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...

They say you can’t know what you don’t know. There are things we learn in certain seasons that wouldn’t have landed at an earlier time. I...

In this post we discuss our math and group work norms and how we introduce and uphold them throughout the year.

I was recently playing “Simon Says” with one of my friend's young kids. They found the game very entertaining, their brows wrinkled in...

A collection of ideas, tasks, activities, and resources for the first week of AP Calculus.

Here are our favorite review activities to help students synthesize semester content and prepare for exams.

Why re-teaching may not be the best option for end-of-semester review, and actually may have some problematic effects.

What should you think about before teaching your next lesson?

How will my students do the EFFL activity if I haven't taught them yet? The key is in the questions you ask and how you ask them.

A collection of our favorite tasks, resources, and activities to start the school year off right!

Let's take a deeper look at how we can use homework and assessments to assess conceptual understanding and build procedural fluency.

Research shows students learn more through active learning. This post includes an activity to explain why you teach this way.

We've explained the Experience First, Formalize Later lesson design and its benefits. Now, we'll discuss the design ideas.

In our previous post, we explained how we implement the Experience First, Formalize Later model. In this post, we explore the "why."