Find me on Instragram @katerithunder and BlueSky @katerithunder. See you there to continue the conversation and sharing!

How can teachers help students make sense of multiple-meaning words in math? In this short clip, Kateri Thunder shares practical strategies for supporting students as they navigate math vocabulary that pulls double duty as both a noun & verb. 🔗 hubs.ly/Q04k8rFX0

Educators asked. Kateri Thunder answered. Following her recent edWeb session on language and learning in math, we sat down with Kateri for an Ask an Expert Q&A, covering the questions K-3 teachers ask most. Watch the full Q&A: hubs.ly/Q04hwM8T0 @edwebnet

Join Dr. Kateri Thunder for a free edWeb session, Words Do the Math: Language & Literacy in Math Thinking, designed for PreK–3 educators and administrators ready to rethink how language shows up in math instruction. Register here: hubs.ly/Q04g1hX80 @edwebnet

Join Dr. Kateri Thunder for a FREE edWebinar exploring what research says about the connection between language, literacy, and math learning. hubs.ly/Q04g11M00 @edwebnet

Come join @MATHplusLIT and me for a great day of mathematical learning! We will discuss what makes a good math talk, how to scaffold for mathematical learners, and ways to improve student engagement. Hope to see you there! @CorwinPress

Three notable studies related to child care and early learning that the field should pay attention to: the74million.org/article/202… #ece #Education

Speaking to the fragmented nature of the early childhood education market: americanprogress.org/article… #ece #Education

How do you support young writers as they begin to share their ideas? Kateri and Meghan discuss how simple shifts in the classroom can encourage students to take risks, express themselves, and grow as writers. Watch the full Q&A here: 🔗 hubs.ly/Q047Ctlz0

Should #MultilingualLearners be grouped together? New data say it depends. EdWeek shows research found no single model works for everyone and that heavy concentration can limit long-term outcomes for some. Considerations for districts: buff.ly/Y05UA15 #ELLs

The next phase of the literacy movement is here. States are moving beyond policy adoption toward statewide implementation systems that support evidence-based instruction, data-driven improvement, and #literacy success for all grades. marzanoresearch.com/the-next… #ScienceOfReading

How do meaningful conversations with students deepen learning in PreK? Kateri Thunder shares how purposeful dialogue helps teachers better understand student thinking while strengthening language, knowledge, and comprehension. Watch the full Q&A: hubs.ly/Q045KwgP0

PreK teachers asked—Kateri Thunder answered (Part 3). 🎓 How can intentional questions strengthen comprehension in PreK? Watch the full Q&A for more classroom-ready insights: 🔗 hubs.ly/Q044Ym850 #PreK #EarlyLiteracy #Comprehension #OralLanguage #EarlyLearning

PreK educators—this one’s for you! In our latest Ask an Expert, Kateri Thunder answers real educator questions about building knowledge, language, and vocabulary in PreK—without adding more to your plate. ▶️ Watch the full Q&A: hubs.ly/Q043SqrQ0

PreK teachers asked—Kateri Thunder answered (Part 1). In this follow-up Q&A, Kateri shares the Big Idea behind building knowledge in PreK—and why it matters for early learning success. Watch the full Q&A video: hubs.ly/Q043-Cgg0 #PreK #EarlyEd #EarlyLiteracy

Join Kateri Thunder for an EdWebinar on Building Knowledge in PreK and discover how research-based instruction supports play, curiosity, and meaningful learning. 🗓 Feb 10 | 🕑 2 PM ET 🎓 CE credit available | Recording provided Register now: hubs.ly/Q041yzGC0 @edwebnet

#Mathexplained 13

In this month's Front & Center article, authors introduce a powerful Beliefs Q-sort activity that helps teachers surface, examine, and discuss their beliefs about equitable mathematics instruction. 🔒NCTM Members can access here: nctm.link/QglFp

Does it really make a difference if students read whole books rather than only brief texts & excerpts? Evidence indicates the answer is "yes." Plus it's a lot more engaging. @DougLemov @karenvaites @HKorbey See my new piece in American Educator: aft.org/ae/winter2025-2026/w…

We need to be honest about the role of screens in schools. The evidence is becoming too strong to ignore. When daily screen time rises, achievement falls. The latest PISA data show a clear, consistent decline in scores as screen exposure increases. Students with no screen time in school perform best. Those with six or more hours perform worst. This isn’t a small dip. It’s a dramatic slide. For years we were told that iPads and laptops would “transform learning.” Instead, they have transformed classrooms into environments of distraction and fragmented attention. Devices promise engagement, but what they consistently deliver is cognitive overload, shallow learning and reduced retention. Teachers know this. Parents know this. Increasingly, researchers know this too. If our aim is to raise attainment, build deep knowledge and foster real thinking, iPads should have no place in schools. They are a barrier, not a bridge. The fundamentals of learning attention, practice, memory and human explanation cannot be outsourced to a screen. The Free Press recently highlighted this problem with a stark reminder of what happened when schools rushed headfirst into one-to-one devices. We gave students laptops. And we took away learning. Credit: thefp.com/p/we-gave-students… It is time to return to what works. High quality teaching. Rich discussion. Books. Paper. Focus. If we are serious about improving outcomes, the evidence is pointing in one direction. Put the screens away.

Research has found that #SPED shortages often stem from system design rather than a lack of certified teachers. Many are trained in special ed but leave due to inadequate support. Findings suggest stronger mentoring and tailored PD helps retention. buff.ly/HCTa6vB