Stanford professor Carol S. Dweck discusses how teachers can promote growth-mindsets in their classrooms, leading to higher confidence among students. She emphasizes that teachers must first create a culture of risk-taking, where it is the process, and not the outcome, that is the most important part of mastering a new concept.
The article outlines an instructional practice occurring in Newark Public School district, wherein middle school students, under the instruction of teachers and National Urban Alliance mentors, guide the rest of their class through a lesson, assuming the role of primary instructor.
Robert J. Marzano quickly and succinctly addresses the differentiated treatment that stems from inherent biases and suggests ways that teachers can overcome them.
Teacher Dana H. Maloney discusses how she has incorporated student-based projects in her classroom and the results.
Teacher Stacy Kitsis shares her experiences with small-group literature discussions held through social-networking and how doing so differed from in-class small-ground literature discussions.
Nancy Walser advocates for group work. She discusses classroom benefits of group work, strategies to structure effective group work, ways to promote participation, and the results group work can produce.
Education research and development non-profit Mid-continent Research for Education and Learning suggest taking these steps to improve the chances of life success for all children…
This report from the Carnegie Corporation of New York advocates for the use of writing-based practices to increase literacy skills among American students.
Former teacher and teacher coach Tristan de Frondeville suggests strategies to increase student engagement.
Daniel T. Willingham argues that “People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.”