In the first installment of our blog series, explore why decision-making, or the ability to evaluate information, weigh alternatives, and make informed decisions in academic, professional, and everyday contexts, is important for English language learners’ future-readiness—along with some simple tips to help you build this skill.
What helps students take what they learn in the classroom and apply it to new situations in the real world? For Marco Krcatovich II, Senior Director of Research and Outcomes at Cengage, adaptability, curiosity, and ‘learning how to learn’ are important parts of the answer. In this Q&A, Marco shares
What do teachers do when an activity doesn’t work? What do teachers do when children’s reactions to activities are not what was expected? Where do teachers turn for advice, and what if that advice then challenges the ideas they have always had? These moments are all opportunities to model a growth mindset.
Educators have always prepared learners for what comes next. But as academic, professional, and social expectations evolve, English learners must develop the skills to thrive in a variety of increasingly complex situations.
As a school leader in Japan, I have noticed how much focus is placed on the need for young learner educators to develop high levels of English language proficiency. But all educators, even those with strong English proficiency, may need support with the spontaneous and interactive nature of a young
The job market our students are preparing to enter looks very different from the one most of us entered ourselves. Artificial intelligence, global collaboration, digital transformation, and ever-changing career pathways are reshaping the skills people need to thrive. While subject knowledge remains important, employers increasingly value more than just technical expertise. During my talks at the National Geographic Learning Experience Brazil in May 2026, educators were
As educators, one of our most important tools for effective communication is feedback. We know it can create powerful change for the better. But why does the idea of giving feedback so often make us uncomfortable?
Two groups play a particularly important role in making a culture of visible learning sustainable: school leaders and families. This post is mostly for school leaders, but the tips on how to involve families will strike a chord with teachers as well.
In my last post, I wrote about differentiated instruction for teens in the secondary classroom. In this post, I’ll focus on differentiation for young learners in the primary classroom.
I have noticed that many families feel there is not any learning happening within play-based classrooms. However, schools are increasingly recognizing the need for more balanced alternative methods of learning that are relevant for children now.
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