Join Lee & Low Books and Anastasia Suen, Founder of the STEM Friday blog and award-winning children’s book author, for a dynamic discussion on how to teach STEM in your classroom starting this fall. Share My Lesson is hosting a Summer of Learning professional development series and Thursday, July 9 focuses on all things STEM. Continue reading
To introduce students to Juan Felipe Herrera and his body of work, we have put together a collection of resources and activities for an author (and poet!) study. Continue reading
In this guest post, Sara Burnett, education associate at the American Immigration Council, presents strategies and resources to enrich the classroom with the legacy of César Chávez. This blog post was originally posted at the American Immigration Council’s Teach Immigration blog.
“When the man who feeds the world by toiling in the field is himself deprived of the basic rights of feeding and caring for his own family, the whole community of man is sick.” — César Chávez Continue reading
We hear over and over again from teachers across the country how they want to infuse more culturally responsive and relevant texts into their district or school-mandated curriculum.
It’s challenging to do, but what if we had some resources to share to help you out? Continue reading
I’ll be the first to admit it: I didn’t pay much attention to math. I specialized in literacy and focused on reading, speaking, listening, writing, social studies, and science instruction. Math? My third graders went down the hall each day to the “math classroom.” My co-teacher and I collaborated over best teaching practices, family relationships, and classroom management, but I didn’t spend time delving into the third-grade mathematics standards.
It wasn’t until I entered into our first parent-teachers-student conferences in September that I realized I couldn’t afford to compartmentalize my students’ learning.
In those conferences, we had students who loved math and had excelled in math every year leading up, but were now struggling to advance. They seemed to have hit an invisible wall. What happened? Continue reading
Emily Chiariello is a Teaching and Learning Specialist with Teaching Tolerance. She has 15 years’ experience as a classroom teacher, professional development and curriculum designer in public, charter and alternative school settings, as well as with non-profit organizations. She holds a master’s degree in philosophy and social policy and is certified in secondary social studies.
Here she discusses Teaching Tolerance’s new curriculum tool, “Project Appendix D,” that empowers educators to identify texts that both meet the demands of the Common Core Standards and reflect the world in which our students live. This blog post was originally posted at the Teaching Tolerance blog. Continue reading
The learning differences, preferences, and varied backgrounds existent in the classroom present teachers with a challenging task: help every student become a successful learner. How can teachers support all students’ diverse needs? Much confusion and fear have surrounded differentiated instruction and its use in the classroom.
Myth #1: Differentiation = Individualization
Differentiation doesn’t mean individualizing the curriculum for each student. Yes, when teachers meet one-on-one and conference with students, modifying instruction to best suit the student’s needs, both individualization and differentiation are taking place. However, writing an individual lesson plan for every student in the classroom is NOT differentiating (it’s insanity). Instead, differentiation involves using quality and effective instructional practices to strategically address groups of students based on various levels of learning readiness, interests, and learning styles.
Myth #2: Every student should be doing something different