In her 2nd month of hybrid teaching, Kasey Short is still adapting day by day through trial and error. She’s learned a lot, as you’ll see in this detailed look at her virtual/in-person blending, digital organization, communication, collaboration and feedback – with tips for each!
In a school year when frustration, fatigue and uncertainty make teaching and learning an unprecedented challenge, principal Rita Platt is leading her staff to focus on two top priorities: (1) limit instruction to essential standards, and (2) build personal connections with EVERY student.
In Learning That Sticks, author Bryan Goodwin and colleagues break student learning down into a 6-phase mental model based on what researchers are learning about the brain and the ways it manages information. It’s worth the read, writes teacher leader Laura Von Staden.
Whether your ELA, social studies or media literacy students are tracking advertising on Madison Avenue or Capitol Hill, expert Frank W. Baker has the tools and ideas you need to blend this high engagement topic into standards-based lessons on analyzing informational text.
Leading online STEM lessons the same way you lead an onsite STEM project presents some real-world teaching problems. Science teacher and STEM curriculum author Anne Jolly looks at the challenges and suggests strategies and resources to keep kids learning in uncommon times.
Michelle Russell has found the first 10 days of teaching her hybrid classes even more exhausting than her first year in the classroom. But she’s learning fast how to help her math students adjust to a new reality – and to find the time and support she needs to prosper.
Future of History / Social Emotional Learning
by Lauren S. Brown · Published 08/30/2020 · Last modified 09/11/2020
As Lauren Brown heads back to school for a year like no other, she considers how to combine academics and SEL support across the content areas. Along with activities for the first days of virtual or physical class, she offers three guidelines to engage kids all year.
Assistant principals “feel so limited in what we can do or say that it often seems we have no voice at all,” writes DeAnna Miller. Yet if APs use this time to analyze their “why” and learn what they want to be as principals, they can find the courage to become change-makers.
Author Ariel Tichnor-Wagner provides school leaders with tools to reflect on curricular programming and to scale these learning experiences for students and staff. Middle School head Michael McLaughlin finds the book’s ideas timely and actionable.
Using the case of Grade 7 teacher ‘Mr. Thomas,’ teacher educator Curtis Chandler walks us through a 3-point strategy that can help teachers detect what kids know, what they missed last spring, and what’s most urgent to learn now. Written with new and veteran teachers in mind!
