# data[].attributes.attachment_link.readable_text
The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge. Decades of cognitive science research have demonstrated that the capability to transform accessible information into useable knowledge is not a passive process but an active one. Constructing useable knowledge, knowledge that is accessible for future decision-making, depends not upon merely perceiving information, but upon active "information processing skills" like selective attending, integrating new information with prior knowledge, strategic categorization, and active memorization. Individuals differ greatly in their skills in information processing and in their access to prior knowledge through which they can assimilate new information. Proper design and presentation of information-the responsibility of any curriculum or instructional methodology- can provide the scaffolds necessary to ensure that all learners have access to knowledge.

# data[].attributes.attachment_link.description
The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge. Decades of cognitive science research have demonstrated that the capability to transform accessible information into useable knowledge is not a passive process but an active one.

# data[].attributes.attachment_link.readable_text
While it is important to design the extrinsic environment so that it can support motivation and engagement (see Recruiting Interest and Sustaining Effort & Persistence), it is also important to develop learners' intrinsic abilities to regulate their own emotions and motivations. The ability to self-regulate-to strategically modulate one's emotional reactions or states in order to be more effective at coping and engaging with the environment-is a critical aspect of human development. While many individuals develop self-regulatory skills on their own, either by trial and error or by observing successful adults, many others have significant difficulties in developing these skills. Unfortunately some classrooms do not address these skills explicitly, leaving them as part of the "implicit" curriculum that is often inaccessible or invisible to many. Those teachers and settings that address self-regulation explicitly will be most successful in applying the UDL principles through modeling and prompting in a variety of methods. As in other kinds of learning, individual differences are more likely than uniformity. A successful approach requires providing sufficient alternatives to support learners with very different aptitudes and prior experience to effectively manage their own engagement and affect.

# data[].attributes.attachment_link.description
While it is important to design the extrinsic environment so that it can support motivation and engagement (see Recruiting Interest and Sustaining Effort & Persistence), it is also important to develop learners' intrinsic abilities to regulate their own emotions and motivations.

# data[].attributes.body
Please complete today's evaluation.

# data[].attributes.body
Self-monitoring is a process by which the student is actively engaged in reflecting, assessing and working toward academic, behavioral and social goals. With the support of a teacher or mentor, the student has determined the skills and steps necessary to achieve a pre-determined goal. In order to learn how to self–monitor, the student might start off with a checklist of the tasks required to achieve a certain goal. As the student is working, he would assess progress with the goal using the task list. He is able to compare his behavior or skills to a determined set of tasks or behaviors that are listed as necessary to reach a goal and determine whether he is on target.

# data[].attributes.attachment_link.readable_text
Find films, lesson videos, presentations, guided audios, and books helpful for introducing mindfulness to your school.

Are you looking for an overview of mindfulness in education to help parents, staff, and administrators understand the power of this work? Start with these short videos and films. All are free and can be shown at staff meetings and parent education nights.

Just Breathe (4 min)

Watch and listen to young students describe how mindfulness helps them handle difficult emotions in this 4-minute film from Julie Bayer, one of our Mindful Schools graduates. You can learn more about the Just Breathe film here.

Room to Breathe (56 min)

Airing on PBS, Room to Breathe was the first broadcast documentary on mindfulness in education. Raw, authentic and human, it is great for showing people what mindfulness training really looks like in a school community dealing with an array of economic, academic and mental health challenges.

Arrive (2 min)

At the start of class, Ms. O guides her high school students in a simple mindfulness meditation practice. This allows students to quiet their nervous systems and get ready to learn. Arrive was filmed at Gateway High School in San Francisco, CA.

Healthy Habits of Mind (41 min)

Healthy Habits of Mind is a 45-minute overview of Mindfulness in Education. Featuring pioneering neuroscientist Dr. Richard Davidson, it focuses less on classroom implementation than Room to Breathe but has more contextual information on the neurobiology and research underpinning mindfulness. A great overview piece for administrators.

Download a Starter Lesson

demonstrated in the videos above, that introduces mindful bodies and mindful listening to K-5 elementary school students. Try the lesson in your classroom and notice how your students respond.

Listen to three guided practices to get an introduction of how to practice mindfulness through breathing, body scan, and walking.

Mindful Walking

(Click the red play button above)

Mindful walking cultivates awareness of your body while in motion and it's something you can practice throughout the day. It can help increase your energy level if you are tired or restless and also add variety if you're doing longer periods of seated practice.

(Click the red play button above)

The body scan is a simple, structured way of bringing consciousness to different parts of body. The body scan can be very useful as a grounding mechanism when facing strong emotions, or if you're having trouble stabilizing awareness on the breath or body.

Mindful Breathing

(Click the red play button above)

Awareness of the breath is one of the foundational exercises for learning mindfulness meditation. It's a popular starting point because the breath is something you can always access. It serves as a valuable anchor for other mindfulness practices.

Explore all of these techniques and learn the neuroscience behind mindfulness practice in our Mindfulness Fundamentals course for educators. The training expands on topics such as emotions and interpersonal mindfulness and supports you to cultivate a regular practice. Join our upcoming session.

Why is Mindfulness Fundamentals required before taking the Mindful Educator Essentials course? Because before you formally teach mindfulness to students - your self-care, self-awareness, and personal mindfulness practice serves as an essential model for your students. Learn more about Our Approach.

Mindful Schools community members frequently request examples of how we explain mindfulness to parents, administrators, and other educators. Here are a few presentations and interviews from our archives.

Conference Presentation

Mindful Schools Trainer Megan Cowan speaks at the Practicing Mindfulness & Compassion Conference about how mindfulness programs make schools more compassionate places. Co-hosted by our partners at The Greater Good Science Center and Mindful magazine.

PTA Presentation

Mindful Schools Trainer Megan Cowan speaks to a large PTA audience. An excellent example of a presentation that explains what school-based mindfulness programs are to parents.

Google Talk

This mindful parenting Google Talk by Mindful Schools Trainer Chris McKenna includes neuroscience and practical techniques and strategies. (1 hr)

Presentation by Jon Kabat-Zinn

Mindfulness pioneer Dr. Jon Kabat-Zinn describes his vision for mindfulness in education at a benefit for Mindful Schools at UC Berkeley's Zellerbach Hall, 2012. (1 hr 40 min)

Adult Mindfulness Books

Mindfulness in Education

Mindful Parenting

Teaching Mindfulness to Youth

Explore Mindful Schools' professional development programs to start training your faculty and staff.

# data[].attributes.attachment_link.description
Multimedia Find films, lesson videos, presentations, guided audios, and books helpful for introducing mindfulness to your school. Watch Films About Mindfulness in Education Are you looking for an overview of mindfulness in education to help parents, staff, and administrators understand the power of this work?

# data[].attributes.attachment_link.readable_text
What is Restorative Practice?

Restorative practices is an emerging field of study
that enables people to restore and build community
in an increasingly disconnected world. (www.iirp.org)

The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators (2009) by Bob Costello, Joshua Wachtel and Ted Wachtel

The term "was derived from a significant development in the criminal justice field called "restorative justice." Rather than simply punishing offenders, restorative justice holds offenders accountable for their crimes by involving them in face-to-face encounters with the people they have harmed. Research in restorative justice has revealed very positive outcomes for victims and offenders alike, including reduction in reoffending. Similar restorative practices in schools have yielded significant improvements in behavior and school climate as well" (p.7).
"Restorative Practices are a framework for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right."
It is not a program or an add-on; it is a philosophy. It focuses on separating the deed from the doer. "To be 'restorative' means to believe that decisions are best made and conflicts are best resolved by those most directly involved in them. The restorative practices movement seeks to develop good relationships and restore a sense of community in an increasingly disconnected world. These practices have been applied in justice systems, families, workplaces and neighborhoods, as well as in schools" (p.7).

The fundamental unifying hypothesis of restorative practices is disarmingly simple: that human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them. This hypothesis maintains that the punitive and authoritarian tomode and the permissive and paternalistic for mode are not as effective as the restorative, participatory, engaging with mode. If this restorative hypothesis is valid, then it has significant implications for many disciplines.

The social discipline window (Figure 1) is a simple but useful framework with broad application in many settings. It describes four basic approaches to maintaining social norms and behavioral boundaries. The four are represented as different combinations of high or low control and high or low support. The restorative domain combines both high control and high support and is characterized by doing things with people, rather than to them or for them.

Restorative Practice is not merely a discipline approach. Although it is helpful as a means of managing classrooms, when students are actively engaged and allowed to take greater responsibility, teaching and learning are also enhanced. Being restorative is about building relationships and connections with students which will positively impact academic performance.

The Restorative Practices Continuum:

Affective statements or "expressing your feelings": help you build a relationship based on students' new image of you as someone who cares and has feelings, rather than as a distant authority figure. They can be used to acknowledge success, hard work, collaboration or any other desirable behaviour. The more specific you are, the better.

Affective questions: Accepting that conflict is an integral part of life is key, but restorative practice distinguishes between punishment and natural or restorative kinds of consequences and separating the deed from the doer.

Restorative questions:
Regarding Misbehaviour:

What happened?

What were you thinking of at the time?

What have you thought of since?

Who has been affected by what you have done? In what way?

What do you think you need to do to make things right?

To help those affected:

What did you think when you realized what had happened?

What impact has this incident had on you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?

Small Impromptu Conferences: Building on the affective questions, bringing everyone involved in the incident together and resolve the problem relatively quickly. These may include a follow-up commitment to reintegrate the students with something constructive and specific to try and achieve.

Circles: As a symbol of community, circles are one of the most distinctive and flexible forms of restorative practices. These can be used proactively to build social capital or create classroom norms or as a response to wrongdoing.

1. Set clear topics and goals for the outcome of the circle

2. Set a positive tone. If you are confident and upbeat, the students will follow your lead

3. Keep the focus. In a kind and supportive way, make sure the conversation sticks to the goal you have set

4. Make students your allies (prep some students and ask them to speak first)

5. Always sit in the circle with students and participate fully (p.33)

1. Restorative conferences: formal responses to wrongdoing where all those involved and affected by an incident come together with a trained facilitator to explore what happened, who was affected and what needs to be done to make things right. the participants include those who did the wrong and those who were affected by the wrong, often including family or friends of both parties. The conference takes a fair amount of time to organize and carry out and is facilitated by someone who has not been directly involved. The IIRP model is called "Real Justice" conference. There is a clear script to follow and training is helpful (see www.IIRP.org).

2. Family group decision making: or Family group conferencing are events where decisions and plans need to be made about a young person. There is a high level of family involvement and often include extended family and friends. There are 3 parts: 1- the professionals outline the problems, legal situation or various resources available. 2- "Family alone time" where professionals leave the room and the family discuss and develop a written plan. 3- the professionals brought back in and the family explains the plan to them. These conferences are found in social welfare and juvenile justice, but are starting to be used in educational settings to deal with ongoing behavioral difficulties, truancy, school phobia and bullying, either by or of the young person. The are sometimes used as an alternative to suspension or expulsion (p.37).

"Punitive school policies undo the bonds between educators and students, but they also alienate parents from educators. Even responsible, caring parents are struggling against the same deteriorating social norms schools face in dealing with young people. Harsh and arbitrary penalties imposed on their children make parents feel helpless, shamed, blamed and isolated." -Wachtel (1999)

The psychology of affect, based on the work of psychologist Silvan Tomkins, helps us better understand why human beings act and respond in certain ways and why restorative practices work so well (p.68).

The compass of shame (Nathanson- Shame and Pride, 1994) helps provide insight into how we respond to conflict/shame or an interruption of a positive affect. Being aware of the Compass of Shame gives us the perspective we need to be restorative when confronting inappropriate behaviour (calling parents, interacting with students, our own reactions to challenging behaviour).

Essentially, conflict and misbehaviour are inevitable in our classes and schools. When educators strive to "create an environment that maximizes positive affect, minimizes negative affect and allows for the free expression of affect, they will transform their schools into true communities, where conflict can be dealt with effectively, relationships can be maintained and learning can occur."(p.74)

Restorative Practice:

Views misbehaviour as opportunities for learning

Separates person from deed

Focuses on restoring relationships

Encourages authentic accountability (active participant)

Allows for successful reintegration

The nature of the process, not the outcome, makes a response restorative or not. (p.49)

http://www.iirp.org
Real Justice: How We Can Revolutionize Our Response to Wrongdoing, 1997 by Ted Wachtel Conferencing Handbook: The Real Justice Training Manual, 1999 by Ted Wachtel, Terry O'Connell & Ben Wachtel
The Little Book of Restorative Justice by Howard Zehr

# data[].attributes.attachment_link.description
What is Restorative Practice? Restorative practices is an emerging field of study that enables people to restore and build community in an increasingly disconnected world. (www.iirp.org) The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators (2009) by Bob Costello, Joshua Wachtel and Ted Wachtel The term "was derived from a significant development in the criminal justice field called "restorative justice."

# data[].attributes.attachment_link.readable_text
At the highest level of the human capacity to act skillfully are the so-called "executive functions." Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed. In short, they allow learners to take advantage of their environment. Of critical importance to educators is the fact that executive functions have very limited capacity due to working memory. This is true because executive capacity is sharply reduced when: 1) executive functioning capacity must be devoted to managing "lower level" skills and responses which are not automatic or fluent thus the capacity for "higher level" functions is taken; and 2) executive capacity itself is reduced due to some sort of higher level disability or to lack of fluency with executive strategies. The UDL framework typically involves efforts to expand executive capacity in two ways: 1) by scaffolding lower level skills so that they require less executive processing; and 2) by scaffolding higher level executive skills and strategies so that they are more effective and developed. Previous guidelines have addressed lower level scaffolding, this guideline addresses ways to provide scaffolding for executive functions themselves.

# data[].attributes.attachment_link.description
At the highest level of the human capacity to act skillfully are the so-called "executive functions." Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed.

# data[].attributes.attachment_link.description
It cannot be assumed that learners will set appropriate goals to guide their work, but the answer should not be to provide goals for students. Such a short-term remedy does little to develop new skills or strategies in any learner. It is therefore important that learners develop the skill of effective goal setting.

# data[].attributes.body
UDL Guidelines 2014

# data[].attributes.headline
Options for Activating or Supplying Background Knowledge

# data[].attributes.subject
Options for Activating or Supplying Background Knowledge

# data[].attributes.attachment_link.readable_text
Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information. However, there are also barriers for learners who have the necessary background knowledge, but might not know it is relevant. Those barriers can be reduced when options are available that supply or activate relevant prior knowledge, or link to the pre-requisite information elsewhere.

Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)

Use advanced organizers (e.g., KWL methods, concept maps)

Pre-teach critical prerequisite concepts through demonstration or models

Bridge concepts with relevant analogies and metaphors

Make explicit cross-curricular connections (e.g., teaching literacy strategies in the social studies classroom)

# data[].attributes.attachment_link.title
UDL: Activate or supply background knowledge

# data[].attributes.attachment_link.description
Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information.

# data[].attributes.body
To locate the videos: Keycode 72abPaK2b

# data[].attributes.attachment_link.readable_text
Download materials from your book here

Need printable versions of the materials in your book? Are there additional materials available for download that were referenced in your book?

Check in the front of your book for your access code and enter it below:

# data[].attributes.attachment_link.description
Download materials from your book here Need printable versions of the materials in your book? Are there additional materials available for download that were referenced in your book? Check in the front of your book for your access code and enter it below:

# data[].attributes.headline
Examples of Strategies for Activating Or Supplying Background Knowledge

# data[].attributes.subject
Examples of Strategies for Activating Or Supplying Background Knowledge

# data[].attributes.body
ABC Summary

Carousel Brainstorming

Collaborative Labeling

Essay Outline

Familiar People, Places, and Things

Familiar Text

First Lines

Functional Print

Glossary

Graffiti Boards

Peer Interview

Photo Flashcards of Social Scenarios

Picture Walk

Pre-Reading

Preteaching

Prewriting Web

Realia

Social Role Play

State the Facts

Use Rare Words

Verbal Prompting

Visual Cueing

Warm-Up

# data[].attributes.headline
Highlight Patterns, Critical Features, Big Ideas, and Relationships

# data[].attributes.subject
Highlight Patterns, Critical Features, Big Ideas, and Relationships

# data[].attributes.attachment_link.readable_text
One of the big differences between experts and novices in any domain is the facility with which they distinguish what is critical from what is unimportant or irrelevant. Since experts quickly recognize the most important features in information, they allocate their time efficiently, quickly identifying what is valuable and finding the right "hooks" with which to assimilate the most valuable information into existing knowledge. As a consequence, one of the most effective ways to make information more accessible is to provide explicit cues or prompts that assist individuals in attending to those features that matter most while avoiding those that matter least.

Highlight or emphasize key elements in text, graphics, diagrams, formulas

Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships

Use multiple examples and non-examples to emphasize critical features

Use cues and prompts to draw attention to critical features

Highlight previously learned skills that can be used to solve unfamiliar problems

# data[].attributes.attachment_link.title
UDL: Highlight patterns, critical features, big ideas, and relationships

# data[].attributes.attachment_link.description
One of the big differences between experts and novices in any domain is the facility with which they distinguish what is critical from what is unimportant or irrelevant. Since experts quickly recognize the most important features in information, they allocate their time efficiently, quickly identifying what is valuable and finding the right "hooks" with which to assimilate the most valuable information into existing knowledge.

# data[].attributes.headline
Example Strategies for Highlighting Patterns, Critical Features, Big Ideas, and Relationships

# data[].attributes.subject
Example Strategies for Highlighting Patterns, Critical Features, Big Ideas, and Relationships

# data[].attributes.body
Acoustic Highlighting

Alliteration Prompting

Anchor Charts

Clock Appointments

Comic Strip Writing

Concept Mapping

Ending Sounds Prompting

Felt Storyboard

Fraction Strips

Gist Statements

Guided Reading

Highlighting

Inquiry Chart

Interactive Notetaking

Interactive Read Aloud

Modeled Writing

Open Notes

Paragraph Template

Paraphrasing

Productive Academic Talk

Reading Prompts

Reciprocal Teaching

Service Learning

Shared Reading

Somebody Wanted But So Then

Songs, Raps and Chants

Structured Phonics Texts

Think Aloud

Thinking Beyond the Text

Venn Diagram

Word Family Practice

Word Sorts

# data[].attributes.headline
Guide Information Processing and Visualization

# data[].attributes.subject
Guide Information Processing and Visualization

# data[].attributes.attachment_link.title
UDL: Guide information processing and visualization

# data[].attributes.attachment_link.description
Successful transformation of information into useable knowledge often requires the application of mental strategies and skills for "processing" information. These cognitive, or meta-cognitive, strategies involve the selection and manipulation of information so that it can be better summarized, categorized, prioritized, contextualized and remembered.

# data[].attributes.headline
Strategies to Support Guiding Information Processing and Visualization

# data[].attributes.subject
Strategies to Support Guiding Information Processing and Visualization

# data[].attributes.body
3-2-1 Summary

Act Out a Problem

Alphabet Blocks

Auditory Feedback Loop

Auditory Positioning

Auditory Repair Strategies

Auditory Sandwich

Auditory Wait Time

Building Auditory Tracking

Calculator

Checks for Auditory Understanding

Chunking

Co-Teaching Stations

Daily Conversation

Directed Reading-Thinking Activity

Discrete Trial Training

Elkonin Boxes

Explicit Instruction

Fixing the Fuzziness

Flipped Classroom

Gradual Release Model

Graduated Guidance

Guiding Questions

Imaginative Play

Inside/Outside Circles

Interactive Anchor Chart

Interactive Writing

KWL Chart

Kinesthetic Letters

Labeled Diagram

Listening Station

Literacy Manipulatives

Math Exemplar

Mid-Workshop Interruption

Mnemonics for Argumentative Essay Planning

Mnemonics for the Writing Process

Modeling Routines, Skills, and Procedures

Multiplication Chart

Number Line

Paragraph Template

Parking Lot

Pictorial Directions

Picture Walk

Pre-K Journals

Question-Answer Relationship

Rank, Talk, Write

Reading Guide Strips

Reading Stamina Chart

Recasting An Auditory Message

Repeat the Directions

Save The Last Word For Me

Silhouette

Sketch-To-Stretch

Songs, Raps and Chants

State the Facts

Sticky Notes

Strategy Groups

Syllable Cards

Task Analysis

Teacher Modeling Academic Task

Teacher Modeling Mindset

Think Aloud

Thinking Routine

Warm-Up

# data[].attributes.attachment_link.readable_text
All learners need to be able to generalize and transfer their learning to new contexts. Students vary in the amount of scaffolding they need for memory and transfer in order to improve their ability to access their prior learning. Of course, all learners can benefit from assistance in how to transfer the information they have to other situations, as learning is not about individual facts in isolation, and students need multiple representations for this to occur. Without this support and the use of multiple representations, information might be learned, but is inaccessible in new situations. Supports for memory, generalization, and transfer include techniques that are designed to heighten the memorability of the information, as well as those that prompt and guide learners to employ explicit strategies.

Provide checklists, organizers, sticky notes, electronic reminders

Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.)

Incorporate explicit opportunities for review and practice

Provide templates, graphic organizers, concept maps to support note-taking

Provide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept maps)

Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.)

Provide explicit, supported opportunities to generalize learning to new situations (e.g., different types of problems that can be solved with linear equations, using physics principles to build a playground)

Offer opportunities over time to revisit key ideas and linkages between ideas

# data[].attributes.attachment_link.title
UDL: Maximize transfer and generalization

# data[].attributes.attachment_link.description
All learners need to be able to generalize and transfer their learning to new contexts. Students vary in the amount of scaffolding they need for memory and transfer in order to improve their ability to access their prior learning.

# data[].attributes.headline
Example Strategies to Maximize Transfer and Generalization

# data[].attributes.subject
Example Strategies to Maximize Transfer and Generalization

# data[].attributes.body
Character Map

Circle Time

Essential Questions

Graphic Organizers

Interactive Story Map

Interactive Writing

KNWS Chart

KWL Chart

Math Flashcards

Metacognitive Note-Taking

Mnemonics

Mnemonics for Evaluating Sources

Modeling Behaviors

Modeling Routines, Skills, and Procedures

Modified Assignment

One Teach, One Assist

Playing Cards

Preferred Modes of Expression

Rainbow Retelling

Sensory Diet

Sensory-Motor Handwriting Instruction

Sensory-Motor Prep

Service Learning

Social Role Play

Style-Shifting

T-Chart

Video

Writing Checklist

# data[].attributes.body
Anger Trigger Analysis

Explicit Instruction

Goal Setting

Repeated Readings

Rubric

Vision Board

# data[].attributes.headline
Support Planning and Strategy Development

# data[].attributes.subject
Support Planning and Strategy Development

# data[].attributes.attachment_link.readable_text
Once a goal is set, effective learners and problem-solvers plan a strategy, including the tools they will use, for reaching that goal. For young children in any domain, older learners in a new domain, or any learner with one of the disabilities that compromise executive functions (e.g., intellectual disabilities), the strategic planning step is often omitted, and trial and error attempts take its place. To help learners become more plan-full and strategic a variety of options are needed, such as cognitive "speed bumps" that prompt them to "stop and think;" graduated scaffolds that help them actually implement strategies; or engagement in decision-making with competent mentors.

Embed prompts to "stop and think" before acting as well as adequate space

Embed prompts to "show and explain your work" (e.g., portfolio review, art critiques)

Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps

Embed coaches or mentors that model think-alouds of the process

Provide guides for breaking long-term goals into reachable short-term objectives

# data[].attributes.attachment_link.title
UDL: Support planning and strategy development

# data[].attributes.attachment_link.description
Once a goal is set, effective learners and problem-solvers plan a strategy, including the tools they will use, for reaching that goal. For young children in any domain, older learners in a new domain, or any learner with one of the disabilities that compromise executive functions (e.g., intellectual disabilities), the strategic planning step is often omitted, and trial and error attempts take its place.

# data[].attributes.headline
Strategies to Support Planning and Strategy Development

# data[].attributes.subject
Strategies to Support Planning and Strategy Development

# data[].attributes.body
3-2-1 Summary

Annotated Example Problem

Essay Outline

Exemplar

Gist Statements

Interactive Writing

Modeled Writing

Problem Solving Checklist

Rank, Talk, Write

Replacement Behaviors

Somebody Wanted But So Then

Visual Behavior Poster

Writing Checklist

Writing Workshop

# data[].attributes.headline
Facilitate Managing Information and Resources

# data[].attributes.subject
Facilitate Managing Information and Resources

# data[].attributes.attachment_link.title
UDL: Facilitate managing information and resources

# data[].attributes.attachment_link.description
One of the limits of executive function is that imposed by the limitations of so-called working memory. This “scratch pad” for maintaining chunks of information where they can be accessed as part of comprehension and problem-solving is very limited for any learner and even more severely limited for many learners with learning and cognitive disabilities. As a result, many such learners seem disorganized, forgetful, and unprepared. Wherever working memory capacity is not construct-relevant in a lesson, it is important to provide a variety of internal scaffolds and external organizational aids—exactly those kinds that executives use—to keep information organized and “in mind.”

# data[].attributes.headline
Strategies to Support Facilitate Managing Information and Resources

# data[].attributes.subject
Strategies to Support Facilitate Managing Information and Resources

# data[].attributes.body
Anchor Charts

Auditory Breaks

Auditory Repair Strategies

Auditory Wait Time

Character Map

Checks for Auditory Understanding

Explicit Instruction

Graphic Organizers

Inquiry Chart

Interactive Anchor Chart

Interactive Story Map

KNWS Chart

KWL Chart

Ling 6 Sound Check

Math Exemplar

Metacognitive Note-Taking

Mnemonics

Open Book

Open Notes

Question-Answer Relationship

Rainbow Retelling

Reference Materials

Repeat the Directions

Student To-Do Lists

Syllable Cards

T-Chart

Teacher Modeling Academic Task

Transcripts

# data[].attributes.headline
Enhance Capacity for Monitoring Progress

# data[].attributes.subject
Enhance Capacity for Monitoring Progress

# data[].attributes.attachment_link.title
UDL: Enhance capacity for monitoring progress

# data[].attributes.attachment_link.description
Learning cannot happen without feedback, and that means learners need a clear picture of the progress that are (or are not) making. When assessments and feedback do not inform instruction or when they are not given to the students in a timely manner, learning cannot change because students do not know what to do differently.

# data[].attributes.headline
Strategies to Support Enhancing Capacity for Monitoring Progress

# data[].attributes.subject
Strategies to Support Enhancing Capacity for Monitoring Progress

# data[].attributes.body
Auditory Equipment Self-Help

Calming Space

Contracts

Feedback Rubric

Fixing the Fuzziness

Help Signal

Learning Logs

Problem Solving Checklist

Reading Stamina Chart

Rubric

Running Records

Self-Coaching

Self-Monitoring

Self-Portrait Books

Student To-Do Lists

Task Analysis

Visual Task Schedule

Vocabulary Knowledge Rating Sheet

# data[].attributes.body
Building Rubrics

# data[].attributes.attachment_link.title
Tips for Writing a Strong Rubric - Rubric Examples Included!

# data[].attributes.attachment_link.description
Our Tips for Writing a Strong Rubric include ideas for creating both Holistic and Analytical Rubrics. This guide provides examples of rubrics and specific action items!

# data[].attributes.body
Examples of Classroom Assessment Techniques (CATs)

# data[].attributes.body
UDL + Bloom's Taxonomy

# data[].attributes.body
From Your UDL Lesson Planner

# data[].attributes.body
From Your UDL Lesson Planner

# data[].attributes.body
Please complete and submit. Thanks!

# data[].attributes.attachment_link.title
powtoon classroom assessment techniques - Bing video

# data[].attributes.attachment_link.description
Templates for Classroom Assessment Techniques Student Assessment Techniques Online Classroom Assessment Techniques Classroom Assessment Techniques A Handbook Examples of Classroom Assessment Techniques Classroom Assessment Technique YouTube Informal Classroom Assessments Video Formative Assessment of Oral Language Classroom