cards I make a new card. I think that multiplying factor is what gives me the motivation to just sit with a writer and talk about what they are doing as a writer. It removes the intimidations that I once had, because I know this conference will be added to a new card to place in my handbag. I know that when I sit with a student I can always pull one of these cards from my handbag, if I need to.
Thinking about revisions in this way extends the conference from that one conference or that one writer to every conference or every student I will confer with over the course of my time talking with writers. The potential is truly limitless, especially when I reflect, share and collaborate with colleagues.
Carl Andrerson brilliantly starts conferences with “How’s it going?” This simple, yet powerful question opens up so many possibilities and extends beyond a writing conference. His book, How’s It Going? is one of my most reread and worn books. His first tweet of the #G2Great Twitter Chat included his perfect question, “How’s it going?” This demonstrates the power of the question and the insight that Carl shares with us. It carries over to all areas of meeting with children, just the other day I had the opportunity to sit down with several children in the principals office and the first thing I said was, “How’s it going?” It provided an opening to a conversation, it established relationships and allowed time for reflections and revisions in our thinking.
Everything about this amazing book, from the cover title to the words and visuals across the pages, represents a passionate reminder that educators have been afforded the opportunity and responsibility to empower students. John and AJ move us closer to understanding what it means to empower students at the beginning of their book:
“We need to shift our mindset from compliance (students must follow our rules and engagement (getting kids excited about our chosen content, curriculum, and activities) to empowerment. (xxix)
The dictionary lists several synonyms for empower including authorize, entitle, permit, allow andenable but John and AJ add a powerful and unique meaning in the book:
After looking back over the chat tweets, I knew that I’d found my guiding question for this post: “How can we EMPOWER students to create their own school game as a means to maximize learning?” With this question in mind, it didn’t take long to notice that our #G2great questions offered an organizational structure for me to reflect on my question. Looking at our questions and inspired tweets from AJ and our passionate #G2Great family led me to contemplate eight EMPOWER points:
EMPOWER 1: Expend precious available minutes in responsible ways
John and AJ open their book by reminding us that time is a precious commodity. Through their calculations, we realize that we are all given the same 400 minutes in each day. But that’s where the similarities end since how we choose to expend those minutes varies widely from teacher to teacher. I love AJ’s point that we may not be able to control all of our minutes due to the inevitable and ever-present school requirements, but we can and must choose to spend limited remaining time in the most responsive ways. Eugene eloquently emphasizes that when time is finite, it is even more important that our choices reflect what we value. How we spend time is a choice so we lose right to complain about time when we choose to spend it in ways that do not positively impact students.
EMPOWER 2: Inspire students to engage in creativity and innovation
I suspect that most teachers would be hard-pressed to suggest that creating classroom experiences that are creative and innovative is not a crucial instructional goal. Yet what we acknowledge pales in comparison to how we demonstrate those beliefs through our day-to-day actions. AJ’s words that creativity must be “unleashed” rather than “found” illustrates that this isn’t about merely identifying obligatory sporadic moments in the schedule but taking specific actions that will inspire creativity and innovation in ways that in turn inspire students and teachers to want even more creativity and innovation. Matt reminds us that we do this by ensuring students play a role in our instructional planning conversations as we make student voice and choice a priority.
EMPOWER 3: Take a stance to make student choice a daily priority
This idea that student voice and choice is an essential component of each learning day is a perfect segue to zoom in on choice as a primary factor of empowerment. AJ emphasizes that choice leads to ownership and thus empowerment and deep learning. This means that our willingness to offer choice in the learning process can have a positive or negative impact on student learning. Fran made the point that for many children, this has not been part of their ‘school game’ reality. This inspires us to begin to craft a new reality as we incorporate choice into each learning day and do so in the most authentic possible ways.
EMPOWER 4: Embrace technology as a window to the world
Any time the discussion turns to empowerment, technology will inherently become part of that conversation. Technology reflects the world that our students reside in and so it makes sense to invite that world into our classrooms. AJ reminds us that technology is not a curriculum add-on but a powerful tool that can be seamlessly integrated into every learning day. I love AJ’s description of technology as an “on-demand experience.” This motivates us to shift our perspective from an activity we schedule to what we can bring to the learning table any time of day. Roman also reminds us that breaking down our school walls to willingly incorporate technology opens this world to students and expands their horizons and our view of what is possible.
EMPOWER 5: Understand the distinction between fail-URE and fail-ING
I found myself reading and rereading chapter 9 (page 147 to 156) as I was intrigued by these distinctive terms. I was clearly not alone in my fascination since many others took notice of this notion as well. AJ helps us understand these terms by considering one as an end point (Fail-URE) as often reflected by grades or test scores while the other is viewed as learning that can change over time (Fail-ING) through experiences that will support new or growing learning. I loved Rebekah’s description of Fail-ING as a process of ‘evolution, forward movement, and growth.’ This view celebrates the messy process of learning that occurs when we are willing to give students time and support to view that mess as a learning opportunity.
EMPOWER 6: Amplify the potential of your professional impact
AJ highlighted a key goal that can help us dramatically accelerate our impact potential. Empowerment is not simply what we do during the learning day but what students are able to do after the learning day is over when they leave our care. Our children will live in the world of the future and so we create learning opportunities that will prepare them for that world because we believe that they could make a difference by making that world a better place than it would have been without them. Vicki reinforces this point by referring to the ripple effect that can move learning from our personal instructional space out into the world that exists beyond that space.
EMPOWER 7: Broaden assessment to include your learner voices
I smiled when I read the title for chapter 8: “Assessment should be fun. No, really we’re serious.” (page 125) It’s hard to envision that spirit given the current testing and grading climate. Yet AJ asks us to acknowledge that effective assessment (the “fun” kind) is about much more than a grade. Authentic assessment invites students to become an integral part of those assessments. Amanda reminds us that this is not about a grade or score that focuses on a product but the process students engage in as they are immersed in that learning experience. Once we are willing to adjust our emphasis on the process, we make room for students to ssume a central assessment position.
EMPOWER 8: Create a flexible instructional student-centered design
In our final chat question, AJ acknowledges that empowerment is not about giving students free rein but widening our perspective as we incorporate a more flexible view. He reminds us that this is not an either-or proposition since we can offer students a supportive structure while still making room for empowerment through student choice in content. Christina reinforced this point by emphasizing that we must relinquish our control as ‘keeper” of every learning experience in order to open the door to discovery. When we create an environment that feeds student-inspired curiosity, then discovery and empowerment are likely to follow.
When I wrote our #G2Great chat questions as I read Empower, little did I know that John and AJ would not only inspire those questions but also inspire this post. Through their book and our #G2Great chat we are given an opportunity to initiate an exploratory venture that addresses my initial question: “How can we EMPOWER students to create their own school game as a means to maximize learning?” As I look back on our chat, I think this begins by giving ourselves permission to invite students to OWN learning and thus craft their own game. I can’t imagine a more relevant goal to work toward. We are so grateful to John and AJ for moving us ever-closer to empowering student learning and we know that we are about to launch on a worthy and exciting journey side-by-side with our student.
Perhaps the first step in this new game plan is illustrated in a tweet from Trevor Bryan.
I had the great pleasure to read Amy’s book in advance to craft questions for this chat. Since a foreword is a promise of things to come, I began by reading Katherine Bomer’s lovely foreword and discovered a literal promise:
“I promise that you are about to experience joy reading this book.” (page XI)
That sounds like quite a lofty promise, doesn’t it? Well I can assure you that these are not empty words since I personally experienced joy from beginning to end as I read Amy’s amazing book. And that “magic dust” that Katherine told us was sprinkled across the pages of the book? Well, it soon became my personal reader reality.
I always feel a sense of elation when I am afforded the honor of writing a #G2Great reflection for a guest author since it’s always someone I admire. I must admit that there is also an intense feeling of responsibility angst rising from my deep desire to do the author and the book justice. About midway into the chat, Amy shared her own responsibility angst for her readers:
Well my friend, you can officially release your fears because your “poetry legos” are arranged into an array of professional beauty!
Amy’s book offers the intricate details that will help each of us transform poems into teachers. Since her book does the heavy lifting, I decided to turn my attention back to Amy’s #G2Great tweets to explore how we could help poets and teachers unite in a shared role as professional partners. As I savored her inspiring messages, five Professional Partnership goals began to emerge.
Professional Partnership Goal #1: Allow our worlds to collide
Amy reminds us that our role as reader allows us to step into the writer’s words and experience the beauty of the poem from a personal perspective. When we willingly linger a bit longer in that beauty, we bring those roles together and notice things that we could never have imagined on our own. We have a responsibility to children to allow them to regularly feast upon a lovely banquet of ‘poetry helpings’ so that they too can experience poetry from the inside out.
Professional Partnership Goal #2: Lift Our Voices into the Air
Amy reminds us that we elevate our role as reader by using our voices to bring the poets words to life in an oral rendition informed by how it speaks to us. As we read, we recreate the poem through a personal translation of new meaning using drama and expressive language. This transformation from written to spoken poetry creates new meaning since we have become part of it. And as we read aloud, we invite the writer to stand beside our young listeners as the author’s words and the sound of our voice beckons reading, writing and listening to join forces.
Professional Partnership Goal #3: See the World through New Eyes
An unlimited source of exquisite poetry is everywhere we turn. Each author crafts their unique view of the world through their words. As we openly share these beautiful resources with children, we let our worlds collide – and we are forever changed by this celebratory collaboration. Amy reminds us to share a wide range of poetry to broaden and enrich this view since each piece shows us poetry from a new angle of understanding. We willingly join hands with our mentor poets and welcome them in as our teachers.
Professional Partnership Goal #4: Create a Renewed Vision
Once we bring the world of reader and writer together, we can then craft our own view of the world. We do this by making room for children to assume a seat at the writer’s table motivated and supported by the poems we have come to love. Their journey with our mentors inspires children to find just the right combination of words. Amy emphasizes that we need time; time to think, time to explore, and time to reflect. This respect for time also affords children to gather words and ideas so that they can place them lovingly in a notebook where they will eventually find a heart home in a student-created poem.
Professional Partnership Goal #5: Keep the Choice Door Wide Open
This shared professional journey implores us to bathe children in self-selected reading daily and ensure that poetry is in that mix. We refuse to perpetuate a system of readerly control with levels or scores that restrain us. Rather we offer a ‘no-strings-attached-we mean-it perspective that embraces freedom to explore. By making choice our professional priority, we invite children to make their own discoveries as we fill their head and heart with visions of wonderful we never even dreamed possible.
When poets and teachers come together as Professional Partners, we acknowledge our responsibility to children. Just as Katherine made a promise to each of us that Amy fulfilled, we too must make one of our own. There is a price we must pay to do this wonderful work. At a time when our beliefs are being challenged by questionable quick fixes, mandates and dictates, we must have the courage to speak up as we make a conscious choice to do the right thing for children day after day.
Thank you Amy. You honored us by facing your fears so that you could give us this beautiful gift of Poems Are Teachers. Just as you kept Katherine’s promise of joy and faced your fears, we too make a promise of courageous commitment to bring your gift to life. We believe this promise is worth keeping…
On October 19, 2017, Patty Vitale-Reilly joined #G2Great for an in-depth discussion about learning and ways teachers can work to inspire all students to be successful. As I look back over the chat, I realize there are five Power Moves that any teacher can put in place in the classroom to help students access their learning process.
Power Move #1 Creating Culture
Creating a culture of student ownership begins when we encourage a sense of belonging. There is so much we can do to influence our students’ identities. When we take the time to really know and celebrate who our students are we are creating culture. When we create classrooms where students are allowed to make choices and be part of a community we are extending an invitation to learn:
Power Move #2 Shifting Structures
Offering a variety of predicatble structures breathes life into student centered learning. As students are able to negotiate various ways to learn they will be more empowered. When we model structures like workshop, guided writing, or initiate fishbowls we are shifting towards greater independence because they will know what to expect:
Power Move #3 Collaborative Classrooms
When we plan for collaboration we are planning for student access to learning. Collaboration is another way to activate the gradual release of responsiblity. As we plan for students to work in partnerships, using students as mentors, or center work we are leveraging collaborative work to foster greater independence:
Power Move #4 Vital Visuals
When it comes to being strategic about using anchor charts or other visual tools our goal should be to faciliate greater student agency. Our classrooms should be built on meaning making. Students who can use charts strategicly are in control of their learning process:
Power Move #5. Purposeful Practices
Having a repetior of instructional moves helps us our teaching be more intentional. When we elect to pre-teach we are giving some students a head start to augment their learning process.
Thank you for joining #G2Great Patty, your work reminds me to reflect on my practice and as always be thinking about how I can continue to grow
On 10/12/17 #G2Great was delighted to welcome Stephanie Harvey and Annie Ward to our guest host seat of honor. As soon as we said our first “hello friends,” our dedicated #G2Great family of learners enthusiastically joined forces Twitter style as we collectively savored the message of their exquisite new book: From Striving to Thriving: How to Grow Confident, Capable Readers (Scholastic, 2017).
I first discovered From Striving to Thriving when Scholastic posted Stephanie’s video message on Facebook. This was just the inspirational impetus I needed to launch a journey of discovery that was a preparatory launching of this Twitter love fest. The icing on the cake was the opportunity afforded me to read the book pre-publication to prepare for our chat. But my excitement was multiplied ten-fold when I opened to their introduction and read words near and dear to my professional heart, “The Best Intervention is a Good Book” as a happily a recurrent theme:
Stephanie and Annie remind us why books must remain at the center of all we do – especially for our striving readers:
We’re firm believers that to fall in love with reading forever, all it takes is getting lost in one good book. When that happens, we discover that reading is one of life’s greatest pleasures. An entire generation became readers inside the pages of Harry Potter books. We advocate for our strivers every day so they, too, will experience nothing short of the transformative joy and power of reading. (p. 13)
The words transformative joy and power of reading reached out and grabbed me by the heartstrings, holding me captive until I turned to the last page of the book. As I read, I was struck by the idea that I was experiencing this ‘transformative joy and power of reading’ from a professional perspective and I knew that this sense of elation was precisely what our children deserve.
With this idea in mind, I perused their messages in our #G2Great chat to explore how we can create this ‘transformative joy’ for every child. And so, in honor of their wisdom, I’d like to share five Transformative Joy ideas we must embrace as we begin to put their words into action and move our children From Striving to Thriving:
Transformative Joy #1: Make Beautiful Books Your Beating Heart
Stephanie and Annie draw a line in the proverbial sand as they take a clear stance on the powerful role books play for our striving readers. They highlight the critical goal of increasing the volume of reading within a rich environment filled with books. They ask us to engage in ‘relentless book matching’ so that we can get just right book into the hands of the children driven by the wild readerly abandon only choice can awaken. We recognize the impact of bathing children in books across the learning day and so we make room for joyful engaged independent reading because we view it is a professional priority rather than because we find extra minutes here and there. We make a time commitment to reading and expend our energy putting this into practice day after day. And we do this because we know that it matters deeply for our striving readers.
Transformative Joy #2: Strengthen Your Bridge to Deepen Understanding
Stephanie and Annie ask us to return comprehension to a place of honor as the “Super Power” that will spur readers forward. They do not trivialize the role that decoding plays as one component of the reading process but remind us that teaching comprehension under the umbrella of listening and viewing will build a foundation for decoding through understanding rather than isolated sounds. We do this from the earliest stages of learning by using daily read-aloud and beautiful picture books as words and images become our springboard to reading as a meaning-making event. We know that each component of reading has a place but we also recognize that information sound-bites are not meant to be the meaning-making sacrificial lamb. We do this because we know that it matters deeply for our striving readers.
Transformative Joy #3: Hold Tight to Your Professional Purpose
Stephanie and Annie ask us to approach reading in ways that will promote these experiences as an act of thinking rather than one of compliant doing. We know that this is only possible if we are willing to immerse children in books that will invite thinking and demonstrate this as we make what is invisible visible by sharing our own thinking publicly. We know that we can only celebrate “thinking-intensive’ reading opportunities by refuting the isolated tasks of thoughtless skill and drill and question interrogation so that we can opt for ample experiences that will engage children in the very reading opportunities that elicit the thinking we desire and children deserve. We do this because we know that it matters deeply for our striving readers.
Transformative Joy #4: Release Celebratory Talk into the Learning Air
Stephanie and Annie acknowledge the power of collaborative talk and ask us to do the same. When we keep books at the center and marry them with experiences rooted in meaning and thinking, we set the stage for lifting the level of talk to the highest heights of teacher-supported and peer engagement. We use whole class dialogue to support this talk within an instructional context and then offer ample opportunities to apply this learning. We value conferring as a scaffold to support this transition to independence followed by a wide range of opportunities for students to engage in collaborative talk so that they can begin to take ownership of this process as we step to the sidelines. We lift their voices into the celebratory air while ensuring that conversations elevate reading rather than substitute for these experiences as we offer children the very real-life opportunities we hold dear. We do this because we know that it matters deeply for our striving readers.
Transformative Joy #5: Reawaken a Spirit of Common Sense Assessment
Stephanie and Annie emphasize assessment as a decision-making process that will lead us from where children are at this moment to next step efforts that will help them to grow. They ask us to make a shift from viewing reading as an isolated process of repeated assessments that rob teachers and children of the time we need to achieve each of the essential goals above. We know that this requires us to become expert kidwatchers who are present in the precious day-to-day learning opportunities that meet us at every turn. We use those experiences to inform our practices and illuminate next step efforts rather than numbers on a spreadsheet that cloud our view of the child in front of us. Above all, we view daily assessments from the lens of our responsibility to ensure the success of learners rather than to label them as a ‘struggling.’ We do this because we know that it matters deeply for our striving readers.
With these five points in mind, we step back and view them as one, knowing that bringing transformative joy to life in our classrooms requires a new mindset:
Within the pages of their beautiful book and generous sharing on Twitter, Stephanie and Annie show us what is possible. Driven by a deep commitment to our striving learners, they remind us that it is our professional responsibility to support a journey from striving to thriving. They celebrate the potential impact when we make room in every day for the practices that will enrich the learning lives of children and inspire us to refute those things that will not. I believe that their wisdom could at long last inspire a shift in the intervention mentality that has plagued us. This much-needed refocusing could truly make fromstriving to thriving our new professional reality. And we are grateful to follow their lead!
In closing, I’d like to thank Stephanie and Annie for their wisdom at a time when interventions have been reduced to joyless one-size-fits-all practices that minimize our efforts and blind us to the voluminous enthusiastic reading of can’t-put-down books. We are ready to joyfully launch a renewed intervention mindset that will offer our striving readers the very experiences we so willing offer our most proficient readers so that they can achieve their newfound status as thriving readers and experience the transformative joy they deserve. In their words,
And that my friends, is a professional imperative!
