Valentina Gonzalez, Jenny Vo, Tonya Ward Singer, Carol Ann Tomlinson, and Nélida Rubio discuss ways to differentiate instruction for English Language Learners.
The new "question-of-the-week" is: How can you best differentiate instruction for an English Language Learner in a "mainstream" class?
The final post in this series on student writing feedback includes answers from Stacey Shubitz, Carol Pelletier Radford, Melanie Ward, Tasha Thomas, Dawn Mitchell, Jen Schwanke and Donna L. Shrum. I also share comments from readers.
Regie Routman, Paul Solarz, David Hochheiser, Kathy T. Glass, Catherine Beck, and Keith McCarroll offer their wisdom on giving feedback to student writers.
Susan M. Brookhart, Ph.D, Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos, and Kathleen Fad share their commentaries on the best way to provide feedback on student writing.
Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus, and Leah Wilson begin a four-part series on providing feedback on student writing.
The new question-of-the-week is: What are the best ways to give students feedback on their writing?
This four-part series on peer teaching is wrapped-up today with responses from Bryan Goodwin, Dr. Jenny Grant Rankin, Sarah Thomas and Bradley Witzel.
Amber Chandler, Cheryl Mizerny, Andrew Miller, Dr. Karen Goeller, Michael D. Toth, Megan Bang, Laura M. Brady, Stephanie A. Fryberg, and Mary C. Murphy share their ideas on students as teachers.
This second post in the series on students teaching their classmates includes commentaries by Rita Platt, Paul Solarz, Laurie Buffington, Dr. Laura Greenstein, and Anne Taffin d'Heursel Baldisseri.