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.
Six Key Features of an Equity-focused Root Cause Analysis in Education
If we don’t “go slow to go fast,” we’re not likely to get the real changes we’re after, and this is especially true in education. A root cause analysis is a key tool in continuous improvement that can help chart a path forward when addressing a problem of practice.
Bridges Most Loved Articles
With a nod to Valentine’s Day, the Bridges Editorial Committee wanted to share some of our most loved articles! Check out the top articles related to English Language Arts instruction, Mathematics instruction, and Accountable Talk®practices. We hope you take a couple of minutes to (re)read, reflect, and share them!
Robust Vocabulary Instruction
Although there are many approaches to vocabulary instruction, Robust Vocabulary Instruction, a research-based approach developed by Dr. Isabel Beck and Dr. Margaret McKeown, provides students with the rich interaction needed for students to develop true ownership and understanding of words.
Making Connections Beyond the Classroom, Seeing Mathematics in Our Everyday Actions
What might it look like when a teacher works to support students in making connections between their math work, themselves, and the community/world in which they live? We invited a teacher from one of our partnering districts to share stories from their classroom and reflect on the impact connection-making has had on students.
Vending Machine Nourishing Hungry, Young Readers
A book vending machine was introduced to inspire readers at a Texas elementary school and now students are reading at a record pace.
Local Agency and Adaption Are Needed for Equitable Improvements to Instruction
Educators and schools whose students have high average achievement tend to be given a lot of freedom whereas educators and schools whose students have low average achievement are given little freedom. In this article, Chris Schunn, an LRDC senior scientist, shares that in his experience, this approach tends to have many negative consequences, and the net effect is to amplify inequities.