How should reading groups be structured? Should every student receive an equal amount of small-group time with the teacher every week? Should struggling students receive more time? Can skilled readers manage their own small groups? What is best for each student? And is there time for such an approach? Read more
In The New Art and Science of Teaching (2017), Bob Marzano provides a comprehensive model of instruction that represents a more expansive and updated version of his original 2007 text The Art and Science of Teaching. The title indicates that “research (in other words, science) must certainly guide good teaching, but teachers must also develop good teaching as art” (p. 18, 2018). Read more
One of my ninth-grade students once let me know, in no uncertain terms, that reading wasn’t an enjoyable experience for him. Every teacher teaches reading, whether the skill is specific to the content area of instruction or not. It’s a basic and vital life skill. So, what happens when students walk into our classrooms with large deficits in their reading abilities and in their interest in reading in general. Read more
Based on the book EMPOWER Your Students
Fostering Flexible Context Sensitivity and Functional Coherence
Students at my school do lots of projects. They choreograph dances, design experiments to see what affects plant growth, and give talks about Nobel Prize–winning women. In math, the sixth graders map food deserts to learn about the concept of a radius. One time in science, the eighth graders built a potato cannon. Preparing for a test is a project. In English, we do writing projects. Read more
Based on the book Growing Global Digital Citizens.
By this time of year, most of us have reflected on the past and thought about the lessons learned and resolutions made. 2017 has been a year of milestones, events, and changes. There are many that we can examine critically, but there are two that are significant and worthy of discussion and review: “Wanna Cry” and fake news. Read more