Katie Ciresi asks: What advice can you give to help teachers be more effective in helping students become better writers? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. The responses to these questions are going to turn into a multi-part series, so there will be plenty of room for contributions from readers. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass. You can send questions to me at [email protected] you send in ...


Last week's question was: How can teachers best assist students with special needs? It's a question facing many of us daily. Earlier this year, my colleague Katie Hull-Sypnieski and I wrote an article for Education Week Teacher titled The Five-by-Five Approach to Differentiation Success. Instead of repeating our advice again here, I'll just suggest you click on that link. In addition, three experienced educators -- Michael Thornton, Gloria Lodato Wilson, and Ira David Socol -- are offering their thoughts on the topic today, and I've also included a reader's response. Response From Michael Thornton Michael Thornton has been teaching primary ...


This week's "question of the week" is: How can teachers best assist students with special needs? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass. You can send questions to me at [email protected] you send in your question, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind. You ...


(This is the final post in a series on "brain-based learning." You can see Part One here, Part Two here and Part Three here) The question asked two weeks ago was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post is the final one in a four-part series on this topic. The first post included responses from three ...


(This is the third of a multi-part series on "brain-based learning." You can see Part One here and Part Two here.) The question asked two weeks ago was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post is the third in a four-part series on this topic. Last week's post included responses from three neuroscientists associated with BrainFacts.org....


(This is the second of a multi-part series on "brain-based learning." You can see Part One here.) The question asked two weeks ago was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post is the second in a four-part series on this topic. Last week's post included responses from three neuroscientists associated with BrainFacts.org. Today, educators Wendi ...


(This is the first of a multi-part series on "brain-based learning") Last week's question was: What are the best ways to practically implement what we know about how the brain learns into our teaching? I've seen the phrase "brain-based learning" used often, and sometimes in ways that do not seem particularly helpful. However, it is short enough to fit in a blog post headline.... This post "kicks-off" a series on this topic. In addition, I've brought together my favorite useful related resources here. Today, the staff at BrainFacts.org have brought together three affiliated neuroscientists to make contributions. Here is ...


I'm not a big fan of the phrase "brain-based learning" but it is shorter than the actual "question-of-the-week": What are the best ways to practically implement what we know about how the brain learns into our teaching? Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass. You can send questions to me at [email protected] you send in your question, let me know if I ...


The question asked last week was: What are actions teachers can take to help their students develop a growth mindset? As Professor Carol Dweck -- one of authors of today's guest response and the developer of the term and concept -- has written elsewhere: Individuals with a fixed mindset believe that their intelligence is simply an inborn trait--they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time. Thanks to Professor Dweck's work, I have been explicitly applying this concept in the classroom for the past few ...


This week's "question of the week" is: What are actions teachers can take to help their students develop a growth mindset? I'll let author, educator, and researcher Carol Dweck define what this means: Individuals with a fixed mindset believe that their intelligence is simply an inborn trait--they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time. You can also find more resources about the concept here. Please share your thoughts in the comments, or, if you prefer, feel free to email them to me. Anyone whose ...


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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