For English Language Arts (ELA), social studies, and even science teachers, primary source documents are a staple of classroom instruction. From historical speeches to song lyrics, primary sources have the ability to bring deeper meaning to a lesson. In addition, primary source documents often appear on high-stakes standardized tests, meaning that all students should know how to analyze them.
Creating a new course isn’t easy, especially if the goal of said course is to raise students’ standardized test scores. Public high schools are often judged on their ACT/SAT scores, and even the smallest dip can lower a school’s credibility, or worse, funding. If you’re tasked (like I once was) with creating an ACT (or SAT) preparation course from scratch, it probably feels like the weight of the world is on your shoulders. But there is hope. Let’s get started.
What most people think of as Autism is not really one condition. Two children with an Autism Spectrum Disorder (ASD) may exhibit different symptoms, and require unique accommodations in the general education classroom. Even for experienced teachers, teaching students with ASDs can be a monumental challenge. The goal of this article is to introduce new teachers to ASDs, and describe best practices in working with these students and their parents.
For some people, the term ‘diverse learners’ conjures the image of students who are learning disabled. Yet for a teacher, this image is an outmoded mindset. Every student has strengths and weaknesses. Every student has her own way of learning. Most importantly, every student has her own way of best expressing what she has learned.