Heinemann Blog

Today on this special edition of the Heinemann Podcast, we’re celebrating the start of Teacher Appreciation Week!

Andrea Honigsfeld suggests that the process of language acquisition and intentional learning in the academic context cannot be artificially separated.

This week on the Heinemann Podcast, we’re joined by Penny Kittle, author of Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers.

There is a power to series books, and they should have a prominent space in our bookrooms and classroom libraries. Here are a bunch of new ways to hook those series readers in your classroom!

Strategically planning your daily read-alouds can help you get the most out of this valuable practice.

Knowing our students helps us to choose the most useful resources for them and to make every moment of our precious instructional time count.

Our vision for book clubs continues to be a work in progress. It is informed by our own experiences and our ongoing dialogue with fellow educators.

This week on the Heinemann Podcast we’re learning about affective learning and personal identity work in education.

If children are to develop as a learning community, they must believe that their efforts to engage with each other and with ideas matter.

It is imperative that K–12 teachers find ways to affirm students’ cultures and identities so they can make history.

Some texts affirm our lives based on similarities and connections, while others provide us a window into the unfamiliar.

If we accept that discomfort is inevitable but silence is not a strategy, what practices or systems in your school can you examine in order to confront and change outcomes for students of color?

Learning these facts is not about rote memorization. Seeing and using patterns, and building relationships, can free children’s cognitive resources to be used in other tasks.

Today on the Heinemann Podcast we’re discussing Inquiry Illuminated: Researcher’s Workshop Across the Curriculum, the new book from Anne Goudvis, Stephanie Harvey, and Brad Buhrow.

When we say we teach students to remember, we mean we support students as they recall and retell—with specificity—what happened in their writing practice.

There are many things that can be done to help students use everything they know even when there isn’t an adult right next to them to remind them to do it.

How do we find helpful new resources without squandering funding or instructional time?

Managing classroom book clubs can be hard. Real hard. But honestly, is there any better way to get students vested in reading?