“Even if you haven’t had formal training related to reading strategies, you can still promote the love of reading in your classroom. The best thing you can do to improve reading is to to inspire more reading. When every teacher promotes reading, it makes an incredible impact on the learning culture of the school.”
David Geurin, principal and lead learner at Bolivar High School in Bolivar, Missouri, offers 11 simple ideas to promote reading, no matter what you teach.
Transform your math instruction with three strategies you can start using today.
“Close your eyes and picture the most recent math class you taught. Who is doing the math? Who is doing the talking? Who is doing the thinking? Three years ago, my answer would have been “me”—the teacher. My students were doing math, but I was probably telling them how to think and what to do most of the time.” Keep reading in Edutopia »
Monica Cabarcas, co-librarian at Albemarle High School, recently served on a panel of educators presenting online tools for maker spaces, STEM lessons, and digital literacy during School Library Journal’s webcast, 60 Tools in 60 Minutes. Kudos to Monica! Learn more about this webcast »
Anyone wishing to view the archived webcast must register. If you have registered previously, simply click the “Already Registered?” link and sign in.
Among the Features in the February 2017 issue of District Administration is an article spotlighting our very own superintendent, Pam Moran. Check it out:
Remaking the K12 classroom: Virginia superintendent leads with makerspaces, multiage learning
“Sit still. It’s the mantra of every classroom.
But that is changing as evidence builds that taking brief activity breaks during the day helps children learn and be more attentive in class, and a growing number of programs designed to promote movement are being adopted in schools.” Keep reading in the New York Times »
What Superintendent Moran has to say: Continue reading
Looking for an activity to engage your students in the interview process, writing, and even multimedia production? Check out On Coming to America: Small Moments, Big Meanings, including online lessons with structured opportunities for students to listen to, learn from, and honor the stories of others and, in the process, document and celebrate small moments in history from their own communities and across the globe.
“The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness …”
Regarding her K-8 Title I school’s experience with implementation, principal Lana Penley shared, “We’ve seen this huge shift in the overall tone and civility of the school culture.”
Keep reading in MindShift »
“Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.” Keep reading in MindShift »
What Superintendent Moran has to say: Understanding how the brain learns is critical for educators to select pedagogical practices that support retention of procedural knowledge as well as critical content. In this post, the author provides perspective on what kids should know about their own brains and how that knowledge helps young people learn how to learn, a key mindset. Information in this post fits well with our Lifelong-Learner Competencies, in particular applying habits of mind and metacognitive strategies.
Project based learning “continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s plagued by misunderstandings about when it should be used, and when not, and to what extent it can fulfill the mandate of a standards-based system. Too often, it ends with enthusiastic students delivering mediocre work — and teachers aren’t sure what went wrong or right.” Keep reading in MindShift »
In 1986, in a few of the poorest neighborhoods in Kingston, Jamaica, a team of researchers from the University of the West Indies embarked on an experiment that has done a great deal, over time, to change our thinking about how to help children succeed, especially those living in poverty. Its message: Help children by supporting and coaching their parents. Keep reading in The New York Times »
The Jamaica experiment helps make the case that if we want to improve children’s opportunities for success, one of the most powerful potential levers for change is not the children themselves, but rather the attitudes, beliefs and behaviors of the adults who surround them.