Parent-Teacher Conferences Tools and Tips

Parent-Teacher Conferences Tools and Tips

Whether you have parent-teacher conferences with all parents, you conduct IEP and 504 meetings, or you meet with an occasional parent, your need to understand how to work with parents in a conference situation. This packet includes forms to use to prepare for, document the proceedings and decisions, and follow up after the meeting; tips for talking to all parents and how to phrase what you need to say; a special section on conducting IEP meetings; tips for talking with parents impacted by special education; tips for talking to parents of English learners; and tips and processes to use for meeting with adolescents and their parents.
KDP1911
Support Culturally Responsive Teaching!

Support Culturally Responsive Teaching!

Teachers with an awareness and understanding of culturally responsive teaching practices will begin incorporating various cultures, languages, and traditions into lessons. By addressing cultural and ethnic norms reflected within a group of culturally diverse students, teachers can support student success. What does this look like in the classroom?
KDP1911
Is Meeting the Diverse Needs of All Students Possible?

Is Meeting the Diverse Needs of All Students Possible?

Teacher education has not created a strong pipeline of diverse scholars who can challenge conventional thinking about what it means to teach diverse groups of students. This essay is part of the Kappa Delta Pi Laureates Speak in response to the topic "Teaching in New Times: What Do Teachers Really Need to Know?"
KDP1911
Content, Process, and Product: Modeling Differentiated Instruction

Content, Process, and Product: Modeling Differentiated Instruction

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content—the "what" of instruction; process—the "how" of instruction; and product—the "evidence" of instruction.
KDP1911
Content, Process, and Product: Modeling Differentiated Instruction

Content, Process, and Product: Modeling Differentiated Instruction

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content—the "what" of instruction; process—the "how" of instruction; and product—the "evidence" of instruction.
KDP1911
Dyslexia: What Teachers Need to Know

Dyslexia: What Teachers Need to Know

By understanding the characteristics of dyslexia and implementing specific strategies, teachers can effectively address their students` instructional needs.
KDP1911
Creating Lesson Plans for All Learners

Creating Lesson Plans for All Learners

With appropriate planning, teachers can differentiate instruction to effectively meet the needs of a variety of learners. This resource includes a lesson plan template that illustrates how instruction can be differentiated at the planning stage. Additionally, the lesson demonstrates how a single lesson can effectively meet the instructional needs of learners who are working well above or below grade expectations. This type of lesson planning not only structures teaching to ensure learning, but also helps to meet the needs of the diverse groups of students who comprise today’s classrooms.
KDP1911
Retooling Differentiated Instruction

Retooling Differentiated Instruction

Teachers use various differentiated instruction techniques everyday, but student progress determines its frequency and duration in the instructional process. Use these tips to retool and jump-start differentiation of instruction in your classroom.
KDP1911
6 Strategies to Limit Misconceptions in Science Teaching

6 Strategies to Limit Misconceptions in Science Teaching

A primary goal of effective science teachers is to develop standards-based learning opportunities for students to engage in inquiry and hands-on learning. While developing effective inquiry-based lessons, many beginning teachers fail to pay attention to one significant barrier in science learning: misconceptions. It is essential for beginning science teachers to be aware of misconceptions and know how to identify them and address them specifically in their teaching. Deconstruction of student misconceptions and the discovery of more accurate, age-appropriate concepts are at the heart of hands-on inquiry for many topics.
KDP1911
6 Tips for Engaging Students in Science

6 Tips for Engaging Students in Science

Inquiry-based instruction can be an effective way to engage students in the content and practices of science, invoking their natural spirit of curiosity and giving them a sense of ownership. Read about multiple strategies and resources that can make inquiry-based instruction less intimidating and make your students excited about science!
KDP1911
Making Academic Vocabulary Accessibe to ELLs

Making Academic Vocabulary Accessibe to ELLs

To prepare students for academic rigor and ensure success in the classroom, students must be able to comprehend academic vocabulary. This is especially challenging for English language learners (ELLs), who are at a distinct disadvantage when a class includes both ELLs and English-only speakers.
KDP1911
Fave Five Tools and Interventions

Fave Five Tools and Interventions

Today’s students have diverse learning needs. To help all your students have quality learning, try one of these tools or interventions or go to the associated website. Join the discussion on KDP Global at my.kdp.org Log in and share your tips!
KDP1911
Classrooms Without Walls

Classrooms Without Walls

Many students, especially those who are "digital natives," find computer gaming to be an absorbing and engaging activity. Gaming can engage students in higher-level cognitive thinking such as interpreting, analyzing, discovering, evaluating, acting, and problem solving.
KDP1911
Give Your Hand to ELLs in Language Arts

Give Your Hand to ELLs in Language Arts

Language arts instruction for adolescent ELLs requires constant training, monitoring, assessment, and enrichment. Through the use of targeted strategies, they become increasingly successful in listening, speaking, reading, and writing in English.
KDP1911
A School-Home Connection: Engaging Parents of ELLs

A School-Home Connection: Engaging Parents of ELLs

Teachers often find that family members of English language learners lack the English skills necessary to assist their child in language and reading development. Read about an experimental program—involving drawing journals—meant to establish stronger home–school connections. These could work for your students, too!
KDP1911
Bridging Barriers: The 6 B's to Involving Parents of ELLs

Bridging Barriers: The 6 B's to Involving Parents of ELLs

Educators sometimes believe that minority parents lack an interest in their children’s education because of their lack of involvement in school. But studies show that minority parents are attentive, but are held back because of factors such as language barriers, their own level of education, their socioeconomic status, and other issues. Teachers must therefore be prepared to meet the needs of parents of ELLs.
KDP1911
Vocabulary Tablescloths for Secondary Content Reading

Vocabulary Tablescloths for Secondary Content Reading

Content vocabulary is particularly difficult for minority-language students, and low-frequency words are not encountered often enough for meaningful practice. Active vocabulary learning activities that meaningfully use and connect words to context, however, will boost vocabulary achievement.
KDP1911
Cloze Passages Advance English Learner Writing Skills

Cloze Passages Advance English Learner Writing Skills

Because of the limited linguistic skills of English language learners, teachers face the challenge of creating activities that promote the academic course of study while advancing English language fluency. Consider what students can do with support at the various fluency levels to demonstrate understanding of content.
KDP1911