Caring Enough to Know and Value Individual Students

Caring Enough to Know and Value Individual Students An excerpt from the Second Edition of Teaching Practices from America’s Best Urban Schools. Available now at all book retailers. Hattie (2009) synthesized over 800 studies of factors that influenced student achievement. He found that teacher-student relationships have a major influence on student learning, more powerful than most […]

Making Students Feel Valued and Capable

[vc_row][vc_column][vc_column_text] Making Students Feel Valued and Capable [/vc_column_text][vc_column_text] Part 2 [/vc_column_text][vc_empty_space][vc_column_text] An excerpt from the Second Edition of Teaching Practices from America’s Best Urban Schools. Available now at all book retailers. [/vc_column_text][vc_column_text] A group of six high school students from Dayton Business and Technology High School met with a researcher from the National Center for Urban […]

Connecting with Student Interests, Backgrounds, Cultures, and Prior Knowledge. Part 2.

Connecting with Student Interests, Backgrounds, Cultures, and Prior Knowledge

[vc_row][vc_column][vc_column_text] Connecting with Student Interests, Backgrounds, Cultures, and Prior Knowledge [/vc_column_text][vc_column_text] Part 2 [/vc_column_text][vc_empty_space][vc_column_text] Not Simply for the Sake of “Interesting” [/vc_column_text][vc_column_text] It is important to note that in high-performing schools, lessons are rarely designed or pursued simply because they are likely to be interesting to students or because they are likely to relate to […]

Connecting with Student Interests, Backgrounds, Cultures, and Prior Knowledge

Positive Transformational Culture

[vc_row][vc_column][vc_column_text] Connecting with Student Interests, Backgrounds, Cultures, and Prior Knowledge [/vc_column_text][vc_column_text] Building Connections [/vc_column_text][vc_empty_space][vc_column_text] As usual, the conversations in this sophomore English class at one high-performing urban school we studied, were intense. Groups of three or four students (mostly Latino and African American) were leaning in, talking to each other with an air of urgency. […]