Nancy Frey's Blog, page 17
February 23, 2023
One Key to Unlocking Learning: Educational Scaffolds
The term scaffolding has been used in educational circles for decades, tracing back to 1976 when Wood, Bruner, and Ross suggested that this could be a tool that tutors could use to assist learning. Since then, there have been numerous studies and practical guides devoted […]
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February 21, 2023
How to Improve Feedback for All: New Perspectives, Practices, and Possibilities
Over the years in preservice and in-service settings, we’ve asked, “What’s the first thing that comes to mind when you see or hear the word feedback?” And here’s what some of the sticky notes written by teachers reveal about many peoples’ initial thinking. Timely Noisy […]
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February 20, 2023
Teaching Students Not Content
Three Ways to Keep Student Identities Front and Center in the Mathematics Classroom While our jobs as educators involve teaching content, it is also true and equally important to remember that we teach people. Students come to us with their own history, background, and life […]
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February 14, 2023
The Importance of Effective Interventions for Students with Autism Spectrum Disorder
Teachers of K-12 students with autism spectrum disorder (ASD) face a variety of challenges every day in their classrooms. Students with ASD can be some of the most rewarding and fun students to teach, but they also require a specialized set of skills for teachers […]
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February 13, 2023
Embedding Language and Culture to Achieve Equity in Mathematics and Science Classrooms
It is vital that teachers of multilingual learners (MLLs) help develop these learners’ primary language and academic language skills along with providing equitable access to high-quality mathematics and science content. I recently collaborated on a book with Michael Beiersdorf and Theodore Ruiz Sagun titled Equity […]
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February 6, 2023
Is Your PLC Team Congenial or Collaborative, or Both?
For decades, education leaders have recognized the value of teachers engaging in professional learning communities. Time and training have been allocated for teachers to come together as teams at regular intervals to focus on student learning. The purpose makes sense, because after all, who doesn’t […]
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February 2, 2023
Strategies to Support the Development of Early Literacy Skills
To help young students develop early literacy skills, embrace the concept of the brain dictionary. Imagine an old school dictionary: a hefty tome containing every word in the English language. Each dictionary entry gives the correct word spelling, pronunciation (sound) and definition (meaning). Our brain […]
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January 31, 2023
What is Mastery Learning?
Over the past five decades, few programs have been implemented as broadly or evaluated as thoroughly as those based on Benjamin’s Bloom’s model of mastery learning. Despite this thorough research base, many textbook authors, bloggers, and program developers frequently misrepresent mastery learning. To clarify questions […]
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January 30, 2023
Supporting Multilingual Learner Science Success Through Vocabulary Equity Moves
As science teachers of multilingual learners (MLLs), it is critical that we not only provide equitable access to rigorous science content but also develop their primary, English, and academic language. To do this, we have found the use of what we term “Equity Moves,” or […]
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January 17, 2023
Three Questions You Should Be Asking Readers to Build Teacher Credibility
I recently sat down with a reader to discuss the “clarifying” reading strategy with a student. We’d just started learning about the strategy and variations thereof in mini-lessons and shared reading. I noticed she was not fond of identifying new, unfamiliar, or interesting words in […]
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