Secondary
Most educators believe students will rise to the bar set for them. How can we help students actually see this process occur? Jeff Harker shares his process of helping students achieve more through confidence in themselves.
How can we combine a puzzle and a pre-reading strategy that works across content areas?
Need some new ideas for your (or your children’s) summer reading list? The Lit Gals have some suggestions for you!
Bo Gibson wraps up his 3-part series on student run businesses with ready-to-use resources to help you get your student-run business off the ground.
Need some new, quick to implement ideas to keep students engaged in the home stretch? The Digital Learning Coaches have drawn up the plays you’re looking for!
While NCTM’s Eight Effective Mathematics Teaching Practices can seem overwhelming and like just another thing to add to an already overwhelming list of work to do, slight adjustments to your mathematical tasks, questioning, or dialogue that might bring some or all of these effective mathematics teaching practices to life. Here you will find some ideas to shift secondary mathematics teaching.
Book talks are a great way to get kids excited about a book. Let’s look at 2 more ways to pique kids’ curiosity!
Kahoot is a well loved review tool. What about using it at the beginning to get the wheels of curiosity spinning?
Getting the brain ready to learn is an often overlooked step. Let’s explore some strategies!
Our goal as educators is to develop a reading environment where students are so engaged in books that the strategies of avoidance disappear from the classroom. What might help our readers appreciate books more? How do we build passion for reading?
I wanted to create a space where my students could make mistakes and be okay, where they actually liked coming to my class, where they felt “smart” in their own way wherever they were in their learning, where they would push themselves to do better than yesterday, where they could struggle with something and still be alive to tell about it.
Rather than regurgitate math procedures, I knew my students needed to be able to think and reason deeply enough to tackle any problem thrown at them in math, or even life.
