5 essential trauma-informed priorities for remote learning

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As the COVID-19 pandemic upends communities worldwide, trauma-informed practices to support students who have experienced childhood trauma are more urgent than ever.

Resist the urge to grade students during the coronavirus closures

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By Joe Feldman If we agree that the primary purpose of a grade is to accurately describe a student’s level of academic performance, and...

The case for grade-level instruction as schools reconvene

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By LauraMarie Coleman Along with issues of health and safety, concerns about making up for lost learning are a major source of anxiety for educators and parents...

When school is back in session, where will we begin?

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By Thomas R. Guskey The question that most troubles teachers and school leaders as they look forward to the next school year, whatever form that...

How to co-teach from your couch

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By Wendy Murawski and Toby J. Karten Working and learning from home can create a time of anxiety for many administrators, teachers, related service providers,...

How to teach fluency at every grade level

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By Mannu Sikka As an intermediate instructional coach, I'm often asked, “How do we teach fluency in the older grades?”  This is a complex question...

Incorporating global competency into your classroom

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By Ariel Tichnor-Wagner and Hillary Parkhouse Why does this matter? If there's one question that teachers should be able to answer about every lesson they...

When kids return to school, they may have more agency. Are we ready?

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By Tanji Reed Marshall When schools closed their doors back in March, my first thought was for the students. Like many of...

Establishing a three-way relationship in service of deeper learning

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Deeper learning requires a psychologically safe environment that is open to diverse perspectives.

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How chess can change schools

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