# data[].attributes.body
"The acquisition of new knowledge/behavior is based
on environmental conditions. Supported by Pavlov, Skinner, and J. Watson" (Grand Canyon University, 2021).

# data[].attributes.body
"The acquisition of new knowledge is based on
cognition, attention, and perception. Supported by Dewey and Piaget" (Grand Canyon University, 2021).

# data[].attributes.body
"The acquisition of new knowledge is based on many
voices and collaboration. Supported by Piaget, Bruner
Vygotsky, Montessori, Lave, and Wenger" (Grand Canyon University, 2021).

# data[].attributes.body
"The theory that students learn best when they are taught to navigate and create social networks via technology and use these networks to learn. Coined by George Siemens in 2005" (Greenwood, 2020).

# data[].attributes.body
Scripted Instruction by S. and A. Monroe refers to, “commercial reading programs that have highly structured lessons, often with specific time allotments for teaching specific skills, and often word-for-word scripts of what the teacher is to say” (Wikipedia contributors, 2017). Direct Instruction by Engelmann and Becker, “breaks each learning task down into its smallest component and requires mastery of simpler skills before proceeding to more difficult skills” (Louden, 2014).

# data[].attributes.body
The 9 Steps of Instruction by Gagne include grabbing the attention of the learner, informing students of the objective, recognizing prior knowledge, presenting material, scaffolding when necessary, eliciting a performance, giving feedback and assessing the performance. The Creative Problem-Solving Framework (CPS) by Osborn and Parnes is,” a structured way to generate creative and innovative ways to address problems” (Espy, 2021).

# data[].attributes.body
Invitational Learning by Purkey and Novak states that, “Educating should be a collaborative, cooperative activity. The process is the product in the making” (Novak & Browne, 1978).

The Learning Circle Model by Riel and Polin, “is a highly interactive, participatory structure for organizing group work. The goal is to build, share, and express knowledge through a process of open dialogue and deep reflection” (Riel, 2021).

# data[].attributes.body
The Technological Integration Matrix (TIM) by Schulman, “provides a framework for describing and targeting the use of technology to enhance learning. [It] incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed” (Maclemale, n.d.). This framework sets a foundation for how digital learning should be established. The TPACK Framework by Koehler and Mishra takes into account edtech integration and relationships between content, pedagogy and technology.

# data[].attributes.body
Memory Drills:
Students practice skills using drill patterns (such as through FlashtoPass or digital flashcards on Quizlet) for repetition and reinforcement.
Positive Reinforcement:
Online verbal reinforcement and praise, reward systems (such Dojo Points), added privileges (such as online assignment pass or log-off Zoom early). These positive reinforcements act as motivation for students (Western Governors University, 2021).

# data[].attributes.body
Annotating:
Encourage students to annotate their reading, class notes or digital lectures. Thinking of it as a "conversation between them and the words on paper/video" (Wentworth Institute of Technology, n.d.).
Paraphrasing/Summarizing:
Encourage students to summarize important concepts in their own words as frequently as possible. Having them practice this skill helps their understanding of the material they are presented.

# data[].attributes.body
Small Groups:
Students online work in partners or groups to create projects, complete classwork or hold conversations.
Problem-Based Learning:
Learners gain knowledge by resolving a dilemma. PLB typically includes a real-life challenge or problem.

# data[].attributes.body
Online Discussion Forums:
Discussion forums allow for collaboration and teamwork. Connectivism focuses heavily on "giving students autonomy in their work" and connecting with others online for deeper conversations (Greenwood, 2020).
Ask Three Then Me:
Having students either ask peers or classmates online before asking a teacher not only encourages them to work with others, yet also gives them the independence and drive to search for their own answers or ask others when they need advice. It shifts the classroom from teacher-led to student-led.

# data[].attributes.body
Kahoot:
With Kahoot!, students respond to answers and try to get ahead of peers. They are given positive reinforcement with a green checkmark (if answers are correct) and the top three winners are placed on a podium at the end.
GimKit:
On GimKit, students compete against each other and have the ability to steal points and throw "roadblocks" reducing their status. This virtual game provides memory drills since questions are simple and repeated.

# data[].attributes.body
Notability:
On this app, students can take a photo of a given assignment (such as a reading passage) and annotate on it. A teacher can help students understand how to highlight, underline and circle key terms or important concepts.
Notes App:
Using the Notes App (on an iPad), students can be given the task to type a summary based on a given nonfiction or fiction text.

# data[].attributes.body
Breakout Rooms:
Online teachers can pair students in groups of 2 or 3 (or larger) through Breakout Rooms to complete activities and collaborate together.
Breakout Box EDU:
These digital breakout boxes allow students to work together in finding solutions to stories/real-world problems. Breakout Boxes usually require thinking that is "outside the box" and cannot be resolved by information that has been memorized.

# data[].attributes.body
Google Docs:
With Google Docs, students can work on the same assignment/project together. They can see who has contributed and put their heads together to create a powerful finished product.
Empatico:
On this website, teachers can connect their classroom to communicate with other classrooms around the world. For instance, a class in California can use Zoom to connect and communicate with one in Honduras.

# data[].attributes.body
Bite-Sized Learning:
"Bite-sized learning teaches children specific academic skills with brief, focused activities. It allows students to learn real skills that build on each other in convenient, shorter bursts over time instead of all at once in long classroom lessons or lectures" (Waterford, 2022).
Brain Breaks:
"Brain breaks are short, five- to ten-minute activities (like dancing or standing up to stretch) that allow students to stay refreshed. By taking these breaks, students are less likely to feel stressed or anxious, and they will be better able to focus on their next lesson or task" (Waterford, 2022).

# data[].attributes.body
Mastery-Based Grading:
"Mastery-based grading measures how well students have developed the skills they learned in class and allows opportunities for resubmission. Ultimately, students are graded as either having mastered or not mastered a concept rather than on an A to F scale" (Waterford, 2022).
Genius Hour:
"Genius Hour allows students to work on self-paced and self-chosen projects for an hour each day. This encourages students to practice their creativity and independent thinking skills, and they can also develop a genuine love of learning" (Waterford, 2022).

# data[].attributes.body
Experiential Learning:
"This trend allows students to learn and develop skills in a setting outside of the classroom. For instance, giving opportunities for field trips (virtual or otherwise) and providing assignments that encourage individuals to learn outside of school" (Waterford, 2022).
Flexible Seating:
"The biggest benefit of flexible seating is that it builds a community within the classroom. Students are more apt to share their struggles and concerns when seated flexibly, which often demonstrates others’ willingness to listen and help" (PowerSchool, 2021).

# data[].attributes.body
Digital Citizenship:
"Digital citizenship is the ability to use technology and the Internet both effectively and appropriately. As assignments and lessons traditionally done in person move online, it’s even more vital for students to build the skills they need to develop a healthy relationship with digital media" (Waterford, 2022).
STEM Curriculum:
"STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach" (Hom, 2014). It focuses on weaving these subjects together and learning through real-life applications.