Knowing our students helps us to choose the most useful resources for them and to make every moment of our precious instructional time count. (continue reading)
Our vision for book clubs continues to be a work in progress. It is informed by our own experiences and our ongoing dialogue with fellow educators. (continue reading)
If children are to develop as a learning community, they must believe that their efforts to engage with each other and with ideas matter. (continue reading)
If we accept that discomfort is inevitable but silence is not a strategy, what practices or systems in your school can you examine in order to confront and change outcomes for students of color?
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Sometimes the things that we have to do become tradition, and as tradition ages sometimes those practices do not serve all children. Sometimes we have to change an established way of doing things in order to better serve our kids.
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Lester and Katie offer a framework that can both deepen and broaden students’ understandings, insights, and empathy for the greater human family. (continue reading)
To learn together, children need to figure out how to live in the confined space of a classroom, developing processes that enable them to navigate their environment, and each other, with care, respect and trust. (continue reading)
Let’s begin thinking about aligning beliefs and practices not within the classroom, but in your personal life. Can you name something you routinely do because you believe it has a positive impact on long-term quality of life? (continue reading)
Talk has a purpose—and that purpose is to tackle the unknown—to strategize, to innovate, to problem-solve, to construct understanding. This use of talk “in the wild” frames the “why” behind purposeful talk in the classroom—our rationale for designing teaching and learning that’s dialogic in nature. (continue reading)
