Simply stated, the more teachers view vocabulary learning as an integral part of content learning rather than as an extra, isolated step in instruction, the more effectively their students will be able to talk and use the language of the discipline. Read More →
Good teachers don’t get the recognition they deserve but what if we also celebrated and recognized things like the lessons or units of the year? In other words, what if we recognized the specific… Read More →
Teachers must focus students on the purpose for reading, and plan vocabulary instruction in a way that directly supports that purpose and content. As the authors point out, knowledge of “photosynthesis”, a tier 3 word, will hardly… Read More →
The obvious way that the pieces connect and depend on each other suggests that when we dissect effective teaching for the sake of improving, we need to spend time on putting it all together again in a way that works for students.
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Rigor is a word that gets thrown around in meetings, planning documents and social media amongst educators. But what exactly is rigor? Too often we mistake rigor for “more difficult” and while we want to challenge our students we don’t want that challenge to be deadly.. Read More →
A coffee metaphor for how technology can change educational practice, going from substitution to redefinition (think pumpkin spice instead of plain java) offers insights into how leaders can enhance student learning. Read More →