Search

Every Friday, Mr. Reading Pot would make a grand entrance into the classroom and be seated in the middle of a large circle of squirrely kids. Mr. Reading Pot was a bad-tempered and curmudgeonly fellow.

It was the week before the exhibition at High Tech Middle Chula Vista. My eighth-grade class had spent the last eight weeks exploring the question “What makes us resilient?”

One of the key principles of continuous improvement is that you should spend a lot of time understanding a problem but this is not necessarily feasible in a large school district

Students learned about music, rhythm, and self-awareness by creating instruments from objects made of glass.

Alec talks to Amiee Winchester, director of continuous improvement at Baltimore City Public Schools (BCPS), and Zack Jaffe, a manager of continuous improvement at BCPS, about their improvement work on middle school and high school literacy, and particularly about the particular challenges and rewards of doing continuous improvement within a large urban school district.

Following the COVID-19 pandemic, Ferdinand T. Day (FTD), a Title 1 elementary school in Alexandria, Virginia, noticed an alarming increase in chronic absenteeism rates that disproportionately impacted Hispanic students

This collection is called “true project stories” because it’s all about teachers (and students) telling the stories of the projects they’ve done, from the heights of achievement to the depths of despair.

A gallery of exhibition images to inspire your next exhibition of student learning!

Ron Berger talks to Alec about why learning targets put kids in charge of their own learning, and how to make sure they are a success in your class.