March 2016 Archives

Emma Coufal, a kindergarten teacher at the Think College Now School in Oakland, Calif., shows how reading instruction can be personalized through a workshop model. She holds mini-lessons and conferences with students to build both their reading and language skills.


Leah Alcala, a middle school math teacher at King Middle School in Berkeley, Calif., shares how she develops a conceptual understanding of inequalities before moving onto procedural skills. She explains how focusing on concepts first helps develop mathematical fluency.


Julia Gelormino, a first grade teacher at Think College Now Elementary in Oakland, Calif., shares how she develops questions that involve peer input and produce a variety of responses. This strategy encourages English Language Learners to practice using academic language.


Kristin Gray, a math specialist at Richard A. Shields Elementary in Lewes, Del., explains how teachers can use "time-outs," or spontaneous but strategic breaks from instruction, to get real-time feedback from colleagues during lessons.


Teachers work together to learn more about what quality lessons looks like under the Next Generation Science Standards. Through use of the NGSS EQuIP rubric, the teachers evaluate lessons and learn more the instructional shifts entailed in the new standards.


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