This article includes quick closure activities that can be used to check for understanding or emphasize key information at the end of a lesson.

The PhET Interactive Simulations project creates free interactive math and science simulations. Teachers have access to simulation-specific tips and video primers, resources for teaching with simulations, and activities shared by the PhET teacher community.

In this inclusive upper elementary classroom, students are working on story elements and text-to-self connections. One student is learning to use his communication device to participate in the group lesson.

This blog post describes using the KASAB framework to create specific and actionable professional development goals

This resource provides background information, examples, and links to extend learning centered around active learning.

The AEM Navigator facilitates the process of decision-making around accessible formats of educational materials for individual students.

Participants will learn how multiple means of representation helps support algebraic thinking, how teaching algebraic thinking involves helping students make connections, describe, and justify general patterns, and the importance of the equal sign.

This instructional video demonstrates how to make a weighted marker to help students improve their hand stability while writing. (Time: 2:06)

The module provides information on the development of the basic understanding of shapes and the elements of their attributes that need to be explicitly included in lesson plans.

This module describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills.

This article describes a position statement including four common beliefs for integrating technology into the classroom and provides detailed explanations and strategies for each belief.

In this inclusive lower elementary classroom, a group of students are gathered around a table doing "Big Paper Writing.” One student interacts with the adults around her, telling them that she has drawn an umbrella, which directly connects to a story earlier in the day.

In this inclusive upper elementary classroom, students use augmentative and alternative communication (AAC) devices to have a conversation about a book. Peers ask questions about a book one student just read or listened to.

After independent reading, students in this inclusive classroom meet in a book group to talk about their stories. Their peers then ask questions about the students' book talks.

This research brief describes emerging evidence on the promising features of PL that support ongoing teacher learning and development.