Maria Perryman, a 6th grade teacher at the George B. Armstrong School of International Studies in Chicago, has students write exit slips using fewer than 140 characters. This strategy helps students quickly reflect on their learning while providing feedback on her lessons.
Tita Uglade and Marciela Rodriguez, 2nd grade teachers at the Amanecer Primary Center in Los Angeles, share how they collaborate on teaching and assessment strategies to support their English-language learners.
Kaia Tomokiyo, a kindergarten teacher from Southern Heights Elementary in Seattle and Fallon King, a 1st and 2nd grade teacher from Cedarhurst Elementary in Burien, Wash., share how they engage younger students in scientific modeling through observation and discussion.
Crystal Morey, a 6th grade math teacher at Enumclaw Middle School in Washington, uses learning menus as a differentiation strategy to help students become independent and engaged learners.
Maria Perryman, a 6th grade teacher at the George B. Armstrong School of International Studies in Chicago, shares how she experimented with blogging in class to engage her students in literature. The exercise, she says, combined discussion skills with literary analysis.
3rd grade teacher Maria Franco from Orange Grove Elementary School in Somerton, Ariz., teaches students about fractions by presenting them with a real-world scenario using watermelons. She activates students' background knowledge, checks for understanding, and concludes with a classroom discussion to promote a community of learners.
Kindergarten teacher Kristin Alfonzo from South Shore PK-8 School in Seattle explains how teacher time-outs are beneficial for both collaboration purposes and showing students the value of partnerships. Watch teachers engage in a mid-lesson huddle to receive on-the-spot advice about the direction in which to take a lesson and how to push student thinking.
Kindergarten teacher Kristin Alfonzo at South Shore PK-8 School in Seattle engages her students in three-act tasks to solve addition problems. Students are given a visual representation that they analyze individually and with partners to model and determine strategies that will help them arrive at solutions.
Geneviève DeBose, a 7th grade teacher at the Bronx Studio School For Writers and Artists, differentiates instruction by using stations. She shares how she uses data during the planning process and co-teaches with special education teacher Linda Aldebot to meet the diverse needs of her students.
David Cooper, a 6th grade teacher at Prairie Vista Middle School in Hawthorne, Calif., shares how he uses the three-step sequence on graphic organizers to help build his students' analysis skills during art class.