Lindsey Hampton
During her 20+ years in education, Lindsey has been an elementary and secondary classroom teacher, an instructional coach, and a specialist in teacher induction. She has collaborated with teachers and administrators nationwide to develop learning partnerships that focus on evaluating and implementing High Yield Instructional Strategies. Her instructional coach and specialist background have led her to the philosophy that improvement must be viewed as a continuum, a means to refine and adapt the improvement of instructional practices continually. She has presented this theme and many others on teaching and learning at numerous conferences in FL, KY, TN, NC, and PA. Her contributions to Learning-Focused include developing new resources and workshops, providing leadership and instructional training and coaching.
In today’s school environment, fostering deep and engaging classroom discussions is essential for promoting critical thinking and student engagement. Traditional question-and-answer formats often limit the depth and engagement of these conversations. Teachers can use specific response strategies to encourage students to elaborate, justify their thinking, and engage in collaborative problem-solving to encourage more meaningful and…
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Every new school year, teachers grapple with a crucial question: how to design their classroom for the optimal learning environment. While factors like assigned space and resources can vary, the start of the year offers a unique chance to design a room that fosters focus, engagement, and student success. This goes beyond aesthetics; it’s about…
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In today’s classrooms, educators face a constant challenge: differentiate instruction to meet the needs of a diverse group of students. Small group instruction has emerged as a popular solution, promising a way to provide more individualized attention. However, many uncertainties remain: The key to unlocking the true potential of small groups lies in a crucial…
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In an ideal world, review isn’t just a pre-exam scramble! Instead, it is a thread that must be strategically woven throughout the school year, providing students with dedicated time for retrieval and practice, whether before end-of-year assessments or after a series of connected lessons. But how do we ensure our review strategies and classroom time…
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As the school year winds down and end-of-course exams and final assessments loom, it’s natural to want to jump into a full-blown end-of-year teaching review of everything students have learned. However, the key to effective EOY reviews isn’t simply re-teaching everything but targeting the appropriate level of instruction students need at the end of the…
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Imagine your classroom transformed. Students are actively engaged, thinking critically, and collaborating to construct a deeper understanding of diverse topics. This captivating learning environment is within reach by harnessing the power of summarizing, a transformable strategy applicable across all content areas. The Power of Student Summarizing Research consistently highlights the multifaceted benefits of summarizing: What…
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The end of the year always brings up an important topic: What is the best way to organize and provide student review strategies? However, if we only review at the end of the year, we have missed an opportunity to improve student outcomes. At its most effective, review is meant to be provided year-round and…
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Why is Writing to Raise Achievement so important to use throughout every lesson? Let’s start by explaining more about Writing Across the Curriculum. What Does “Writing Across the Curriculum” Mean? Writing Across the Curriculum refers to the notion that content area teachers reinforce the benchmarks that ELA teachers traditionally teach in their lessons. All teachers…
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The Challenge of Giving Consistent Student Feedback Learning without monitoring is like driving without a destination; you may never arrive anywhere. Anyone who has ever tried to learn something new knows the value of monitoring, both personally and by an instructor. Without this reciprocal responsibility, it’s possible to never “arrive” at our intended destination, such…
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For the last two years, I have had the privilege to work with the Hiwassee Dam Elementary and Middle School teachers in Cherokee County, NC. In October, during a coaching conversation, a middle school teacher told me she intended to incorporate more writing in her 8th-grade math class. At that time, her students had already…
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