Blog

Using Instructional Design Data to Improve Instructional Practice, Part 1

How might we use data to proactively design instruction that intentionally supports how students learn? How DO students learn? Well, literacy is the answer to that question. Literacy is how we all learn. Therefore, we should be very intentional in designing instruction that ensures we are attending to the learning needs of our students.

Not This or That, but Both/And: Using ALM to Make Other High Quality Instructional Resources Even Better for Students

Schools and districts are so often looking for a silver bullet to improve student outcomes. This isn’t new, we’ve been doing it for years and I’ve yet to find or hear of that ONE SINGLE THING that does it. With a mindset of not this or that, but both/and, teachers can begin to take the best of the resources they have before them to engage students in learning the content.

It’s About the Work: The Power of Protocols

To get better at our craft we need to reflect, and protocols allow us to reflect on our practice with our peers. Together we get better.

Simply Assign Complex Texts?

Simply Assign Complex Texts?

It is critical the teacher is intentionally planning for learning opportunities that allow students to put into practice complex thinking and conceptual skills with accessible texts.

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Looking for More than the Right Answer

Looking for More than the Right Answer

Looking for more than the right answer yields discoveries about the deep thinking done by students in an elementary mathematics classroom. Routines such as Would You Rather and Notice and Wonder provide opportunities for all students to engage in mathematics.

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Adapting ALM for Gifted Learners

Adapting ALM for Gifted Learners

The Adolescent Literacy Model is easily adaptable for meeting the needs of gifted students in heterogeneous classrooms. As teachers strategically select ALM strategies for their lessons, they can simultaneously plan modifications for their students identified as academically gifted.

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