Second grade teacher Kitten Vaa shares six principles for helping young students understand scientific argumentation.
High school English teacher Sarah Brown Wessling unpacks her use of pattern folders to teach about themes in literature.
High school literacy teacher Christopher Maldonado shares how his English-language learners use dry-erase tables to visualize their thought processes and exchange ideas.
Second grade teacher Kitten Vaa shares how her students use graphic organizers to evaluate evidence. Students draw from multiple sources, including experiments and personal experience, to support their claims.
2nd grade teacher Anna Dearlove shares how she prepares English-language learners before a whole-class lesson. During small-group instruction, she reviews vocabulary and provides ELLs with sentence starters so that they are prepared to engage in class discussions.
Former National Teachers of the Year reflect on how their instruction can better support their students' learning and growth. Teachers share how they expand their impact by constantly reassessing their work and collaborating with other teachers.
Kindergarten teacher Elizabeth Iwaszewicz shares how she pairs native English speakers with English-language learners during a turn-and-talk exercise to improve their speaking and listening skills.
Kristin Gray, a K-5 math specialist at Richard A. Shields Elementary School in Lewes, Del., shares a strategy for eliciting student discussion by providing her students with a picture that can be used to talk about numbers, shapes, and patterns. Students share what they notice and wonder about the image in pairs and as a class.
Sarah Brown Wessling, an English teacher at Johnston High School in Iowa, shares how she bounces back after a 'bad' lesson. Overplanning can result in an overly complex lesson, so it's important to make changes as the lesson goes on, based on the needs of students.
Ryan Reilly, a 1st grade teacher at White Center Heights Elementary School in Seattle, and Donella Oleston, a kindergarten teacher there, teach students how to make evidence-backed claims when reasoning about groups of objects. Both teachers create opportunities for students to share with the class their ideas and what they noticed.