Principals are the creators of school culture. Through their words, actions, and policies they can assure ELLs’ success. The work teachers need to do with language learners can’t be done without principal support. Tan Huynh offers 4 principles for school leaders to adopt.
For any educator interested in offering student choice but unsure of how to begin, Laurie Westphal’s Differentiating Instruction With Menus approach offers a strategy that will ease fears about loss of control and assure quality work, writes teacher Erin Corrigan-Smith.
To support math students’ different levels of progress learning methods, talents, and interests, Bobson Wong and Larisa Bukalov fit tiered lessons into the familiar framework of whole-group introductory discussion, guided practice, and whole-group summary. See how it works!
Based on the first edition’s core concepts for improving daily literacy learning and assessment, The CAFÉ Book has added teacher feedback, hands-on work with students and teachers, and research to strengthen the original practice, writes teacher educator Linda Biondi.
How do we teach content and at the same time meet each student’s academic, emotional and mental needs? Lisa Westman’s Student-Driven Differentiation reveals the how and the why, including vignettes from educators, reports special education teacher Julie Battikha.
Differentiating Instruction with Menus is great for encouraging middle level students’ voice and choice and allows teachers without a strong science background to feel more comfortable with the content (especially chemistry), writes science teacher-coach Emily Lane.
Who needs Working Hard, Working Happy? Happy teachers! They will feel validated when they recognize many favorite practices. Unhappy teachers! They can nurture a culture of joy in their classrooms with the practical strategies Rita Platt offers, writes Anne Anderson.
Gifted students are often the forgotten portion of the special education spectrum. To remedy the problem, gifted and special educator Laura Von Staden highly recommends this book full of valuable information and insight, written in a concise, user-friendly format.
ELs are capable of doing the same kind of thinking that non-ELs can do. They might just have to temporarily show their understanding differently than their peers do. EL teacher Tan Huyhn shows how teachers can focus on the ELs’ thinking and differentiate everything else.
Rita Platt’s Working Hard, Working Happy is a quick read, with many useful ideas about creating a learning culture in your classroom and school. Any teacher who wants students filled with joy and self-motivation needs to read this practical book, writes Kimberly Higgins.