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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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PDF ( Physical versions can be found around the school)

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PDF ( Physical versions can be found around the school)

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K-2 Specific Day 2 - Intro to RW Workshop 2022 (2)

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You will need to fill in some details to access the videos. In this videos, Lucy will talk through each of the units of study, sharing her thoughts and tips.

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Thank you for your interest in the Video Orientations from Lucy Calkins and the Teachers College Reading and Writing Project. Click on the links below to view the Reading Units of Study videos and be sure to browse the links located at the bottom of this page for additional information.

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Heinemann. A division of Houghton Mifflin Harcourt.

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Reading Units Of Study | Getting Started

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Thank you for your interest in the Video Orientations from Lucy Calkins and the Teachers College Reading and Writing Project. Click on the links below to view the Reading Units of Study videos and be sure to browse the links located at the bottom of this page for additional information.

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Thank you for your interest in the Video Orientations from Lucy Calkins and the Teachers College Reading and Writing Project. Click on the links below to view the Reading Units of Study videos and be sure to browse the links located at the bottom of this page for additional information.

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Heinemann. A division of Houghton Mifflin Harcourt.

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Reading Units Of Study | Getting Started

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Thank you for your interest in the Video Orientations from Lucy Calkins and the Teachers College Reading and Writing Project. Click on the links below to view the Reading Units of Study videos and be sure to browse the links located at the bottom of this page for additional information.

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"After reading this book, anyone would feel rejuvenated, inspired, more hopeful again. Rebecca brings us back to our better selves!"

It's no secret that reading aloud to children every single day is one of the most important things any teacher, parent, or grown up can do to help children become better readers, thinkers, and frankly, better human beings. There are many resources available-scores of books, articles, web sites, videos, podcasts, and more that highlight the research on why reading aloud to kids is so vital, how to incorporate it into the day, and lists of texts to choose from for each grade level.

The Artful Read-Aloud is a user-friendly guide that builds a bridge between the artistic world and the classroom, providing a deeper dive into the artistry of reading aloud. Rebecca Bellingham draws on her experience as a performer, teaching artist, classroom teacher, and literacy coach to make explicit connections between the arts and reading aloud, providing dozens of easy moves teachers can make that can enhance, elevate, and deepen the impact of interactive read-alouds.

Each chapter focuses on a specific guiding principle that is drawn from the arts and is meant to spark engagement, provoke inquiry, and inspire deep thinking. She includes practical tips for how to bring each principle to life in the classroom, including:

how to embody the text by making small shifts with your body and voice to bring the words to life, helping kids envision different characters and their actions more completely

learning when to slow down, pause, and read in an deliberate and careful way to give kids time to think, feel, process, and connect

when and how to create opportunities for talk, giving kids the space to ask questions and reflect on what they notice, wonder, and predict

how to give kids a chance to move around as they try on characters, recreate scenes, learn about new concepts, and live inside the book

prioritizing read alouds that give students practice listening to and learning from diverse voices while creating space for meaningful conversation about important issues relating to injustice, identity, inequality, and more

ways to be intentional in your choices, from matching books to the students in front of you to choosing passages that support instructional goals and teaching points.

Reading aloud to your students supports a balanced, rigorous, and joyful literacy curriculum that not only feeds the souls and minds of your students but your own as well. Dip into The Artful Read-Aloud and see what's possible inside your daily read-alouds. By learning to make simple moves that model what real reading looks and sounds like you can help your students become the kind of readers all of us hope they will become: engaged, thoughtful, lifelong ones.

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"After reading this book, anyone would feel rejuvenated, inspired, more hopeful again. Rebecca brings us back to our better selves!" It's no secret that reading aloud to children every single day is one of the most important things any teacher, parent, or grown up can do to help children become better readers, thinkers, and frankly, better human beings.

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Launching Writer’s Workshop in Kinder and First Grade- Narrative Mini-lesson

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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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Readers workshop: Tools and ideas to help

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Readers workshop: Tools and ideas to help

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Login to find unit of study specific resources.

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About the Series Drawing on learning gleaned from decades of research, curriculum development, and working shoulder-to-shoulder with students, teachers, and school leaders, Lucy Calkins and her colleagues at the Teachers College Reading and Writing Project have developed the Units of Study for Teaching Reading.

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PYP Minilesson Lesson Planning Sheet - Intro to WS 2022 K-2

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During the first week back, our goals should be to set up classroom routines for writings. By using inspiring images and books, our aim for this week is to help students learn routines and get back into the flow of story telling/ writing.

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During the first week, students should be learning about readers workshop routines as well as reading a wide range of books from various topics. This is a great opportunity for teachers to understand the interests of their students.

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G1 Conferring Note-Taker Examples - Google Docs

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Small group 1/2 week cycle planning examples

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Small group 1/2 week cycle planning examples

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K-2 Specific Day 2 - Intro to RW Workshop 2022 (1)

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Choose from a variety of images to help your students become excited about writing.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Choose from a range of videos to help inspire your students.

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Welcome to The Literacy Shed - the home of visual literacy. Here at Literacy Shed we aim to provide teachers with high quality films and animations that can be used in the primary classroom to enhance the teaching of reading and writing. All of the films on the site we think are suitable for primary aged children although some films may not be suitable for younger children. We urge that teachers watch any films before showing them to children.

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A website for teachers filled with ideas for literacy teaching using visual resources such as film, animation, photographs and picture books.

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This link contains, getting started information, assessments and worksheets for each phonics book.

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Primary | Primary English | Collins Big Cat | Free Resources

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Our Collins Big Cat free resources include teacher support, accompanying worksheets and much more. Find out more about our free resources below.