I have combed through tons of online resources on how to differentiate instruction, and have put together this collection of the clearest, most high-quality books, articles, videos and documents for learning how to differentiate in your classroom.
Are you or your kids in a Leader in Me school? What results are you seeing? How has it impacted student learning and behavior? And maybe most importantly...is it worth the high sticker price?
Teachers of history, science, and other subjects are now expected to weave literacy instruction into their teaching of content. But how should they do that? What are the most effective ways to help students learn to read challenging content-area texts?
In this episode, I answer questions from an earth science teacher who wants to make his material more challenging for advanced students, a student who needs to organize her bookmarks, and a teacher whose co-worker embarrasses kids right in front of her.
As teacher evaluation systems become more complex and intense, many of us ignore the richest source of information about our teaching. And it's right under our noses.
Whether they call it 20 Time or Genius Hour, more teachers are carving out regular chunks of instructional time to let students pursue their passions.
If I start a lesson by embarrassing my students, I lose them right away. If I want someone to be open to receiving new information, I should never put them in a fool’s position.
Whether it's called an Edcamp or a TeachMeet, an unconference offers a fun, no-pressure, FREE alternative for professional development.
I never planned to teach middle school. But once I started, I never looked back. And I became kind of an expert on the idiosyncrasies of sixth, seventh, and eighth graders. I figured out how to make the most of their special qualities.
Moments where I am blamed for something I did not do take me to a dark place. They make me question my career choice, the moral fiber of our society, and my hope for the future. I fantasize about the scathing response I will righteously deliver to my foe's inbox. And then I calm down and deal with it.
Instead of saying, "Here is the knowledge; now go practice it," inductive learning says, "Here are some objects, some data, some artifacts, some experiences...what knowledge can we gain from them?"
If the students and teachers at your school were taught to be more mindful -- to focus more clearly, calm themselves when powerful emotions arise, and respond thoughtfully when quick decisions must be made -- school would be different. Calmer. Healthier. Meena Srinivasan's brand-new book can help you make that happen.