I get asked often how I do it all. How do I teach full-time, have 4 children, a happy marriage, and also write, speak, and all of those other things that I am so lucky to do without losing my mind. And the truth is; I don't know. There are good days where I feel like I have succeeded in most things and there are days where I feel woefully overworked.
I have many great memories from elementary school, but my favorite memories revolve around field trips. The special packed lunch, the bus ride, the opportunity to pair up with a “field trip buddy” for the day all helped make those journeys unforgettable.
As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students' background knowledge and experiences can be an effective way to bridge those gaps and make content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.
This big, printable list of assessment strategies will help you identify new ways to check for understanding and verify what students have learned. Read more about these strategies in the associated post: "Dipsticks: Efficient Ways to Check for Understanding."
Formative assessment is an important part of effective instruction. Teachers can use observations, checklists, and quick quizzes to gather data that will inform their instruction. Formative assessment identifies areas where students are excelling and struggling so that teachers can best alter their instruction to meet the needs of all students. Earlier this year, I had the opportunity to work with a school looking to strengthen its formative assessment data collection by leveraging the power of tech-friendly tools.
Whether it's an app or a piece of paper, exit tickets are quick, ungraded assessments of how you're teaching and what students need from you next.
A growing body of research shows that the stress of growing up in poverty can have long-term effects on children's brains and cognitive development. How can so-called "toxic stress" be prevented? NewsHour's Megan Thompson reports in our latest story from the continuing public media series "Chasing the Dream." Thompson is currently a fellow with the Rosalynn Carter Fellowships for Mental Health Journalism program.
Have you ever wondered how we choose the readings for the Perspectives Central Text Anthology? Find out with Reading Diversity: A Tool for Selecting Diverse Texts! Consider complexity, reader and task, representation and critical literacy when choosing titles for the readers in your classroom or library. Use the "lite" version of the tool (a short checklist for teachers and librarians) or the extended version (for curriculum specialists). Read more here!
The number of states that require high school students to complete a course in economics has dropped over the last two years, and mandates for personal finance education in the upper grades remain stagnant, a new survey shows.
Students whose parents meet regularly with teachers and volunteer in school tend to perform better
Our study guides focus on a specific book and contain the discussion points and activities that form the foundation for workshops and study groups built around the book. And if you haven't read a particular book, the study guides may help you decide if it is applicable to your teaching situation.
Talk is powerful feedback. Revisit Liz Hale's post, "Classroom Talk: A Vehicle for Student Learning and Engagement." Read the post with feedback in mind. How could turn and talk be used to provide partners with feedback?
Take a peek at Mia MacMeekin's feedback poster for quick reminders in the midst of instruction. Use it as a daily reminder or share it with colleagues to spark conversations about specific types of feedback used in classrooms:
According to Hattie and Timperley (2007), feedback “… needs to provide information specifically relating to the task or process of learning that fills a gap between what is understood and what is aimed to be understood.” “Specifically,” they add, “feedback is more effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trails.” Corrections, like the ones in the image above, never focus on things that a student performed well. They zero in on what went wrong. They are also very definitive and authoritarian. They show weaknesses in student work, they point out mistakes and errors.
What is the best way to drive innovative work inside organizations? Important clues hide in the stories of world-renowned creators. It turns out that ordinary scientists, marketers, programmers, and other unsung knowledge workers, whose jobs require creative productivity every day, have more in common with famous innovators than most managers realize. The workday events that ignite their emotions, fuel their motivation, and trigger their perceptions are fundamentally the same.
Mathematical literacy involves more than executing mathematical procedures and possessions of basic knowledge that would allow a citizen to get by.
Several years ago, I had the good fortune to attend a workshop by Rachel McAnallen (aka Ms. Math) about teaching geometry with a fun and tactile method: origami! Since then, introducing my students to modular geometric origami is one of my favorite teaching moments each year. Origami math gives my tactile and spatially gifted students a chance to shine, it helps students with sequencing and direction following, and it’s a fun way to introduce a wide range of geometry terms and concepts.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.
The programs provide instruction in two languages to help students develop proficiency in both and ready them for jobs.