In a frank conversation recorded for HarvardEdCast, three Harvard researchers describe the complexities teachers routinely navigate, often alone, and especially in today’s divisive political and cultural climate.
Sponsored by the Literacy in Learning Exchange of the National Council of Teachers of English, “Evidence-Based Argumentation in Science” is a one-hour, on-demand web seminar that addresses the call to guide students as they develop science arguments supported by research-based evidence.
A Washington, DC–based organization, the News Literacy Project (NLP) has devised an infographic to help teachers (and any news consumer) wondering how best to approach misinformation in the news and separate fact from conspiracy theory.
Whole class instruction concerns me. As I scan my students’ faces for signs of comprehension or confusion, I worry if I am speaking too slowly or quickly. Have I made the research process transparent enough?