During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 10 years. You can see all those collections from the first nine years here.
Here are the ones I鈥檝e published so far:
The 11 Most Popular Classroom Q&A Posts of the Year
School Closures & the Coronavirus Crisis
Best Ways to Begin the School Year
Best Ways to End the School Year
Student Motivation & Social-Emotional Learning
Challenging Normative Gender Culture in Education
Cooperative & Collaborative Learning
Teaching English-Language Learners
Today鈥檚 theme is on differentiating instruction. You can see the list of posts following this excerpt from one of them:
Examples from two educators include giving students the time to take physical breaks as well as pausing academic presentations to give students time to think.
I offer seven suggestions on how to help English-learners when doing remote teaching, including by providing graphic organizers and models.
This four-part series on 鈥渇air鈥� versus 鈥渆qual鈥� is being 鈥渨rapped up鈥� today with answers from Rick Wormeli, Pedro A. Noguera, Ph.D., Elizabeth Stringer Keefe, Ph.D., and Sheila Wilson.
Debbie Silver, Gloria Brown Brooks, Tasha Moyer, Barbara Blackburn, and LaChawn Smith discuss if 鈥渇air鈥� means 鈥渆qual鈥� in the realm of education.
Today鈥檚 commentaries on the difference between treating students 鈥渆qually鈥� and 鈥渇airly鈥� come from Kelly Capatosto, Gina Laura Gullo, Cheryl Staats, PJ Caposey, Ashley McCall, Orion Nolan, Jen Schwanke, Marisa Nathan, Carol Bruzzano, Keisha Rembert, and Tatiana Esteban.
Julia Stearns Cloat, Rocio del Castillo, Holly Spinelli, Sabrina Hope King, Joe Feldman, and Felicia Darling discuss the difference between treating students 鈥渇airly鈥� and 鈥渆qually.鈥�
New videos, along with many other resources, on differentiated instruction!
Judie Haynes, Debbie Zacarian, Eugenia Mora-Flores, Melissa Jackson, Joyce Nutta, and Carine Strebel contribute their ideas on differentiated instruction for English-language learners.
Sandra C. Figueroa, Becky Corr, Sydney Snyder, Adria Klein, Michael D. Toth, and Barbara Gottschalk share their suggestions on differentiating instruction for ELLs.
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Valentina Gonzalez, Jenny Vo, Tonya Ward Singer, Carol Ann Tomlinson, and N茅lida Rubio discuss ways to differentiate instruction for English-language learners.
Elizabeth Stringer Keefe, Becky Shiring, Katie Robinson, Sonny Magana, and Monica Burns contribute their suggestions on using tech to differentiate instruction.
Anne Jenks, Ge-Anne Bolhuis, Nancy Sulla, Sarah Shartzer, Daniel L. Schwartz, Jessia M. Tsang, and Kristen P. Blair share their suggestions on using technology to differentiate instruction.
Wendy Jennings, Yvelyne Germain-McCarthy, Billy Bender, Derek Cabrera, and Ed Thomas contribute their thoughts on differentiated algebra instruction.
These contributions come from Katherine S. McKnight, Jessica Hockett, Christie Amburn, Elise Yerkey, and Barbara Blackburn.
Three well-known educators/authors provide guest responses in this post: Regie Routman, Carol Ann Tomlinson, and Laura Robb.
This post features a response from Kimberly Kappler Hewitt and a number of suggestions from readers.
Carol Tomlinson, Donalyn Miller, and Jeff Charbonneau contribute responses.
This is a special guest post from author/educator Rick Wormeli.
In this post, Carol Burris, New York鈥檚 2013 High School Principal of the Year, and Tammy Heflebower, vice president of the Marzano Research Laboratory, contribute their thoughts, along with comments from readers.
I was lucky enough to get both Carol Tomlinson and Rick Wormeli to contribute their ideas here!
This post features contributions from Megan Allen, Florida鈥檚 2010 State Teacher of the Year, and Kimberly Kappler Hewitt & Daniel K. Weckstein, co-authors of Differentiation is an Expectation: A School Leader鈥檚 Guide to Building a Culture of Differentiation.
And here are several videos we did with Ed Week on this topic:
