We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

We need to understand where are students are at any point during a unit - in other words, what each student actually knows, understands, and can do at a given time based on the content goals we've established.

[Students] often have a "We can figure this out - don't just tell us" attitude. In that way, they can be less patient with "traditional" approaches to teaching.

We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are.

Creating a classroom environment that encourages students to take the risk of learning. We've known for a long time that when students lack a sense of safety or of belonging or of contribution, learning takes second place to meeting those needs.

As educators we need to understand that there is no finish line in our work.

Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.