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At ResearchForTeachers, I explore the intersection of educational research, teaching, and leadership through practical reflection. This blog serves as both a professional learning space and a reflective diary where I make sense of my experiences in schools by connecting them to research. I share insights on literacy, adaptive teaching, student engagement, leadership, and collaborative practice, with the goal of translating research into meaningful action teachers and school leaders can apply in real contexts.
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For years, I thought differentiating writing meant reducing the workload: fewer paragraphs, lower word counts, or simpler prompts. Reading The Writing Revolution 2.0 challenged that thinking completely. I’ve started rethinking differentiation not as lowering rigor, but as increasing scaffolding so all students can access sophisticated analytical thinking through structured support.
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One of the things I genuinely love about teaching high school students is the level of thinking that can emerge in classroom discussions. By the time students reach high school, many have spent years developing analytical and interpretive skills through the work of talented middle school teachers. As high school teachers, we often get to…
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Early in my teaching career, I assumed students naturally understood how to revise their writing. Over time, I realized revision needed explicit instruction just like brainstorming or drafting. Reading The Writing Revolution later reinforced why this mattered. Students improved most when revision became purposeful and concrete rather than a vague instruction to simply “make it…
Research for Teachers 