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.
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.
If you are teaching in a low-performing, high-poverty school, Eric Jensen’s Teaching with Poverty and Equity in Mind is a must read, writes Anne Anderson. Jensen begins with the process of teachers adopting an equity mindset and offers proven tools to support all students.
Working together in small groups using a book club model has helped sixth graders in Sara Kugler’s K-6 school shift from passive and disinterested to engaged and self-reliant. They’re eager to read and ready to “talk books,” writes the literacy coach and co-teacher.
In Love & Literacy, the authors walk readers through key priorities of literacy learning, offer examples of real teaching moments, and give teachers what they need to use their ideas. Veteran teacher Rebecca Crockett now sees engagement and student understanding in a new way.
In Culturally Responsive Teaching and the Brain, Zaretta Hammond offers a clear explanation of brain-based learning from a culturally diverse perspective and a clear description of how it looks in action through authentic engagement and rigor, writes teacher leader Bill Ivey.
Rather than label just some kids talented, we need a new approach that serves all children, writes performance coach Lee Hancock. Among his strategies: embracing failure as progress, spending time in deep practice, and fostering in kids a love for their own special interests.
You’ve spent the school year teaching students skills and strategies and covering the curriculum, giving your best to all your classes. Now as the year winds down, the time has come to let the students take over. See how Kathie Palmieri’s middle grades kids share learning.
In Giving Students a Say principal Myron Dueck details key research-based reasons why students should have a say in assessing their progress. Dueck’s helpful tools and strategies can be used to effectively create student-centered assessments, writes reviewer Jennifer Wirtz.
Award-winning social studies teacher Ron Litz shares some of the ways he makes student voice a top priority in his history classroom – using teaching strategies that focus on engaging students with the past and allow them to demonstrate their learning in a variety of formats.
