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Culturally & Historically Responsive Classrooms

Gholdy Muhammad’s Unearthing Joy offers ways to elevate meaning, reflection and joy so readers can offer cultural and historically responsive teaching most effectively. Sarah Cooper calls it “one of the most beautiful, inspiring, actionable books about pedagogy I’ve ever read.”

Filling Your Classroom with Deliberate Optimism

Given the challenges educators are facing today, Silver and Berckemeyer’s new edition of Deliberate Optimism could not be more timely. Kathie Palmieri finds lots to like, including a new focus on mental health, Silver’s humor, and the message that teachers “have to take our power back.”

How to Be Strategic with Scaffolding Strategies

Scaffolding strategies need to be used strategically, writes depth of knowledge expert Dr. Karin Hess. A strategy intended to support executive functioning or language development may not be effective for deepening content knowledge and thinking. See her tips and tools.

Lesson Planning with AI in My Grade 5 Classroom

Making her first forays into using AI in lesson planning, NBCT Kathleen Palmieri is amazed at ChatGPT’s grade level suggestions based on lesson plan objectives. Follow along as she shows how the chatbot developed math and social studies material attuned to her fifth graders.

A Single Open Math Task Can Work for Every Student

Teacher and coach Mona Iehl shows how using one high quality math task enables educators to better meet all students’ needs without the alienating effects of some differentiation strategies such as ability grouping or creating activities at varying degrees of difficulty.

Restoring the Joy and Possibility of Teaching

The Heart-Centered Teacher lives up to its promise of renewal, writes educator Sarah Cooper. Routman’s newest book “strives to be a mosaic of sorts: a combination of sometimes searing, sometimes poignant personal stories with on-the-ground insights from decades of experience.”

We Need to Accelerate, Not Remediate Learning

As educators search for the best instructional approaches and resources to address the effects of disrupted and unfinished learning, they should reject remediation and identify strategies that accelerate the learning experience of students, write Sonya Murray and Gwen Turner.