Hero image

KDP's Shop

KDP leverages its rich legacy of high standards and excellence in teaching to advance the goal of ensuring high-quality learning for all students that results in career readiness and the ability to lead fulfilling lives. Quality learning is realized by educators’ acquisition and implementation of research-based strategies, mastery of teaching and learning, continued professional growth, and educational leadership gained through the KDP resources.

KDP leverages its rich legacy of high standards and excellence in teaching to advance the goal of ensuring high-quality learning for all students that results in career readiness and the ability to lead fulfilling lives. Quality learning is realized by educators’ acquisition and implementation of research-based strategies, mastery of teaching and learning, continued professional growth, and educational leadership gained through the KDP resources.
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
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
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
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
Differentiated Instruction Strategies and Checklists

Differentiated Instruction Strategies and Checklists

This 16-page download is full of lists of ways to differentiate instruction, sorted by low preparation to high preparation. There is a checklist for lesson planning with differentiation. It also includes ways to differentiate products and tips on assigning various ways to differentiate. Ideas are for K - 12.
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
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
10 Ways to Improve Your Teaching of Exceptional Learners

10 Ways to Improve Your Teaching of Exceptional Learners

While all students are exceptional, there are some students who are identified as exceptional learners (e.g., specific learning disability, emotionally handicapped). As a classroom teacher, it is your responsibility to educate all students to the best of your ability, even if you have never had any training in exceptional education.
KDP1911
From Player to Coach: 4 Tips for Success

From Player to Coach: 4 Tips for Success

“You played basketball at the YMCA growing up? Great! We would love for you to coach our middle school basketball team.” Teachers are often asked to be involved in various extracurricular activities, like coaching, without any formal training prior to jumping in headfirst. How can you survive, let alone thrive? Use these four tips to guide your coaching.
KDP1911
The RTI Stoplight Strategy

The RTI Stoplight Strategy

The first years of teaching can be an exciting time filled with new experiences, new students, new lessons, and new challenges. With the growing number of diverse students needing specialized small-group or individualized instruction, you may feel overwhelmed about what strategies to implement to reach every student. The Response to Intervention (RTI) model serves as a guide to monitor and track all students’ progress. The stoplight strategy will help you implement appropriate academic and behavioral interventions as students need them.
KDP1911
5 Tips for Communicating With Families Impacted by Special Education

5 Tips for Communicating With Families Impacted by Special Education

Communicating and collaborating with parents of children with disabilities is a difficult, yet valuable, skill to master. Research suggests that extensive and frequent family involvement can positively influence students’ academic, behavioral, and social success (Burke, 2013; Larocque, Kleiman, & Darling, 2011). Although many communication strategies are appropriate for most situations, here are five specific tips to help you when communicating and collaborating with families of children with disabilities.
KDP1911
6 Skills to Improve Test Scores

6 Skills to Improve Test Scores

In 2012, 28% of the students who took the Scholastic Aptitude Test (SAT) were English language learners, or ELLs (Abdul-Alim, 2012). English learners often become frustrated with not understanding questions or not finishing the test. These students also often have poor scores on standardized tests (Abedi & Linquanti, n.d.), which influence their acceptance into universities or colleges. Two keys to improving ELLs’ scores on these tests are teaching prereading and test management strategies.
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