As Russia begins its invasion of Ukraine, many adults turn to the news to stay informed. Our students do too. Expert Frank Baker considers where kids get their news these days and shares resources to help them follow current events in an era of sensationalism and disinformation.
While supervision has a place in schools, the purpose is not to improve instruction, writes principal and author Matt Renwick. Leading like a coach supports teaching and learning, and principals will be in a prime position to do this vital work if they develop three coaching skills.
I Is for Inquiry presents a diverse repertoire of concepts to help teachers be intentional about embedding inquiry-based teaching and learning strategies into their lessons and supporting K-12 students in embracing a learning mindset, writes Michael McLaughlin.
Assessing ELs / The Unstoppable ML Teacher
by Tan Huynh · Published 02/14/2022 · Last modified 01/16/2023
Language specialist Tan Huynh shares the process he’s developed to plan a unit for multilingual learners (and all students). Begin with the assessment – the global “forest” view of the unit – then the trees (lessons) and leaves (tasks). Tan walks you through each stage.
The new edition of Debbie Silver’s Fall Down 7 Times, Get Up 8 is an essential handbook for adults who want to help kids become committed, continuous learners. NBCT Kathie Palmieri finds the book’s attention to self-motivation, ZPD and growth mindset particularly helpful. Highly recommended.
Involving your students in creating public service announcements (PSAs) not only promotes media literacy, writes Frank Baker, it builds teamwork skills, energizes kids to conduct research into authentic social issues, and gives them opportunities to write with real purpose.
Using Google Sheets is an efficient way to keep track of student data and meet other progress monitoring needs, writes NBCT Kathleen Palmieri. Once the initial set up is completed, you’ll find many uses for this quick data check that justify your time investment. Here’s how!
When Dina Strasser feels at a loss or stymied in something she is trying to do for her students, she often turns to her list of options to gets things done – developed during her 20 years working with school districts and their occasionally labyrinthine bureaucracies.
During reading instruction, implementing the “guided practice” part of Gradual Release of Responsibility can be tricky. Sunday Cummins and Julie Webb offer ways to select appropriately challenging texts and then provide guidance during conferences with students.
Using formative assessment effectively is key to becoming a reflective practitioner who can adjust literacy instruction to meet students’ needs and interests, write Lynne Dorfman and Brenda Krupp, who share their ideas for “breathing life into reading and writing lessons.”
