Teachers want what’s best for their students—it’s simply not possible to put in the hours and sweat needed for the job if you don’t. But wanting that and having the training, materials, direction, and support to provide it are not the same.
Loewus, L. (2019, December 3). Data: How Reading is Really Being Taught. Retreived January 13, 2020.
- Posted: January 17, 2020
Home » Best Practices » Loewus, L. (2019, December 3). Data: How Reading is Really Being Taught. Retreived January 13, 2020.
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- Why Poverty Matters
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- 18 – Explicitly Teach
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- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead