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As educators, we know the value of collaboration. We ask our students to do it daily, and we hopefully get to do it ourselves. In this new series, The Power of Collaboration for ELLs, we have a chance to see both teacher and student collaboration in action, supporting the learning of all students.
In this set of videos, we’re back in Waukesha, Wisconsin, where we first showed you co-teaching in a bilingual classroom at Banting Elementary. This time we visit Horning Middle School, where we get to learn from the collaboration between two content area teachers and an ELL specialist. Teachers Meredith Sweeney, Shannon Kay, and Chris Knutson create a learning environment that embraces the social nature of middle schoolers, while fostering simultaneous language and content learning for all their students, especially ELLs.
When you think about STEM, you might think about high school students doing an egg drop design challenge or middle schoolers building model roller coasters. But even our youngest students are ready to engage in STEM.
In our latest video series, created in partnership with Fairfax Futures, we explore what STEM looks like in early childhood. Young children naturally engage in the scientific method. They observe the world around them, make predictions, try out ideas, and revise their thinking. To help students develop these key concepts, the teachers in these videos present students with developmentally-appropriate math and science activities. They root their lessons in connections to literature and their students’ home lives, asking open-ended questions to help students develop understanding.
Are you using number talks in your classroom? If not, it might be time to start! Number talks are a great way to build students’ number sense through a short daily math routine. In her book Number Talks, Sherry Parrish describes them as:
- A five to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally.
- The best part of a teacher’s day.
Ready to get started? Follow these tips.
Halloween can be a scary time of year for educators
— candy, costumes, calamity — oh my!
In this season of changing leaves, could it be time to change our mindsets as well? Can we turn the season of “boo” into a season of “oooh” in our classrooms this fall?
Here are some ideas on how to use the crispness of autumn and some tasty candy sensations to sweeten some lessons for your students this Halloween.
As teachers, we’ve all dealt with days that are particularly tough in the classroom. Unfortunately, we seem to be increasingly faced with teaching in the days and weeks that follow a local or a collective tragedy. For nearly two weeks, Northern California has been ravaged by devastating wildfires — the deadliest in California history. For many at Teaching Channel, the Bay Area is home, and we’ve been thinking a lot about how we can help our friends and neighbors. From making a donation to volunteering your time, if you’re looking for a way to help, you can find a number of great ideas here and here.
Whether local, national, or international in scope, times of crisis can have a significant impact on our students and our classrooms. While the impact is more obvious when students are in direct proximity to the event or personally involved, large-scale national crises, often accompanied by heavy media coverage, can be equally difficult to navigate. The resulting stress and anxiety students — and teachers — bring into the classroom in response to a crisis can affect teaching and learning.
As Science Laureate at Teaching Channel, one of my roles is to highlight exemplar modules of instruction. In my mind, that means that these units not only have to be aligned to the standards, but also need to be both unique and engaging.
One problem with innovative lessons is that they often involve costly or custom-made components. To help address these issues, the editorial team at Teaching Channel asked me to create a series of videos that show educators how to build different testing mechanisms that I use within my own middle school classroom setting.
Tch DIY: Build & Tch is a new series where I, along with my students, will not only highlight four outstanding modules of instruction, but we’ll also provide a step-by-step video on how to construct wind turbine stands, shake tables, an electromagnetic dropping mechanism, as well as an air compressed rocket launcher.
Whether this is your first, tenth, or maybe even your last year of teaching, you’re probably still settling into your classroom and getting to know your learners. Each year, a new set of students brings new challenges and opportunities. Most likely, your class has at least one English Language Learner (ELL). In fact, one out of every ten students in public schools is an English Language Learner. And, in reality, all of your students are learners of language!
Teaching Channel is here to support you by adding more new video series about teaching and learning with ELLs to our library and our ELL Deep Dive. In this first series, we take you to Banting Elementary in Waukesha, Wisconsin, where Jessica Hegg and Kris Carey co-teach in a fifth grade, dual language classroom. They open up the walls between their two rooms and share the teaching of 45 students in a class where 75% are ELLs. Watching Jessica and Kris in action, we not only see effective strategies for bridging content and language, but also a model for how two teachers collaborate and share their strengths to create an amazing learning environment.
In my role as a facilitator of professional learning for science teachers, I’m often asked “What do the Next Generation Science Standards (NGSS) look like when they’re translated into classroom practice, and how do we help teachers get there?” Along with some innovative collaborative partner institutions and generous funders, we at the American Museum of Natural History (AMNH) have been working on two projects to answer these questions. Thanks to Teaching Channel, we captured some of this work on video to share with the larger science education community.
When events like those in Charlottesville, Virginia happen, we watch the news in disbelief and despair. We scroll endlessly through our Twitter feeds — tweeting, retweeting, sharing resources, and keeping abreast of the latest developments. Maybe what you saw invoked anger, maybe sadness, maybe fear.
The question that remains is, what are you going to do about it?
Teachers need to talk with their students about race, but before you begin to explore race, bias, and identity in your classroom, you’ll need to do a bit of work to be sure you’re prepared.
When you’re ready, the resources below can help spur discussions about implicit bias, privilege, and systemic racism, and empower students to work toward a more just society.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.