teacher development

Letters of the alphabet

02 Jun: The Problem with Acronyms for Writing in Response to Reading

With the absolute best of intentions, we have accidentally turned to a surface-building strategy  to encourage our students to write something—anything!—in response to their reading. According to their research surrounding the most impactful literacy strategies, Doug Fisher and Nancy Frey reveal that mnemonic devices (aka acronyms) help students to consolidate surface understandings of material.