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Novak, S. (2014). Student-Led Discussions: How do I promote rich conversations about books, videos, and other media? ASCD.
Houck, B. & Novak, S. (2016). Literacy Unleashed: Fostering excellent reading instruction through classroom visits. ASCD.
Novak, S. & Slattery, C. (2016). Deep Discourse: A framework for cultivating student-led discussions. Solution Tree.
DVD/CD and FACILITATOR'S GUIDE
Novak, S., & Slattery, C. (2017). Deep Discourse: Facilitating Student-Led Discussions. Solution Tree.
Houck, B. & Novak, S. (2017). Leading the way in literacy: Classroom visits offer a comprehensive view of teaching and learning. The Learning Professional. 38(5), 30-34.
Novak, S. & Houck, B. (2016). The view from the principal’s office: An observation protocol boosts literacy leadership. Journal of Staff Development. 37(2), 46-50, 56.
Summary: Minnesota principals use the literacy classroom visit to gather data on the status of literacy teaching and student learning, then draw on the data to discuss the strengths and needs of a school community using broad data patterns that focus on the school or district, not on individual teachers.
Novak, S. (2017). Feed Students through Feedback (Small Groups, Big Discussions, Part 10).
Novak, S. (2017). Response: 'Strong Structures' are Needed for Effective Classroom Discussions by Larry Ferlazzo. Education Week Teacher.
Houck, B., & Novak, S. (2017). Response: We Need to Let Students 'Read, Read, Read'by Larry Ferlazzo. Education Week Teacher.
Novak, S. (2017). Preventing Off-Topic Discussions (Small Groups, Big Discussions Part 5).
Novak, S. (2017). Giving Voice to All Students (Part 3 of Small Groups, Big Discussions).
Novak, S. (2017). Helping Students Ask Questions (Part 1 of Small Groups, Big Discussions).
Novak, S. and Houck, B. (2016). Cultivating a Schoolwide Independent Reading Culture.
Novak, S. (2014). How to tackle student-led discussions.
Giving Voice to All Students. How Providing Guidance and Using Protocols Propel Student Led Discussions
How can we support students that typically don’t speak up while assisting students that often monopolize the discussion?
During this session, I will share processes and practices to help teachers pinpoint common challenges that may bog down student discussions; provide targeted strategies that increase students’ communication skills to ensure all students’ voices are heard. While I will lead this web event, it is an interactive session that calls on all attendees to participate. After reading the blog, Giving Voice to All Students, from the series, Small Groups, Big Discussions, come prepared with thought provoking questions to explore during this session.
Educators can develop a culture of literacy in schools and classrooms that engage students in authentic learning that will make them better readers, writers, thinkers, and problem solvers. When students are engaged in authentic learning activities, explicitly taught and modeled by the teacher, they are carefully reading and rereading with clear purposes, thinking analytically, and evaluating their understanding of texts and ideas orally or in writing.
Teachers leading authentic learning opportunities in the classroom shift student engagement from passive compliance to deep engagement, where students take full ownership of their learning and display high levels of interest and willingness to pursue answers taking risks in their learning.
ON LINE PROFESSIONAL LEARNING
Developing a Schoolwide Independent Reading Culture. ASCD. Can be accessed at: http://shop.ascd.org/Default.aspx?TabID=55&ProductId=176297514&Building-a-Schoolwide-Independent-Reading-Culture-%5BPD-Online%5D
Check out this interview with Sandi Novak and Bonnie Houck, authors of Literacy Unleashed. https://www.jackstreet.com/jackstreet/WASCD.HouckNovakWachel.cfm