Carla, an English learner student who was in the Spanish bilingual program the year before, is working with Jerome, a fairly confident math student. Carla has written down an answer, 783 and explains to Jerome how...
How do we get students comfortable with uncertainty? What does it look like to give permission to struggle? How do I evaluate risk-taking? What kinds of peer collaboration support effective problem-solving? These and other questions about productive struggle...
As Oakland Unified School District and other districts across the country experience an unprecedented influx of newcomer English Learners, even veteran teachers are left with a myriad of questions about the best way to support their students’ social-emotional and academic...
Throughout the year, as teacher scholars engage in Mills Teacher Scholars inquiry work, they deepen their understanding of specific learning goals for students and become more aware of how their students are approaching a specific area of learning. This...
Over 200 teachers, site leaders, university faculty and other supporters joined us on March 22nd for our Teacher Inquiry in Action Forum. Below are highlights from the event. The evening kicked off with dinner and...
Executive Director Carrie Wilson In our Teacher Scholars Voices blog this month Kirsti and Juliet ask: “What does it look like to take an asset-based approach to teaching African American boys reading while...
The Common Core standards deem that students should engage in constructive feedback of peer’s work and ideas from kindergarten and beyond. But what does this really look like? What do students experience on a social-emotional level when they are...
Save the date for our annual Inquiry in Action Forum on March 26th from 5-7:30pm at Mills College. Learn from our teacher scholars about the work they are doing in schools across the East Bay. Click to watch a...
