To better understand what readers are thinking, Gravity Goldberg and Renée Houser urge teachers to reflect on current conferring questions, collaborate with colleagues on deeper questions that align with goals, and allow their teacher curiosity to help guide the conference.
Are you a multitasker? Do you use interesting examples to make learning more relatable? Do you teach to learning styles? If you answered yes to any of these questions, you might be interested in Five Teaching and Learning Myths Debunked, says principal Rita Platt.
In Reading with Presence discover how Marilyn Pryle gives students an opportunity to organize their thoughts, reactions, opinions, and questions in writing, so they’re prepared and even eager to participate in class discussions. Definitely a keeper, writes Anne Anderson.
Imagine an open-ended math task that gets students asking questions as well as answering them. Jerry Burkhart shows how a problem like this can help teachers differentiate instruction for advanced students while stimulating curiosity and perseverance for all learners.
Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (2nd Ed) by Gareis and Grant gets reviewer Anne Anderson’s gold star for usefulness and practicality with its guidelines offering plentiful techniques and examples.
The authors of Realizing Rigor in the Mathematics Classroom help teachers, curriculum coaches and school leaders avoid obstacles, pitfalls and traps on their way to achieving rigor and elevating learning for their students, says Dina Murphy.