We Tried It and It WORKED: Stories from our partnering math teachers
By Laurie Speranzo, Lilia Garcia, Carol Jones, Sara Trail, Dina Conzone & Denise Collier The Institute for Learning works in collaboration with educators to use insights from educational research in their local contexts through the use of professional learning...
The Hype and Hope of Generative AI in Education
Throughout history, when new technologies emerge, educators are often the early adopters. If it can increase learning in a meaningful way, that technology will find a home in the classroom. Where does generative AI fit? Is it a new way of life or nuisance for schools everywhere?
As we continue to discuss the science of reading, let’s not neglect the role of background knowledge.
While phonics and the work in the word recognition strand of Scarborough’s reading rope are critical to becoming a skilled reader, what’s often neglected in conversations around reading policy is the work encompassed by the language comprehension strand, particularly the role that background knowledge plays in reading comprehension. This is a piece of work that secondary teachers can immediately add into their instruction without specialized knowledge about teaching phonics.
Supercharging Three Common Practices in Math Classrooms
This article explores the benefits of three common instructional practices: prompting turn and talks, using and connecting representations, and facilitating whole group discussions. We look at two different ways of implementing each of the powerful practices, to highlight ways their use can be maximized to further increase student engagement with each other and the mathematics.
Productive Talk + Purposeful Play = Learning in Action
Oral language development is considered an unconstrained skill. In other words, it is a skill that can never be fully mastered because there is always more to learn. Take a look at these tips from the IFL Fellows on how embedding productive talk into purposeful play can grow those skills and impact student learning.
Planning for Charting In and Across Lessons
Check out our second article about charting, one of our favorite learner-centered routines! We consider charting a learner-centered routine because the act of charting allows in-the-moment thinking to be documented so that it can be revisited, revised, and refined over the course of a lesson and across lessons. In this article we share some questions that can be used in the planning process to think about what and when to use charting.
The Power of Public Charting in Math Classrooms to Engage Every Student in Accountable Talk® Discussions
In many mathematics classrooms, there is no shortage of charts and posters adorning the walls. However, often these charts and posters are premade or purchased and are not co-authored with students. Charting for the purposes of public marking of students’ ideas or a reference tool that is publicly available and focuses on deep, meaningful math structure should be a learner-centered routine that serves students. Read these tips for incorporating or bettering the use of charts in your math classroom.