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Add your promises below...

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QAW Collaborative Thinking Jamboard - Google Jamboard

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justine@erinkentconsulting.com
twitter: @justine_otte @EKC_Literacy
#EKC
https://www.linkedin.com/in/justine-otte/

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To use our resources, knowledge, and kindness to the individual benefit of each child's growth. 

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To use our resources, knowledge, and kindness to the individual benefit of each child's growth. 

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Consider what students are already doing and what the next developmental step is for them.

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To teach, is to inspire and to make a difference in a child's life.

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Research engagement and set goals with writers

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I promise to help you learn from your mistakes and show you how to get better at learning.

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I promise to help you learn from your mistakes and show you how to get better at learning.

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Videos, assessment and curricular resources

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Resources | Teachers College Reading and Writing Project

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Goal Setting Reflection Tool for Readers

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Goal Setting Reflection Tool for Readers

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To ensure that I am meeting each kid where they are at, to positively impact they lives both as a person and also as a learner.

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Relevant Workshop Conversations, Interviews and Content...

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Heinemann. A division of Houghton Mifflin Harcourt.

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Heinemann Professional Books Published in 2023

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Goal Setting Reflection Tool for Writers

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Goal Setting Reflection Tool for Writers

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Each child will leave at the end of the school year stronger academically and socially than when they entered. Everyone will learn how to come out of their comfort zones.

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Allow every child to obtain as much knowledge and agency as possible by providing opportunities for them to allow them to grow in their learning. 

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Allow every child to obtain as much knowledge and agency as possible by providing opportunities for them to allow them to grow in their learning. 

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To believe in your ability to learn and grow and support you along that path.

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To believe in your ability to learn and grow and support you along that path.

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To give them advice and support them.

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I promise to empower my children and give them opportunities to shine independently and at their own pace.

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To learn with them and understand their own struggles and to motivate them try every time

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To make a difference in each students' life.

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Third Grade Supports for English Language Learners in Reading

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Third Grade Supports for English Language Learners in Writing

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Fourth Grade Supports for English Language Learners in Reading

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Fourth Grade Supports for English Language Learners in Writing

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Fifth Grade Supports for English Language Learners in Reading

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Fifth Grade Supports for English Language Learners in Writing

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Consider spending time before launching a new writing unit, first immersing in the genre through reading.

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Beacon Brazil  G6-Y2 Getting Ready to Launch (Jan 2022) (2)

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Blank Assessment Conference Note-taking Form

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Blank Assessment Conference Note-taking Form

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A Writing Conference: Teaching a Student to Write for Audience (3-5)

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Multiple conferring videos (various ages) are embedded in this blog post from Heinemann...

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From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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Writing Research Decide Compliment Teach Conference

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Notice the 'art' of conferring and the RDT approach.

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Writing Conferences - Narrative Writing - Viri Confers with Victoria

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Carl Anderson

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EKC

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EKC

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Article summarizing feedback study. (Original Study embedded)

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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Please leave feedback on your learning experience.

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Please leave feedback on your learning experience.

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Please leave a note letting me know what parts of the EKC PD sessions and learning felt most impactful for you and your teaching. If anything could have been done differently please let me know that as well. Feedback is a gift!

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Thank you so much for all your support and allowing us to look at things in a different perspective. I appreciate your flexibility and adjusting your presentation to our needs. I did enjoy hearing ideas that I had not thought about or had but forgotten.  I know for me this was good review that renew my passion and was able to take some key understanding and next steps as I move forward as a literacy teacher.