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Special education teachers place a particular emphasis on effective strategies for teaching reading and vocabulary development, an area where most students with language-based learning disabilities (90%) have significant difficulties (Vaughn, Moody, and Schumm 1998). Rupley, Logan, and Nichols (1998) note that vocabulary development is a crucial aspect of successful reading, primarily, because a highly evolved
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Learn about using the art of reflection in the classroom. This Edutopia article discusses the importance of creating learning portfolios as a way to allow students to reflect on their learning process, which can deepen their connection to the content learned over the year.
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This radio segment from NPR’s Science Friday explores evidence that debunks popular and persistent education myths about the way people learn, including the popular idea of the importance of learning styles.
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Read expert responses from the Classroom Q&A with Larry Ferlazzo. The experts, including Jo Boaler, Katie Brown, Rachael George, Laura Greenstein, Dan Rothstein, David Jacob, and Greg Brown, respond to the following question: What is an instructional strategy and/or teaching concept that you think is under-used/under-appreciated in the classroom that you think should be practiced more
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Students with language-based learning disabilities often experience difficulty with written and oral expression. Using diamante poems, which follow a specific, structured format, students utilize different parts of speech to create a poem on any given topic or opposing topics. When students have completed their poems, they can share them with the class. What is a
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Why Teach Social Emotional Learning Skills? Research suggests that Social Emotional Learning skills (self-awareness, self-management, relationship skills, social awareness, and responsible decision making) are a core component of student success. Learning is a social process, and schools are often the hub of students’ social interactions. If student progress is hampered by emotions, then learning cannot
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The ultimate goal of informal assessment is to maximize student learning as measured through their performance. Through informal assessment, teachers can improve, modify, adapt, and accommodate instruction to reach that goal.
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Process writing is a way of breaking down the task of writing into its smaller component parts. By completing each step sequentially, writing becomes a less threatening and less daunting task. Students learn that writing doesn’t just happen; it is planned and it evolves, taking shape as it develops. The steps in process writing can
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Students often embark on writing assignments without enough background knowledge to produce more than a cursory summary of basic information. The four Cs are an easy-to-remember strategy for the thinking phase of writing. They are to collect sources, comprehend arguments and points of view, critically think, and craft a response. Excerpted from: Teaching Independent Minds: A Landmark
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