The educational research has consistently reported that whether students are learning vocabulary, new skills, or appropriate behaviors, their new skills must be embedded in the general education context in order for students to grow the brain connections with prior knowledge.

Nobody will dispute that there is a great deal of pressure on schools today.

Improve test scores, reduce behavioral incidents, address achievement gaps, build student resilience, engage families… The list goes on… As I’m setting up for a professional development session, I often chat with teachers about other initiatives they have in their schools right now. I’m not surprised anymore when they start counting them off and run out of fingers.

How can teachers survive in such a stifling environment?

Teachers who are weary of developing differentiated approaches for their students will want to learn more about Universal Design for Learning (UDL). The difference is that in differentiation, the TEACHER has responsibility for adjusting the levels and types of content, process, and product to fit the interests, learning aptitudes, prior knowledge, and skill levels of their students

The first time a teacher said this to me, I tried to convince her otherwise, but I’ve come to accept that she was right. Let me share why I changed my mind. First, some background.

Last week when I was conducting a professional development workshop, a teacher said,

“That’s fine for the average or above students, but my kids can’t do that!”

It’s not the first time I’ve heard it, and it certainly won’t be the last. These teachers have done a thorough job of presenting the content. Yet, some students just didn’t get it.

Often teachers complain to me about student behaviors that interfere with learning or with having a productive, safe learning environment.

“These kids don’t listen to me,” or “These kids are lazy.”

These teachers are probably using strategies that were used on them by their own parents or teachers, but they’re not necessarily the most effective.

The teacher asks a question and calls on one of the few students who raises a hand. The teacher says “right” and moves on.

What’s wrong with this picture? Well, a lot – only one student gets to respond, and only one has the opportunity of teacher feedback.

What are the other students doing? Those who weren’t called on, may be less likely to volunteer again. But most have no incentive to keep paying attention in class.

The school was closed because the icy parking lot was not safe for teachers, student drivers or school buses. So I returned to my hotel, deciding how I should use my unexpected day off. I sent a few emails, unaware that I was about to have a visit that would crystallize my purpose in school consultation: to integrate efforts of ALL stakeholders.

Have you discovered the benefits of foldable graphic organizers yet?

When I first saw them, I thought they were a nifty way to help elementary students practice cutting and folding. I had no idea of their power for secondary students. Once I learned about the impact on the adolescent learning brain, I started using them in my professional development sessions with teachers too.

In 1970, my more seasoned colleagues smiled at my optimistic zeal.

“Ah, yes,” they’d say. “I was a beginning teacher once. You’ll learn that you can’t reach all kids. Some of them have already reached their plateau.”

I generally respected their opinions, but I was determined to prove them wrong.