All Learners Learning Every Day (ALL-ED) is a decision making framework deeply rooted in self-regulation and motivation theories that supports teachers in differentiating instruction to meet the learning needs of ALL learners in EVERY lesson. In addition to being grounded in empirical research on student learning, the ALL-ED learning routines were developed through over twenty years in inclusive bilingual classrooms. Currently, teachers all over the world including the United States, Brazil, China, and Singapore are using the ALL-ED framework to help students learn and to support efficient teacher use of planning time.
In 2013 we began piloting the ALL-ED framework with CFN 106 in New York City.
Our focus of this initial work was on supporting teachers in planning CARR Curriculum (Clarity, Access, Rigor, and Relevance) and teaching with GASSS (group learning, assessment, structured choice, self-regulation, and specialized instruction).
Targeted Practice through Flag Time
We began our collaboration with Anne Baldessari at St. Paul’s School, São Paulo, Brazil exploring how to provide daily targeted practice to students ages 3 to 7 years old to both develop and further required academic skills by leveraging student strengths.
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Three years later
ALL-ED is supporting differentiated instruction teacher decision-making around the world.
We traveled to:
- Singapore to work with 240 teachers (learn more)
- Brazil to share ALL-ED at a conference
- New Orleans to share ALL-ED with artists-in-residence and teachers partnering with artists
Research Projects 2016
Read, Write, Reflect, Revise
ALL-ED Teacher Stories
30 Day Challenges
Math for America: Planning versus Practice
ALL-ED continues to support teachers around the world:
Columbus, Georgia to work with middle school teachers
New Orleans, partnered with KidSmART to support artist-in-residence and their teacher partners
Brazil, August 2017 conference with Carol Tomlinson
Switzerland, November 2017