In Authentic Learning Experiences: A Real-World Approach to Project-Based Learning, Dayna Laur provides step-by-step instructions on how to create authentiv learning experiences to engage students in critical thinking, teach important skills such as research and collaboration, and improve student learning. In this tip, she outlines the process of taking the first steps to designing an Authentic Learning Experience.

To begin a Project-Based or Authentic Learning Experience, you must start with a way in which to engage your students. If you truly want to make this an Authentic Learning Experience, you have to move beyond mock letters written by a pretend interested party. Remember, if this experience is going to be authentic, you have to make the start of the experience real!

The following poem and tip were written by Annette Breaux and featured in her book with Eye On Education: 101 "Answers" for New Teachers and Their Mentors: Effective Teaching Tips for Daily Classroom Use, 2nd Ed.

I once heard a teacher announce to her class, “Look, I’m having a bad day. I’ve been up all night with a sick child, so I’m not in a good mood. I’m going to try to concentrate on my teaching, but I’m tired. Also, we’ve fallen way behind in the textbook, so we’re going to have to move fast today. Stay in your seats, and don’t mess with me!”

Ben Johnson, currently a school principal in San Antonio, TX, has 28 years of experience in education as a teacher, district administrator and university program manager. He also teaches online for the University of Phoenix's teacher- and principal-preparation program.

In this video clip from Thinking as the Main Learning Tool, Ben Johnson discusses the foundation of Critical Thinking: Student Engagement.

The following guest blog post was written by PJ Caposey, author of Building a Culture of Support: Strategies for School Leaders. PJ is the principal of Oregon High School, an adjunct professor in the educational leadership department for Aurora University, and he is currently pursuing his Doctoral degree through Western Illinois University. He can be found on Twitter @principalpc, and he is a guest blogger for many websites such as ASCD, Edutopia, and Test Soup.

Just because something is discussed does not mean that collaboration has occurred. I think this is one of the most common misnomers in education today. Teachers talk about curriculum and instruction an awful lot—but are these discussions really collaborative?

100 Games and Activities for the Introductory Foreign Language Classroom by Thierry Boucquey et al. is filled with stimulating, engaging, and effective games and activities to offer students alternatives to learning by rote or performing drills. This activity, Train Tour, is designed to help students learn and remember travel vocabulary, geography, and iconic regional monuments.

The following blog post is part of a blog series called "Comments on the Common Core," written by Eye On Education's Senior Editor, Lauren Davis. For more insight from Lauren Davis, check out her book series Common Core Literacy Lesson Plans: Ready-to-Use Resources.

Close reading is a hot topic these days. At IRA’s recent convention, there were countless sessions about teaching close reading for the Common Core. However, everyone seems to have a different understanding of what close reading entails. Here is how the authors of the Common Core describe it:

Dropout Prevention Fieldbook: Best Practices from the Field showcases the collected efforts of dedicated educators from across the country, selected and presented by one of today's leading experts in dropout prevention, Franklin Schargel.

Research consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school. When family provides support to the school, a strong infrastructure sustains a caring, supportive environment where youth can thrive and succeed. Below are 10 practices designed to make your school family friendly.

Teacher & Staff Appreciation Week is scheduled for May 6-10, 2013, and May 7th is National Teacher Day. What are you doing to celebrate the teachers in your school or district? Recognizing teachers benefits the staff, students, and school environment. If you haven't thought of what to do yet, or are looking for a few extra ideas, here's a list we've put together:

Franklin P. Schargel is a graduate of the University of the City of New York. Franklin holds a master’s degree in secondary education from City University and a second master’s degree from Pace University in school administration and supervision. His career spans thirty-three years of classroom teaching, counseling, and eight years of supervision and administration as a school administrator. Additionally, Franklin taught a course in Dowling College’s MBA Program.

In this clip from a recent segment on Eye On New Mexico, Franklin Schargel discusses school violence, school pride, dropout factories, the importance of attendance, and vocational training.

The following blog post was written by Sean Ruday. To read more newsworthy blog posts from Eye On Education, subscribe to our Insights eNewsletters.

Traditional grammar exercises, taught out of context from writing instruction, frequently reduce student interest levels (Woltjer, 1998) and have very little impact on student writing (Weaver, 1998). Because of this, it’s especially important for teachers to provide students with grammar instruction that keeps their interest while helping them understand how specific grammatical concepts can improve their writing.

We’ve all been there. We can remember the feeling of boiling blood pulsing through our veins, building, racing through our bodies, and then—BANG—an explosion! We got angry, and we lost control. We said things that, to this day, we still regret. Once again, we lament the fact that we allowed ourselves to give in to the anger. We are all human; we all have emotions; we all experience anger. But not everyone expresses anger in the same way. Our feelings don’t determine how others perceive us, but our actions surely do...

After having served in urban, suburban, and rural schools as a teacher and literacy coach, Lori Wilfong currently works with practicing teachers and those in training at Kent State University, Stark. She is the author of Vocabulary Strategies That Work: Do This—Not That!

In this video podcast The Common Core State Standards: Do This—Not That, Lori Wilfong discusses her approach to professional development, which helps educators avoid common misunderstandings about the Common Core State Standards.

PJ Caposey, an ASCD 2013 Outstanding Young Educator Award Honoree, is the Principal of Oregon High School in Illinois, named on of the nation's top high schools by US News and World Report. The author of Building a Culture of Support: Strategies for School Leaders, PJ is also an active blogger who can be reached at @principalpc on Twitter.

In this podcast, PJ discusses the impact school leaders have on teachers.

In Building a Culture of Support: Strategies for School Leaders, PJ Caposey shares insightful advice and meaningful examples for building a healthy school culture. In this tip, Caposey discusses strategies for supporting professional development of faculty and staff members. 

The only things that look the same in America today as they did in 1962 are schools. While the school calendar and buildings may look the same, leaders must work to make sure that the practices in schools are ever-changing and ever-growing. During an #edchat on Twitter recently, somebody tweeted, “As professionals, teachers should want to improve their practice on their own.” I agree with the sentiment, but the operative word in the above Tweet is “should.” For those who do not, it is the responsibility of leadership to engage them in their own professional development...