Questioning the Author is a discussion-based approach that supports students in studying and understanding complex texts. Comprehension work is an essential piece of any text-based task. If students don’t get the gist of the text or grasp an author’s ideas, it becomes increasingly difficult for them to do deeper analytic and interpretive work. It is especially important for emerging readers and emergent multi-lingual (EML) students to be able to access the big ideas of a text while building their comprehension muscles.
As the need for virtual instruction continues, educators continue to look for ways to make mathematics instruction more equitable and honor students’ abilities and backgrounds. In this article, we examine three teaching practices that work in virtual spaces and offer six strategies for keeping every student invested and advancing in their conceptual understanding.
Teachers have found great success using landing pages to organize learning for students across one text or across multiple texts in a unit. A landing page is a page on a website where students “land” to do their work or engage in a task. Landing pages, much like task sheets, provide students with both the why and the what of an instructional task. They support more equitable access to instructional activities by making expectations clear and providing step-by-step guidance for students as they engage in learning.
Remote Coaching for Rigorous and Engaging Online Classroom Discussions: Layering New Forums with Fresh Insights
Coaches have a critical role in assisting teachers in continuing, rather than abandoning, important pedagogies while teaching online. Read about what is being learned through ongoing research at the University of Pittsburgh’s Learning Research and Development Center on how coaches can support teachers remotely to engage students in rigorous and interactive online discussions.
At Teaneck Public Schools (Teaneck, New Jersey) we are focused on establishing common instructional practice across all classrooms that is designed to increase our students’ opportunities to engage in demanding curriculum content in both mathematics and English language arts lessons.
Disrupting inequitable practices, examining biases, creating inclusive and sustainable school environments for students, and finding and cultivating the assets and interest that every student brings to school are part of what is needed for all students to develop to their full potential in and out of school.
The Networks for School Improvement (NSI) work taking place among Dallas ISD (DISD), the Institute for Learning, the University of Pittsburgh School of Education Center for Urban Education, and the Learning Research and Development Center, funded by the Bill & Melinda Gates Foundation, has largely focused efforts on improving instructional rigor, providing better supports for English language learners, and improving cultural relevance.
The Institute for Learning (IFL) and Schenectady City School District have worked collaboratively for several years, and this year, we continued our ongoing partnership with a focus on using improvement science methodology to “get better at getting better.” District-wide, there is a focus on using improvement science to work on persistent problems of practice.
We’ve recently begun helping districts use improvement science to work on problems of practice. To develop a more rounded view of the problems, teachers have been working in their schools to gather the stories of diverse students and other teachers about their experiences with teaching and learning.
As the supervisor of humanities (at the time) for New Brunswick School District, I have had the opportunity to work with the Institute for Learning (IFL) for the past 3 years, and one of the areas on which we focused during that time was increasing the cognitive demand in the classroom.
We have known about harmful effects of high-stakes state testing on students, teachers, and the curriculum for decades, yet we continue to perpetuate the belief that they test what students know and can do. Daniel Koretz (2017) demonstrates that they have become ends in themselves and take valuable time away from instruction designed to grow students’ intelligence rather than their test-taking abilities.
Decades of research in mathematics, English, and science education have made it clear that students make substantial progress only when they experience rich learning tasks in their classes that require the students to engage in sense making; it is very difficult for teachers to arrange for strong student learning outcomes when the curriculum for students is weak.