Recently I have been learning about GLEAM™ and the GLEAM™ Hypothesis, developed by the experts at UnboundEd. In this post, I will summarize my understanding of what GLEAM™ means and share the hypothesis. My hope is that we can use GLEAM™ as we intentionally plan for rigorous learning, in the fall and in years to come… as a way to provide culturally relevant teaching, as a way to provide the best instruction for our historically marginalized students.

Continue reading “GLEAM: Grade-level, Engaging, Affirming and Meaningful” →