The Power of Public Charting in Math Classrooms to Engage Every Student in Accountable Talk® Discussions
In many mathematics classrooms, there is no shortage of charts and posters adorning the walls. However, often these charts and posters are premade or purchased and are not co-authored with students. Charting for the purposes of public marking of students’ ideas or a reference tool that is publicly available and focuses on deep, meaningful math structure should be a learner-centered routine that serves students. Read these tips for incorporating or bettering the use of charts in your math classroom.
Relationships that Drive Rigor
In this article, we share stories about how two teachers from Dallas ISD work to humanize rigorous ELA instruction through the process of building relationships with students. Their stories convey the importance of building relationships with students and how those relationships led to classroom communities where students feel safe and excel in rigorous learning.
Dallas ISD/IFL Network for School Improvement: Lessons Learned
The Dallas ISD/IFL Network for School Improvement has been working together for the past five years to improve 9th grade on-track literacy for college and career readiness for African American and Hispanic students, as well as those in living in poverty. In our first article, we shared a little about the work we’ve done with teachers to understand the problems of practice in ELA in DISD schools; how we’ve partnered with teachers to enact instructional changes; and how those changes have had an impact on student achievement. In this article, we share a little about the lessons we’ve learned about coaching for improvement, developing instructional coherence, and adaptive integration.
Dallas ISD/IFL Network for School Improvement: Enacting Instructional Change in ELA
The Dallas ISD/IFL Network for School Improvement has been working together for the past five years to improve 9th-grade on-track literacy for college and career readiness for African American and Hispanic students, as well as those living in poverty. As we begin to wrap up our final year collaborating with Dallas, we’ll share a little about the work we’ve done with teachers to understand the problems of practice in ELA in their schools, how we’ve partnered with teachers to enact instructional changes, and how those changes have had an impact on student achievement. This article is the first in a two-article series.
IFL named Research Partnership for Professional Learning (RRPL) affiliate in the Annenberg Institute at Brown University
The Institute for Learning at the University of Pittsburgh is proud to announce that it has become a Research Partnership for Professional Learning (RRPL) affiliate in the Annenberg Institute at Brown University. The partnership will allow the Institute for Learning to work with other RPPL affiliates to advance the usable evidence on teacher learning and improve educational equity for all students.
Virtual Reality Is Taking New Brunswick Public Schools Beyond the Four Walls of the Classroom
Science class can take place on the surface of Mars. Readers are transported to the setting of their favorite novels. Math comes alive with learners using interactive models. These are just a small sample of the possibilities at New Brunswick Public Schools after introducing Virtual Reality headsets to enhance lessons.
Q&A with New IFL Executive Director Angela Allie
In this piece the new IFL Executive Director Angela Allie shares her story and some insight from her two decades of experience in systemic school change, culturally relevant teaching, and professional learning for racial equity.