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?
Margaret G. McKeown, a Senior Scientist at the Learning Research and Development Center and a Clinical Professor in the School of Education at the University of Pittsburgh, explains how learners acquire new vocabulary.
Is There a Good Way to Use Peer Review to Add Writing in the Classroom?
Learn about simple research-based strategies to make peer review effective and efficient, transforming the learning in your 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?
William F. Tate IV holds the Edward Mallinckrdodt Distinguished University Professorship in Arts & Sciences at Washington University in St. Louis and serves as Chair of the Department of Education. In this video, he addresses high quality mathematics and science education for all students.
What ideas should guide our thinking about the education of English Language Learners?
Claude Goldenberg is Professor of Education at Stanford University and (since 2005) Executive Director of the Center for Language Minority Education and Research (CLMER). In this video, he addresses the issues of rigorous education for ELLs.