In this post, we explain why we prefer to use the term “unfinished learning,” in most of our content, why we sometimes use “learning loss," and why we think this linguistic flexibility helps us better support our educator partners.
To understand a text, students need to be able to draw upon stores of background knowledge. This post explores how knowledge impacts literacy and why educators should look for knowledge-rich literacy programs.
Jackson Elementary School, part of Georgia’s Clayton County Public Schools, sets the foundation for a strong school culture by emphasizing four essential elements: relationships, data-driven instruction, stakeholder involvement, and teacher training.
When educators get students’ names right (or at least keep trying to), it can lead to more welcoming classrooms, stronger student–teacher relationships, and a whole host of other positive outcomes that improve learning.
Educators and administrators at Little Silver Public Schools in New Jersey share how they make the most of student data. Their process includes an its 18-person data committee that really delves into student performance and helps everyone see the “bigger picture.”
For her students to truly be fluent in math, Kate Gasaway and her colleagues needed to change how they taught. By moving from direct instruction to a discourse-based, student-centered instruction model, her school improved student learning and made class more engaging.
Steps for planning summer school include: plan like it’s the school year, have clear goals, select students strategically, recruit and support your staff, build your structure, engage students and families, and monitor, adjust, and stay agile.
