Nurturing Instructional Leadership
An article providing key reflective questions about rigor including–Are we giving accommodations in students’ zone of proximal development or their comfort zone? Do our accommodations empower students to access more content and higher-level thinking or do they remove learning opportunities? Are scaffolds gradually removed as kids approach independence or do the scaffolds anchor them in …
Continue reading “The Necessity of Having High Expectations”
An article that provides ready-to-use choice activities such as, giving students the choice to share their work in the form of a podcast, children’s book, 2- to 3-minute video, art installation, or paper.
An article featuring Zaretta Hammond (author of Culturally Responsive Teaching and the Brain) and her three suggestions for implementing culturally responsive teaching in the current situation.
Resources that include classroom-appropriate lesson plans, guides on how to have tough conversations with peers and students, and more.
An article that provides strategies for educators on designing homework or class assignments that encourage students to connect classwork to their personal life to enhance learning.
Twenty guidelines, along with links to resources, that provide a good starting place when designing an accessible course. The tips include how to create accessible videos for free.
UDL practices to proactively reduce barriers to learning so all students can engage.
A commentary that builds from research evidence to provide recommendations for how policy can support EL students and schooling both if schools are physically closed and providing distance education, and once they partially or fully reopen.
Offers how-to strategies on: getting student input using polls; using the chat function to ask compelling questions; and prompting discussions with word clouds.
Use the reflection questions and list in this article to inform your district or school’s selection of trauma-informed practices. For example: begin class time with a social ritual; introduce a short “mental stretch” break during class; offer monitored hangout time before class starts; and create small groups that meet socially.
Our online library has hundreds of practitioner-friendly resources to support putting evidence into practice.