You wouldn’t want to be at a job where you had no say on what happens, how it happens, or why it happens. So why wouldn’t students want the same? By inviting student voice into your school, you’re building accountability and credibility with the students you serve.
IFL partner Todd County, South Dakota serves nearly an entirely Indigenous student population. However, their teachers do not reflect that population. To bridge that gap, they are putting their students’ culture at the center of their education.
In the time of COVID, so many are worried about learning loss, and because of this concern, assessments quantifying this learning loss are on the rise. The intent is to help bring students back on track, but this response has large negative effects on teaching and learning. Now is the time to give your students’ assessment load a large downsizing.
Fueled by the COVID-19 pandemic, hate crimes against Asian Americans are on the rise. Dr. Virginia Loh-Hagan describes the historical context for this problem and some actions educators can take to combat anti-Asian hate in their schools and classrooms.
Infusing practices from the business of instructional technology with Accountable Talk® features provides a light that can guide the planning of technology-based instruction, helping educators navigate challenges in order to enrich remote learning.
® Accountable Talk is a registered trademark of the University of Pittsburgh.
Students are more engaged when they see themselves in the books they read. IFL partner, Syracuse City Schools, has worked to better represent all their students by expanding their multicultural libraries on a global scale.
Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.
Working with numbers and mathematical representations! Read about the success that one of our partners is seeing in the land down under.
Never doubt the big impact something small can create. A tiny acorn grows into a towering tree, providing air for the world around it to breathe. A flicker of ember being carried by the wind can spark a towering inferno. And then there is Executive Director Rosita Apodaca, who announced her retirement after 22-years with the IFL and a lifetime of inspiring students and fighting to ensure that each and every child are given a fulfilling educational experience.
Examining ways that school systems can rethink preparation for high-stakes testing, so that it does not highjack the rest, can help establish a post-pandemic new normal. Based on our research-informed work in schools and classrooms, no matter how well-intended, the current system of rewards and sanctions tied to test scores has negatively impacted opportunities for meaningful, high-quality learning experiences that prepare learners for college, career, and community engagement. This has disproportionately impacted students of color, those impacted by poverty, and multi-language learners.
Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.
Coinciding with the one-year anniversary of COVID shutting down classrooms across the country, Warner Arts Magnet Elementary in Nashville shares the trials and tribulations they faced, what kept them motivated, and how the IFL work has been a “life-changing” experience that played a key role in providing a quality education.