Each week, I publish a post or two containing three or four particularly useful resources on classroom instruction, and you can see them all here.
You might also be interested in THE BEST RESOURCES ON CLASSROOM INSTRUCTION IN 2019 – PART TWO.
Here are this week’s picks:
Research Matters / Cracking the Reading Code is from ASCD’s Educational Leadership. I’m adding it to The Best Resources For Learning About Balanced Literacy & The “Reading Wars”
Here’s a pretty good overview of all the changes coming to IB Theory of Knowledge classes next year.
What Questions Do You Have About How the World Works? is from The New York Times Learning Network and is about their STEM writing contest. I’m adding it to The Best Resources For Writing In Science Class and to The Best Resources For Writing In Math Class.
Facing History is doing a series on “How The World Votes.” Their first two lessons are on How the World Votes: India’s Election and Access to Polling Places and How the World Votes: The Iowa Caucuses and Voter Representation.
How scaffolding lessons can strengthen critical thinking development is from Education Dive. I’m adding it to The Best Resources On Providing Scaffolds To Students.
Using RAN Charts to Reimagine Nonfiction Learning appeared in Medium. I’m adding it to The Best Resources For Learning About The Importance Of Prior Knowledge (& How To Activate It).
I’m adding this tweet to the same list:
I was today’s years old when I learned about adding an extra “W” to our KWL chart 😲
The extra “W” asks students to think about WHY they want to learn what they indicated about the topic.
“This helps improve students’ metacognitive skills…adding higher order thinking. @SDLBACK pic.twitter.com/72yLUTJH30
— Emily Fɾαɳƈιʂ 💫 (@emilyfranESL) January 31, 2020
Interested in free history lessons and assessments?
Check out all of the new Reading Like a Historian lessons and Beyond the Bubble assessments we've recently developed as part of @TeachingLC's Teaching with Primary Sources program: https://t.co/AZD0IAXQdD pic.twitter.com/c7WkpjEaXz
— Stanford History Education Group (@SHEG_Stanford) January 30, 2020