In Active Literacy Across the Curriculum Heidi Hayes Jacobs focuses on the crucial function of literacy in all learning regardless of age or content area. 7th grade teacher Theresa Wood says Jacobs knows what works and shows how to move forward without losing what we value.
The Chicago district where Lauren Brown teaches has wrestled with issues of equity centering around race with new urgency in recent years. Amid the pandemic and the rising Anti-Racist Movement, she believes part of the answer is deepening curriculum and teaching Black history throughout the year.
Every chapter of School Improvement for All starts with commentary about how to determine vision versus reality, outlines ways to get from one to the other, and then provides concrete tools and steps to follow as a plan of action, writes NBCT Kathy Pham. A true guide to PLC success.
Mike Schmoker dispels many myths that guide American education, says teacher leader Jennifer Peters, proposing instead a manageable, research-backed solution for educators to revolutionize their teaching and infuse literacy. She’s bought a copy for all her colleagues.
Learning to decode visuals and graphics is an essential skill for everyone, but most especially for visual-spatial learners, which includes most ADHD students. Susan Daniels’ book provides essential explanations and many teaching resources for K-8, says educator Joanne Bell.
If your goal is to improve curriculum, instruction, and assessment in your classroom, building, or district, then read Six Steps to Boost Student Learning. Education consultant Anne Anderson notes the concise, focused book is filled with resources.
Grammar doesn’t need to be numbing. As you consider curriculum additions and tweaks over summer, author and literacy consultant Sarah Tantillo suggests ways you can incorporate grammar into those refreshed lessons to help students understand structure and write more clearly.
Every year, writes teacher leader Jennifer Smith, schools “muddle through” standardized testing days trying to design schedules that take less time away from productive learning. Her 5th grade team tried a fresh approach that both engaged and energized test-weary kids.
The second edition of John F. Barell’s “Why Are School Buses Always Yellow?” shows teachers how they can inspire young minds to think beyond the text, to ask questions and to wonder, achieving inquiry learning while meeting standards, says reviewer Linda Biondi.
Rather than “covering” a curriculum with instruction that’s driven by the chapters in a textbook, Diana Fenton and Nancy Van Erp advocate student centered standards-based lesson planning, relying on frameworks like Understanding by Design and concept-based teaching.