What a year it has been!
I’ll soon be publishing a list of the year’s most popular posts.
Today, I’ll be sharing my personal favorites from the past year (not in any order of preference).
You can see the list after this excerpt from one of them:
For teachers starting out, take small steps in introducing small-group instruction. Try a single strategy, and add time as you go along.
Strategies have to include teachers acknowledging what they don’t know and recognizing they have to convey some ugly truths.
Increasing “wait time,” offering students more choice, and differentiating instruction in simple ways are a few manageable changes.
Some are happy to be back, to be with friends and learn in person, while others prefer learning online. And worries persist over COVID.
Arrogance and looking at students through the lens of deficits, instead of assets, are among the blunders.
Four teachers with experience teaching refugee students share their suggestions.
Nancy Frey and Doug Fisher share suggestions on how to carry out accelerated learning, including through building student confidence.
The author talks about student rights in the classroom, student discovery of knowledge, and viewing students through the asset lens.
Four educators respond to conservative attacks on critical race theory and lessons on systemic racism.
Teachers share their “go-to” strategies for teaching English-language learners, including sentence starters and Total Physical Response.
Three educators share their best ideas on K-12 writing instruction, including writing frames and graphic organizers.
The main features students are looking for are relevancy and supportive relationships.
I share 10 instructional practices I’ve developed during the pandemic that I will be continuing into the next school year.
Five educators share effective instructional strategies to use with English-language-learner newcomers, including using images and games.
A Boston educator shares three guidelines for responding to “learning loss” she developed based on conversations with her students.
A Georgia educator challenges the present thinking about “learning loss” and asks, “What if the loss is a loss in inflicting harm?”
Five educators share how they have helped students motivate themselves to revise their writing.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.