Powerful Thematic Teaching and Learning
Middle school advocates have long championed thematic curriculum design & project learning. Now is the time to actually do it, say Nancy Doda & Mark Springer.
Teaching and learning in grades 4-8
Unlocking Complex Texts: A Systematic Framework
Teachers working to build complex texts into classes will welcome the framework for teaching comprehension in Laura Robb’s book, says reviewer Linda Biondi.
Fostering Grit: How do I prepare my students for the real world?
Thomas Hoerr’s brief book offers enough resources to start a conversation about student “grit” but not to add a focus on resilience into daily teaching, says reviewer Katie Gordon.
Connected Co-Teachers Rule!
Co-teachers need to become connected educators, says Elizabeth Stein, and also apply the spirit of connectedness to collaborations in their own schools.
6th Grade Identity Crisis
In their K6 building, Kevin Hodgson & his 6th grade teammates often feel like middle school teachers in elementary teacher bodies. Mostly, they make it work.
Is Math a STEM Afterthought?
The “M” in STEM often feels like a footnote, says Martha Riecks, especially in math classrooms where students need more space to explore ideas & ask questions.
Let Them Read Whole Novels!
Ariel Sacks says that by teaching novels “whole” she has been able to ignite interest in books, deepen discussions & improve reading comprehension. In this informative article, Sacks shares her rationale, her method, and reactions from her middle school students.
How to Marinate a Rubric
Mary Tarashuk is working on the Classroom Management domain of NJ’s teaching self-assessment rubrics. Some words are a bit hard to digest.
10 Signs That You Have a Together School
After visits across the US, Maia Heyck-Merlin, author of The Together Teacher, highlights 10 characteristics of together schools that support teachers well.
Assessment in Perspective: Focusing on the Reader Behind the Numbers
Clare Landrigan and Tammy Mulligan analyze assessment and the data it produces to show how it can benefit instruction, not displace it or waste teacher time, says reviewer Sandy Wisneski.
