Seven educators explain the importance of tapping students' background knowledge in order to learn new content, and they describe ways to do just that, including through the use of surveys and anticipation guides.

Five educators discuss strategies for increasing the relevance of lessons, including by learning student interests and sharing the stories of scientists.

Four educators share ideas on how to help students see how lessons are relevant to their lives, including by listening, connecting to their experiences, and inviting them to create projects based on their own interests.

Three educators recommend ways that schools can adapt in the fall, such as emphasizing inquiry-based learning and building relationships.

Three educators share what they think school reopening should look like, including making it an opportunity to emphasize literacy and community connections.

Four educators offer suggestions for how to reopen schools in the fall, including highlighting the importance of "outside-of-the-box" thinking and leading with identifying goals first.

Three educators discuss what teachers can do in response to George Floyd's death, including not stopping at conversations and instead moving to action.

Three educators share what schools should and should not do to support teachers to become anti-racists, such as lifting up black student voices and bypassing prepackaged "character-building" lessons that don't address racism.

Three educators offer suggestions for educators in the face of George Floyd's death, among them, going beyond social-emotional-learning skills and "know and teach the history of race."

Two educators challenge White teachers to confront "hard truths," including recognizing the role of White privilege and acknowledging their own biases.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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