ANet blog archive
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In this post, we want to share a case study of two Chicago teachers’ approach to using the open-source materials offered by the Vermont Writing Collaborative.
Getting your hands on high-quality materials is a critical first step, but it’s how you use those materials to thoughtfully prepare and strategically plan your instruction that matters most for student learning
We’ve all been there: You’re scrambling to prepare a lesson and you think, "Why reinvent the wheel? Let’s check the interwebs." You google your topic and…28,000,000 results pop up. How on Earth do you decide what might be worth using with your students?
Teachers at The Mozart Elementary School, a BPS school in Roslindale, were thrilled to see significant improvements in student writing last school year. Students were grasping the key understandings in text and structuring responses that addressed all parts of each writing prompt.
Math teachers, spurred by new standards, are striving to increase the rigor of their instruction. But…what exactly is rigor?
Zachary Parker, an experienced coach with ANet District of Columbia, recently wrote to the school leaders he works with on the subject of equity.
If there’s one thing teachers and school leaders are short on, it’s time.
That's what led Marilyn McCottrell to streamline her sessions with her teachers. Instead of carving out separate times for professional development and curriculum planning, she’s found a way to enable teachers and leaders to tackle both of these critical aspects of their work at the same time.
Think about some of the reasons that we assess: to measure growth, as a diagnostic, for accountability/evaluation, or to inform teachers’ instructional decisions.
How could any one assessment do all of those things well?
Most of Isaac Castelaz’s professional development work doesn’t happen in a packed conference room or a post-observation debrief. It happens before he ever sets foot in a classroom to observe a lesson when he sits down to study and internalize the lesson himself.
When someone asks you a question, the ball’s in your court. Your brain engages in a deeper, more active way than if information were being fed to you. Teachers take advantage of this phenomenon when they ask thoughtful questions.
Discussion can act as a bridge between reading and writing for students. It can prompt them to articulate, refine, and build on their ideas; and listening to their peers can expand their thinking.
If we want our students to be prepared for the reading, writing, and thinking they will do in the future, texts should be an essential component of what we think about when we sit down to create a lesson plan.
With all the time, energy, and money devoted to teacher development these days, school leaders—and everybody concerned about education—want to be sure it’s actually paying off in the form of improved teaching and learning.
You’d be hard-pressed to find a school that isn’t focused on improving student writing. And that’s not surprising—it takes a lot of practice to transfer thoughts into writing, and to do so in a clear, compelling way.
Creating learning opportunities for students is at the heart of what it means to be a teacher. But too often, we forget that it’s equally important that learning opportunities extend to teachers and leaders, too.
Teachers rely on student errors to help guide their instruction and tailor support to what students need most. But how do teachers and leaders can get that same information about their own performance so they can be proactive when it comes to development?
"This superintendent was facing the same challenge as many other districts—all his assessments were getting lumped into the accountability world."
By studying the progression of standards, educators can create a seamless flow of instruction from one grade to the next.
A classroom culture that values discussion encourages students to take ownership of their learning. Discussion engages students and allows for real-time feedback, which can ultimately deepen their understanding of math content. In this video you’ll see some of fifth-grade teacher Carina Pruitt’s strategies for building an effective culture of student discussion in her classroom.
In education, we are obsessed with data. But how much of this data is really useful?
I'm a big believer that anyone, anywhere, can achieve this level of instruction if they focus again and again on observing for the sake of development, not evaluation.
We’re proud of the good work going on in our partner schools, and our contributions to it. With an eye to building teacher capacity, the administrative team at DCIS at Ford is focusing teacher learning for 2015–16 year on deepening educators’ understanding of the Common Core standards and what it will take for every student to master grade level content.
A positive, “all-hands-on- deck” culture is making a difference for a former “underdog” school.
When schools commit to just one or two instructional priorities and use those priorities to determine their approach to professional development, teacher improvement becomes a continuous cycle of learning and teachers are able to gauge their improvement over time.
After over ten years of working with hundreds of systems and schools across the country, we want to ensure that many of our best tools, resources, and organizational knowledge are shared beyond our partner schools and passed along to all educators
Teachers and leaders are spending more time than ever focused on improving student writing. But in order to develop strong writers, we need to have a clear picture of our students as readers, too.
For educators, there’s always too much to do, so many balls to keep in the air. But when it comes to fostering instructional change, choosing just one or two priorities to focus on can make a huge difference.
One of the most powerful lessons we’ve learned through our work with schools is the importance of doing the work we ask our students to do. Nothing helps us anticipate misunderstandings or understand the strategic support our students will need as much as stepping into their shoes, and doing the reading, writing, and thinking they will do as part of upcoming instruction.
As leaders reevaluate their assessments, we believe their approach should be grounded in the mindset: As few as possible. As formative as possible.