Guest posts by expert educators
Sharpening our reasoning powers about when and how to engage with artificial intelligence will serve us and our students well as we navigate whatever the future brings, says Brett Vogelsinger. He offers two lesson ideas we can use to model quality reasoning during AI interactions.
More state legislatures are developing media literacy policies in response to debates over student phone use, social media restrictions, and artificial intelligence. But are they committed to supporting programs that engage all teachers in opportunities to teach media literacy?
Acceleration means providing grade-level instruction with strategic scaffolds and just-in-time support. It means believing all kids can access rigorous content with the supports you can build. And it’s a decision entirely within your Circle of Control, says Dr. Sonya Murray.
Many educators believe we can increase engagement and improve attendance by expanding choice electives for their middle schoolers. But school and system wide? What about scheduling? What about staffing? Jen Schwanke walks us through her district’s transformation step by step.
When you climb to the top of a mountain, the steps become increasingly difficult as you go, but the view is worth it. Consultant and author Barbara R. Blackburn shares five models for organizing higher levels of questions to help students reach the learning summit.
As AI becomes omnipresent in schools, Matt Renwick suggests ways to make sure it benefits you and your students. Included: current AI education research; ways to make AI use intentional, and a guide to developing a unit of study that engages students in AI tools and ethics.
Writing goals help students identify ways to improve in their writing and set specific targets they want to work on, says author-educator Valerie Bolling. Best of all, during the process students will see the growth they’ve made as writers and as goal setters.
Stephanie Farley is teaching expository writing to her class of gifted, neurodiverse students and needs to design a differentiated unit that addresses each of her students’ diverse strengths. Read about what she’s come up with – the Field Guide Project – and add suggestions!
For students to get the most out of feedback, they need to know that the teacher believes in their potential and wants to help them continue to grow. Kasey Short shares tips to build trust and strategies to make feedback a driving force in daily instruction and improvement.
When math interventionist Juliana Tapper was forced to teach grade-level content, her MS kids “moved from apathy to hope,” and she had a revelation. When we provide access, structural support, and the right fluency practice, we stop being gatekeepers and become gatebreakers.
