Do the differences matter? We think so!

Questions to open up discussion, extend students' thinking, and help students consolidate their learning.

Grading for Equity revises traditional grading practices by introducing alternative assessment methods and new grading policies.

Karen Sleno shows us how to create an environment where taking risks is encouraged and where everyone’s voice has value.

How having a clear focus can transform your lesson.

When students ask “When Am I Ever Going To Use This?”, instead of focusing only on the content, look at everyday skills the lesson teaches.

When students ask, "When will I ever use this?", emphasize that each lesson teaches skills they will use daily, not just the content itself.

Practical steps for elevating students' status, centering students in the learning process, and positioning students in positive ways.

How to plan for high-leverage lessons with low-level time commitment.

How do we define rigor and why does it matter?

In this article we'll look at how six sample homework questions deepen, extend, and assess the conceptual learning done in an Algebra 1.

How we use homework, quizzes, and tests to deepen and assess students' learning.

Why won't my students work together? Here are our top tips for productive group work.

This is the first part of a series dedicated to overcoming the obstacles of group work: this article will focus on reducing social risk.

How to respond to student errors in real time and foster a productive disposition toward mistakes.

Probability is tough for students. Help them by providing these 5 strategies they can try before using a formula.

How to broaden our definition of mathematical competence to more accurately reflect the discipline and increase equity.

When we talk with other teachers, the prevailing themes of our conversations are the desire to teach our students well--and by that we...

Your countdown timer is going off. Groups have written up their answers on the board. You’ve recorded some key ideas that you want to...

This is the second post in a two-part series on how we can use questions to draw out and extend student thinking. In the first post, we...