✏️ Stuck Students? Here’s a Missing Step in Writing Instruction. Before students write, they need to retrieve. Retrieval practice isn’t just review—it’s the key to deeper thinking and clearer writing. ✅ Pull key details from memory.✅ Categorize and synthesize ideas.✅ Write

RT @OHEducation: Unlocking the power of literacy for Ohio students! Thank you to Dr. Mitchell Brookins for providing the keynote address at….

Thank you for affording me the opportunity to spread the good news that WE CAN BUILD SYSTEMS to ensure EVIDENCE-BASED INSTRUCTION takes root in our schools🙌🏾🔥🙌🏾.

RT @brett_tingley: ⁦@MitchellBrookns⁩ killing it by hitting the root of the problem, Colleges of Education. The vast majority do NOT cover….

RT @bmkruse3: Reflecting on lots of lessons in my latest blogpost: @MitchellBrookns @RachellaDravis @VoyagerSopris….

RT @thismomloves: “I know we all believe in social-emotional learning. I do as well. But what I have found is that sometimes if you just te….

RT @LindsayKemeny: "As we build competence, it yields confidence." Yes, @MitchellBrookns! I've witnessed this over and over. Don't miss thi….

Let’s talk about texts!. One of the first lessons I learned as a teacher was this:. You have to choose texts that are worthy of your students. Worthy of their attention. Worthy of their curiosity. Worthy of deep discussion. That’s why I’m inviting you to join me for this.

Great writing starts with great scaffolds! Join me on March 13 for a FREE live webinar on teaching students to write about complex texts. Register below!.

In the past decade, I’ve heard more promotion of productive struggle than explicit instruction—forgetting that struggle without a foundation leads to frustration, not learning. As @MrZachG reminds us, cognitive overload happens when we withhold the explanations students need.

RT @LindsayKemeny: "Learning isn’t just about taking in new information—it’s about being able to pull it back up and use it when the moment….

RT @DarylAMichel: Agree, Mitchell! When I see a "Do Now," it almost always seems like busy work and then little to no review. I'd much rath….

Rethinking “Do Nows”: From Busy Work to Meaningful Thinking. As a school administrator, Do Nows were everywhere—structured starts to class that gave students something to do while teachers got settled. The idea seemed solid:. ✅ Immediate student engagement.✅ Predictable routine.

Shoutout to Louisiana’s 4th graders for climbing from 42nd to 16th—a testament that we are eradicating illiteracy one phoneme at a time!. #LiteracyisLiberty🔥.

What I LOVE most about this video is it illustrates the need for principals to be INSTRUCTIONAL LEADERS! The professional learning experience focused on CONTENT + LEADERSHIP! You can’t lead what you don’t know! Thanks for being a shining light 🙌🏾.

RT @AbbiGoering: Yesterday I heard @MitchellBrookns speak and was absolutely inspired. He spoke a lot about how to be a practitioner as wel….

This Thursday, I have the honor of speaking to pre-service teachers—the next wave of educators who’ll shape our nation’s future. I’ll be sharing a message close to my heart: the power of being a practitioner rooted in evidence-based literacy practices!

🚀 Keeping Text at the Center: Megan Kruse shares powerful insights from a podcast on transforming reading instruction. ✨ 1: Do the Heavy Lifting First – Prep key vocabulary, structure, and background knowledge before class. With solid planning, students dive deeper, turning.

It’s Not the Screen; It’s How We’re Reading. I’ve been wrestling with a notion that seems to keep popping up in discussions about literacy: this claim that students comprehend better on paper than on digital screens. I’ve watched people jump to extremes, suggesting we ditch the.