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Releasing the Teaching to Students

Mark Levine releases responsibility for teaching and assessment to students late in the school year, and hears echoes of learning from previous units.

Mindful Test-Taking

High-stakes tests weigh on teachers and students through the winter and spring. Mark Levine shares mindfulness strategies for test-taking, explaining how to help students recommit and refocus in the midst of an exam.

High Standards and Struggling Learners

Mark Levine explains why high standards can be helpful even for students who are struggling in his middle school classroom.

Student-Led Minilessons in Middle School

One student’s request to lead a minilesson is a catalyst for Mark Levine to see the value of student-led minilessons as an assignment for all in his middle school classroom.

Russell Freedman Book Clubs

Mark Levine finds Russell Freedman book clubs are a great way for his middle school students to deepen understanding of history and empathize with young people who lived through previous eras.

Getting to Know Each Other Through the Work

Mark Levine explains why he dives right into work in his middle school classroom, rather than getting-to-know-you activities. And through the work, a community is born.

Three-Word Meditation

Mark Levine depends upon a simple meditation strategy during the required moment of silence in his classroom to begin each day with a calm sense of purpose.

Stop and Inquire

Mark Levine capitalizes on what captures his middle school students’ attention with his Stop and Inquire routine.

Tips for Student Podcasting

Mark Levine details a podcast assignment he used with his middle school students to explore civil rights topics, including software options, a template to help students get organized, and a realistic timeframe.

Daily Reflection Rubric

Mark Levine always has a few students each year in his middle school classroom who are stunned by their poor grades, even when they clearly aren't meeting expectations. He develops a rubric to enable students to monitor and reflect on their learning behaviors daily.

Reflecting on the L

Mark Levine wonders if his middle school students are spending enough time reflecting on the L in K-W-L, so he creates a form to help.

Balancing Reading and Talk

Mark Levine finds that the best way to deal with controversial topics like slavery in his middle school classroom is with open and focused whole-class discussions.

Creating Curiosity with Story

Mark Levine finds that the secret to engaging students in what might be perceived as dry historical topics is to create curiosity with story.

The Daily Record

Mark Levine uses the “daily record” to encourage reflection throughout each day’s workshop in his social studies classroom.

The Pocahontas Ewww: Writing and Inquiry for Context

Mark Levine finds his middle school students are appalled by some of the cultural differences from times gone by, and shares how he fosters more understanding.

Better Mondays Through Quick-Writes

Mark Levine uses quick-writes with his middle school students to set the expectation at the start of the week for work together that is independent, thoughtful, and conversational.

“What Are We Learning Today?”: Transitioning with Compelling Questions

Mark Levine helps his seventh-grade students transition to the learning of the day with a "compelling question" posted on the board before each class session.

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