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Calming corners- include therapeutic tools in a small space where students can go for a brain break, cool down, etc.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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These research-backed strategies have the capacity to help students learn and retain more information.

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No parent sends their child to school to develop stress, experience anxiety, or lose their self-esteem. Every educator aspires for their students to learn what they are being taught. Yet, both teachers and students, albeit for different reasons, had to teach themselves to learn. This is not a criticism of our education but instead a nod of understanding. More can be done to ensure that each student and teacher is set up to succeed. This is inclusive of improving each student's ability to learn and curiosity for learning rather than ranking them against each other or attributing their struggles to poor habits.

Successful educators constantly refine how they teach by utilizing evidence-based instructional practices and scientific discoveries about learning.

Learning is complex. It depends on a myriad of cognitive skills, emotions, and behaviors alongside prior knowledge. Fortunately, the field of cognitive science has accumulated a rich body of evidence of how we learn (science of learning) and how to teach to promote learning (science of teaching). Unfortunately, this mountain of evidence remains mostly trapped within academia, siloed from professional development, and primarily absent from where it is needed most: in our classrooms. Here are some tips for applying this knowledge in your classroom.

1. Prime the brain for learning. While tests are commonly used to measure performance, they are also powerful tools to foster learning. What does the science of learning say about testing before we even teach the material? It helps students learn the material better because it signals to their brains what is important and forthcoming. This is referred to as priming. Look for opportunities to incorporate priming questions into already-established classroom routines.

Realize that only a fraction of what you teach is actively being processed, and more information is processed when you engage students with the material you are teaching. Capture your students' attention with prediction, purposeful novelty, and cues that denote importance.

3. Preteach jargon to avoid cognitive overload. Teaching often involves new terms. Cognitive multimedia theory teaches us that students learn better when the terms are introduced in advance of the content. This helps avoid cognitive overload, which occurs when new content is paired with new terms that prevent the student from effectively grasping both simultaneously. Consider using flash cards at the start of a unit instead of waiting until the end.

5. Alternate between subjects after moderate review of one. We are used to working in a blocked fashion. Our textbooks are designed this way. We study this way by cramming, and we often teach this way by introducing material sequentially; these methods aren't as helpful to learning. Interleaving challenges the conventional approach to teaching and learning with a far more effective approach. As you might suspect, it requires the opposite.

When tasks or skills are mixed within a single class period or study session, the brain must work harder, and memory associations are strengthened. The key here is alternating after moderate review; avoid switching too often. How much is too often? There is no formula that is universally appropriate across age groups, subject matter, and cognitive profiles. Generally speaking, consider interleaving no more than two to three topics per session and switching topics roughly every 15-20 minutes.

6. Prompt students to actively generate information. Students are often tasked with answering questions that can be found in the text or other content provided. Elaboration, another type of retrieval, asks students to look beyond what is provided by describing using many details. It works by activating and making connections to prior knowledge. Create opportunities for students to make connections between different ideas and concepts and consider what makes them similar or different.

These strategies only scratch the surface of the daunting tasks that many teachers and students have faced and continue to face today. By studying cognitive science more closely, teachers can become experts on how to teach (science of learning) and on what they teach (academic content). The science of learning supports the important work that is already being done by so many.

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6 Evidence-Based Instructional Practices Drawn From Cognitive Science

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These research-backed strategies have the capacity to help students learn and retain more information.

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How to Engage Uninterested Students: 6 Ways that Really Work | Theory & Tips

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Want to engage the kids sitting in the back (of the classroom or Zoom room) who never raise their hands? Here are six ways, each with helpful, actionable examples for you to perk up even the most glassy-eyed students.

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Teacher Professional Development School of Education

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The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.

The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use.

This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards.

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enhancing professional practice: a framework for teaching (professional development)

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association for supervision & curriculum development

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education / teaching methods & materials / general

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education / teaching methods & materials / language arts

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education/teaching methods & materials - language arts

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foreign language study / english as a second language

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language arts & disciplines / study & teaching

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teaching methods & materials - language arts

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professional development; teaching practices; classroom management; teacher evaluation; teacher supervision; teacher quality; self assessment; reflective teaching

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
foreign language study / english as a second language

# data[].attributes.attachment_link.keywords[]
language arts & disciplines / study & teaching

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Enhancing Professional Practice: A Framework for Teaching (Professional Development)

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Amazon.com: Enhancing Professional Practice: A Framework for Teaching (Professional Development) (8580001050454): Danielson, Charlotte: Books