Guidance for educators

It was a simple experiment, but it changed the way we understand learning. Two groups of 8-year-olds tossed beanbags at a target three feet away. For the next 12 weeks, half of the kids continued to practice with the…

The shift to working online requires teachers to think a little differently about how to build the culture they want with their students.

After fielding his fellow teachers’ tech problems for two months, the writer has an eight-step DIY plan for addressing them before calling the IT department.

Whether schools are using regular grades or not, teachers need to accurately assess learning while their students are at home. These are some helpful ideas to consider.

Using movement breaks and improving skills like the ability to focus can help high school students with learning disabilities stay on track in this unsettled time.

Working remotely is changing teaching, and it affects how school teams work together as well. Addressing these questions will help teams ensure that they’re doing their best work.

To give his students a sense of stability, an elementary teacher has shifted his morning meetings to asynchronous home learning.

With teachers and students separated, maintaining a sense of community relies on some of the same practices they used in the classroom.

Tips for bringing students to that mental state where they’re so engaged with a task that they use all their mental resources and don’t notice time passing.

Schools are closed but schooling goes on, and it remains crucial that teachers find ways to see what students are learning.

An elementary teacher who has worked for an edtech start-up argues that it’s important now—with teachers and students working separately—to promote reflection and social connection as tools for learning.

How to make virtual education work best.

An educator with experience in distance learning shares what he’s learned: Keep it simple, and build in as much contact as possible.

Asking students a series of essential questions at the start of a course signals that deep engagement is a requirement.

Breaking the habit of scaffolding her students’ learning, one teacher stepped back to provide them with space for productive struggle.