Effective questions build in opportunities to scaffold student learning. Teaching coach Barbara R. Blackburn suggests creating questions that encourage multiple answers, include hints and context, allow students to help each other, and provide a clear indicator of success.
Comprehension is a concern in every content area. If a student cannot comprehend the material, whether it’s words or images, they cannot meet learning goals. Teaching coach Barbara R. Blackburn offers some simple strategies that can help you scaffold comprehension for your students.
The question Tan Huynh hears most often from English language development (ELD) colleagues is “What can we do when our co-teacher is resistant to collaborating?” After many years of failing with persuasion, Tan has developed a “Traffic Light” approach that works much better.
Scaffolding strategies need to be used strategically, writes depth of knowledge expert Dr. Karin Hess. A strategy intended to support executive functioning or language development may not be effective for deepening content knowledge and thinking. See her tips and tools.
As educators search for the best instructional approaches and resources to address the effects of disrupted and unfinished learning, they should reject remediation and identify strategies that accelerate the learning experience of students, write Sonya Murray and Gwen Turner.
If you’ve found class book clubs frustrating, it’s time to read Sara Kugler’s Better Book Clubs. She guides teachers through each step in developing clubs that will help students want to read and talk about books. Literacy leader Sarah Valter highly recommends this resource.
Sara Kugler’s Better Book Clubs offers teachers a valuable resource that supports authenticity and independence in book clubs, helping students deepen comprehension and elevate their conversation. Anne Anderson outlines the book’s take on scaffolding, grouping, and more.
Teacher Gillian Mertens and her colleagues recommend educators do more than help students debunk social media misinformation they find. Instead, the goal is for students to recognize why the information was believed by so many people, thereby developing greater resistance for themselves.
Assessments that aren’t designed with language learners in mind perpetuate an equity gap, writes teacher Tan Huynh. When language specialists co-assess with subject area colleagues they can ensure the right balance of challenge and support for each student. Here’s how!
Principals are the creators of school culture. Through their words, actions, and policies they can assure ELLs’ success. The work teachers need to do with language learners can’t be done without principal support. Tan Huynh offers 4 principles for school leaders to adopt.
