Natalie Wexler+

Natalie Wexler values this work for identifying the failure to build student knowledge as a primary cause of educational inequity.

Natalie Wexler values this work because it has influenced many educators to focus on evidence-based writing instruction.

“It’s been gratifying to see that so many educators have read and been influenced by The Writing Revolution.”

Natalie Wexler recommends this book because it provides a detailed, authoritative account of how English education policy successfully shifted toward cognitive science principles.

“Gibb should know, since he was the government official who was most instrumental in sparking and guiding that improvement.”

Natalie Wexler praises this work for its evidence-based critique of instructional reading levels, though she notes a missed opportunity regarding knowledge-building curricula.

Natalie Wexler values this collection because it provides actionable examples of how to weave elaborative questioning into historical instruction.

“a “knowledge-rich” history lesson would include guiding students through a text and ensuring they have understood and absorbed the information.”

Natalie Wexler mentions this work to highlight the established pedagogical value of using writing to support working memory during class discussions.

“the authors of The Teach Like a Champion Guide to the Science of Reading have noted the value of having students jot down their thoughts for class discussion”

Natalie Wexler recommends this curriculum because it aligns with cognitive science and provides a structured literacy foundation for grades five through eight.

Natalie Wexler values this book because it successfully translates complex cognitive science into practical, video-supported guidance for classroom teachers.

Natalie Wexler recommends this book because it provides a vivid and accurate picture of the widespread lack of historical knowledge in American classrooms.

“Content is organized thematically rather than chronologically, lessons skim over or skirt historical facts, and students lack the basic knowledge to understand texts and concepts or participate in class discussion.”