The Unstoppable ML Teacher / Translanguaging
by Tan Huynh · Published 01/25/2023 · Last modified 02/27/2023
As language specialist Tan Huynh learns Khmer, his 6th language, he looks into language acquisition as a skill, not a superpower. He suggests teachers support students’ multilingualism by maximizing translanguaging, learning in context, and integrating all language domains.
After trying without success to teach students how to decode word problems, Michelle Russell turned to research. A math journal article pointed to an ELA strategy: visualizing, retelling, making connections, and asking questions. Learn about her promising first experiment.
Like much of the current K-12 universe, Sarah Cooper is both excited and concerned about the impact of ChatGPT’s disruptive technology. Recently she checked in with her 8th graders for insights into how they might use it and how they think AI may impact their lives in the future.
Do you spend time every day doing repetitive email and typing tasks at school – time you don’t have to spare? If so, like Bill Murray in the classic comedy, you’re stuck in your own endless Groundhog Day cycle. Time management expert Frank Buck is here to break you out.
We all know “that” student who arrives late, avoids homework, ignores class. School psychologist Katelyn Oellerich shares why rote punishment doesn’t solve the problem or help students learn. Instead, she recommends, apply logical consequences that students will understand.
When these five strategies are woven throughout a routine, they work in tandem to keep the focus on mathematical thinking, promote student-to-student discourse, and create multi-modal processing opportunities for those with learning disabilities, Kelemanik and Lucenta write.
Lorena Germán easily weaves her personal experiences into the presentation of her Textured Teaching framework, holding our interest as she invites us into a deeper reflection about what it means to grow a culturally sustaining teaching practice and how we can bring that about.
Discover the ‘language’ of digital storytelling – imagery, music, sound, words – in Brett Pierce’s “Expanding Literacy.” In addition to describing the skills students can gain by developing stories digitally, Pierce offers excellent activities and projects, says Anne Anderson.
If students develop executive function skills – focus, planning and organizing, self-monitoring – classrooms will run more smoothly, there will be fewer interruptions and repetitions, and teachers will have successfully bridged the SEL/academics gap, writes Marilee Sprenger.
Having volunteered for her district’s PBIS Tier I committee, Dina Strasser looks into the current viability of Positive Behavior Interventions and Supports with help from a new federally funded meta-study. She finds lots that hasn’t worked but also some potential.
