The New York Times Learning Network hosted "Teaching With The Times Across the Curriculum" webinars in the Fall of 2017. The free one-hour webinar archives are still available to watch, and while specific news may have changed, the overall topics are highly relevant: Picture This: Teaching Critical...
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What does WIOA have to say about EBRI and STAR? How are EBRI and STAR related? Do you have to offer them in your program? Read this 2-page brief that summarizes the connections between WIOA, EBRI, and STAR (see below). See also: Evidence-Based Reading Instruction (EBRI) STAR—The STudent Achievement...
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This text set on Vision is designed so that a video text introduces each topic, followed by an article. The articles can be read aloud as pairs or individually to accommodate learners’ reading abilities. ( Find other Text Sets , and read about their pre-teaching considerations, structure, and use...
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Text Sets are curated sequences of resources that build knowledge on a topic, with a few activities to help note and summarize the learning. They are great tools, and can be a key part of incorporating two of the CCRSAE instructional shifts : Text Complexity and Building Knowledge . This collection...
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Context: WIOA requires ABE programs to provide explicit and systematic instruction in essential components of reading to adult learners of all levels. Explicit and systematic instruction is also good practice for effectively serving our population of students with learning challenges. Research has...
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This lengthy bibliography links to articles and essays on progressive, transformative, multicultural, social justice, and liberatory teaching and learning by educators around the world. (Note: click on titles to retrieve resources.)
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This web page offers 15 classroom activities, exercises, and discussion guides to help address cultural and racial issues.
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This short article posits that culturally competent teaching and learning demands respect for others. Experiences based on various traditions, norms, and values inform ways of knowing and learning.
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This book chapter explains that by implementing simple strategies that create conditions and opportunities for adults to construct meaning in culturally affirming ways, it is possible for cognition and understanding to improve significantly.
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This article was developed to assist faculty, instructors and teaching assistants in addressing and preventing microaggressions in the classroom, whether committed by faculty or by students.
