Roundup: November 2016

Instructional Resources From the Network

  • I do, we do, you do” is the structure many of us learned as the framework for teaching.  Blogger Lance Bledsoe, math teacher and tech geek, explores the limits and the ideas behind a flipped model “you do, y’all do, we do” in his blog this month here.

  • How should students learn math facts? Youcubed out of Stanford University published an article called Fluency without Fear. It describes math fluency from cognitive and curricular frameworks and includes effective activities for building fluency.


  •  Two new series explore reading fluency deeply. These articles make for a great PLC discussion for ELA and literacy subject teachers. UnBoundEd’s reports are here and Student Achievement Partners are here.


  • Involving teachers in Instructional Rounds is a powerful way to understand the state of instruction and allow teachers to learn from each other. This month the National Association for Elementary Principals features a deep dive into how you can structure instructional rounds here.

  • Ruth Wattenberg reviewed third grade reading passages from released assessment item banks and looks at the knowledge demands - suggesting that more knowledge building in early grade (social studies and science instruction) may be the best approach to preparing students with the background knowledge to be ready. More here .

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