What is a culture objective? EL expert Tan Huynh reports on his conversation with Dr. JosΓ© Medina where they discuss bolstering English learners’ socio-cultural competence by connecting classroom content and lesson planning to student backgrounds and personal experiences.
Future of History / History & Current Events
by MiddleWeb · Published 06/29/2020 · Last modified 10/15/2024
The antiracist protests occurring across the country since the killing of George Floyd have led Lauren Brown and Sarah Cooper β two white female middle school social studies teachers β to consider even more deeply βhow best to teach U.S. history.β Join the conversation.
The authors of the Social Studies Teacher’s Toolbox have constructed a research-based “honest, human guide” to helping students understand and care about what they learn. You will dig through and dog-ear it, and your students will be the richer for it, writes Sarah Cooper.
What are your non-negotiables for teaching English Learners? When EL specialist Valentina Gonzalez asked her Twitter PLN, the response was overwhelming. Read what educators had to say and consider Valentinaβs process for teams to confer and agree on a list of your own.
In Part 2 of a series on using picture books in middle school, Jennifer Sniadecki and Jason DeHart focus on βthe simple powerβ of stories with minimal text to set the stage for lessons, provide background knowledge, and make efficient use of daily class time. Example: Eva Buntingβs Terrible Things.
In addition to offering how-toβs on presenting read-alouds, Rebecca Bellingham shares extensive resources for taking students beyond hearing a story to understanding the story and learning how to share their reactions. Sixth grade teacher Jeny Randall finds lots to use.
We enjoy publishing MiddleWeb articles that team a school-based teacher and a school-focused author/consultant who share classroom strategies theyβve been developing together. Weβve chosen 10 examples from our trove of guest articles to showcase the power of these team-ups.
Students at ages 9-13 still want to hear their teachers read aloud, want to sit on the rug, want to engage in stories. Jennifer Sniadecki and Jason DeHart share evidence that picture books are also an effective way to teach figurative language and other ELA standards.
After explaining how stress affects the brain, Thomas Armstrong shows how mindfulness promotes concentration, compassion and calm in students and teachers. Teacher Nicole Warchol explains the book is just what she needs as she seeks to bring more focus into her classroom.
STEM educator Anne Jolly reflects on the core skills embedded in an Education 4.0 vision for future learning β a vision that reshapes the way we think about the rapidly changing job market and calls on schools to be intentional in helping students acquire these skills.
