What Does Research Say about the Kind of Writing Assignments that Support Student Learning?
Lindsay Clare Matsumura, an associate professor in the University of Pittsburgh's School of Education and a research scientist at the Learning Research and Development Center, describes the features of text-based writing assignments that build students' reading and analytic writing skills.
What Do We Know about How Learners Acquire New Vocabulary?
Is There a Good Way to Use Peer Review to Add Writing in the Classroom?
Why is it important for English learners to talk every day and how can teachers engage these students in academic conversations?
Rosa E. (Rosita) Apodaca is a Fellow at the Institute for Learning and leads its English Learner ELA work. In this video she discusses why English learners must go beyond fluency in everyday English and how teachers can help students become fluent listeners and speakers of academic English.
Why is it important to let students work on a math task without first showing them how to solve it?
Idorenyin (Ido) Jamar is a Mathematics Professional Development Specialist with the Teachers Development Group. In this video she discusses why it is important to let students work on a mathematics task without first showing them how to solve it.
How can we use high-level tasks to promote equity in the mathematics classroom?
Margaret (Peg) Smith is a Professor in the Department of Instruction and Learning in the School of Education and a Research Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. In this video she discusses the importance of high-level tasks in developing students capacity to think, reason, and problem solve and the ways in which high-level tasks can provide all students with access to challenging mathematical content.
What is the importance of engaging students in talk in the science class?
Sam Spiegel is a former Fellow at the Institute for Learning and chair of the Disciplinary Literacy science team. In this video he discusses why student talk is important in the science classroom.
Why should all students read to get the gist?
Stephanie M. McConachie, a former IFL Fellow, discusses why all students need to read to get the gist as part of the Institute for Learning's Patterned Way of Reading, Writing, and Talking.
How does Accountable Talk® promote learning?
Lauren B. Resnick, the founder and Director of the Institute for Learning and a Distinguished University Professor of Psychology and Cognitive Science at the University of Pittsburgh. In this video, she discusses how Accountable Talk® promotes learning.
What can we do to improve mathematics and science for all students?
What ideas should guide our thinking about the education of English Language Learners?
2015 IFL National Conference Keynote Address
John Edgar Wideman is Asa Messer Professor and Professor of Africana Studies and Literary Arts. Wideman is the recipient of many awards and honors, including the O. Henry Award, the American Book Award for Fiction, the Lannan Literary Fellowship for Fiction, and a MacArthur Fellowship. He was the first individual to win the Pen/Faulkner Award for Fiction twice. His articles on Malcolm X, Spike Lee, Denzel Washington, Michael Jordan, Emmett Till, and Thelonius Monk have appeared in The New Yorker, Vogue, Esquire, Emerge, and the New York Times Magazine. Wideman is also subject of the text, Conversations with John Edgar Wideman, a collection of nineteen interviews spanning three decades.[Read more]