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Letting students choose texts that match their interests, like sports articles, music lyrics, or mystery stories, makes reading more engaging and relevant. When learners connect personally with the material, they are more motivated to read and participate. This choice also supports diverse identities and preferences, helping each student feel seen and valued.

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Using icons to support grammar terminology gives students a visual anchor that makes abstract concepts easier to understand. The icons create consistent cues that help learners quickly recognize patterns, such as verb tenses or sentence roles. This visual support increases comprehension and reduces confusion, especially for visual learners or multilingual students.

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Using graphic organizers like story maps and grammar flow charts helps students visualize relationships between ideas or language structures. This reduces cognitive load by breaking complex information into clearer, more manageable parts. As a result, students can focus more easily on understanding and applying new concepts.

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Students need to elaborate their own planning and also rubric to show how they would evaluate their work.

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Give students different options to express the activities.

Example: podcast, graphics, drawings, role games (theatre)...

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Give the students one topic and they can choose different options like games, simulations, practical activities...

Example: instead of explaining the orthographic rules in a traditional way, do it in an interactive way.

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Play the blocks tower and each stick has a question about last session. Then students have to answer relating their opinions with prior knowledge and the new learning.

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Provide multiple discussion formats:
small groups, pair-shares, online chat boards, digital answer tools.

Small groups and pair-shares offer low-pressure, interpersonal interaction, while online chat boards and digital answer tools support students who need more processing time or prefer written expression.

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Make a visual guide of the steps or content they will do in class to make sure no students get lost or stress when they are given instructions.

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Provide the individuals with a support or coaching session for each student, asking them about their plans and reflecting on themself on the success and even the failure, as well as helping them to solve.

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How Teachers Can Improve Their Performance in the Classroom

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Do you wish to know how teachers can improve their performance? Here we cover the traits of an effective teacher and 9 ways to become one.

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Choose texts that compare different perspectives. For example in British history when talking about the Pilgrims that went to America, provide an exercise about the Puritans perspective and one about the Natvie Americans perspective. Or show a video explaining these differences.

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Allow students to choose between:
️ writing a paragraph
recording an audio message
making a short video
acting out a dialogue

This gives them control over how they best express their understanding. Each option taps into different strengths—verbal, visual, creative, or performative—so more students can succeed. This flexibility reduces anxiety and increases motivation by letting learners showcase their skills in a format that feels natural to them.

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Allow “self-soothing” materials like music with headphones during arts. Pupils are able to focus better if they feel comfortable. By allowing them to use headphones or other soothing materials they are more likely to enjoy completing their drawings.

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Encourage reflective journaling to evaluate strategies used.

The students use a journal to use different methods so they can evaluate their approach and see their own process during the year. As teacher you can see if they have understood the assignment.

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At the beginning of the first class ask students what topic or concept that they’re interested in and tell them to list one by one. After that we need to making a pools vote to select most favorite the topic that will be teach in the classes.

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Student Engagement- More than Just Participation

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Understand how true student engagement can guide kids towards success. It’s time for meaningful interactions which transform learning into powerful experiences.

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Make a quizz which the students can choose if they want to learn by listening to the teacher, reading a book, watching a video...

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In a reading lesson, provide multiple means of information (reading text, audio of the text, pictures, infographics, video).

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Provide exercises on digital platforms (Kahoot, Quizizz, online polls) for students to give their answers.

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Provide project timelines with mini-deadlines. By dividing the task into smaller tasks, it can feel less overwhelming and you can help students learn how to plan.

For example in arts you can tell them when their drawing should be done and set timereferences for when each step should be done: sketching (end of first lesson), coloring (2nd lesson), outlining (3rd).

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Use thumbs up/ down to answer some questions about their feelings, if they understand the assigment...

Later, reflect on their feelings

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In the instruction part, explain why the activity is important and what it will be used for (e.g. exam, assignment, presentation).

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Ask the students their opinion on the presented topic and why they think it's important to work on.

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Present a topic as a challenge and related to the students interests.

Example: make a "trip around the world" like a famous youtuber in Spain. From that work the content related to that (maths, history, geography...)

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Use the KWL chart to use before, while and after the lesson to find out and meet the students’ needs during the class.

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Embed support for vocabulary and symbols within the text: Teacher gives a reading assignment which has some advanced words; therefore, the teacher can provide footnotes with definitions and synonyms to help the students understand their reading more.

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Strategy Development: Humans are critical thinkers and so will the students be. We come up with different strategies suited for us to help us and make it easier for future action. We are able to set long term goals and to change up the plan to reach these goals on the spot if needed. In other words, it’s mostly about the monitoring skills and ability to modify strategies as needed.

Example: Make study plan/guide on how u plan to study for the upcoming exams in january, having to keep in mind ur personal life and plans and changing it when needed.

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Expression & communication: Even if the environment is right, some students may still not be able to follow the lesson due to a communication barrier. Providing multiple modalities to give different views on a topic can help students see information from a different angle.

Example: For a math class, just seeing the numbers on paper/board may not be clear for every student. Providing visual aid like a graph can put it more in perspective for these students.

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Interaction: Just like not every student is the same, not every lesson is the same. A restrictive environment (materials and physical) may limit the interest or attention span of the student or raise barriers which they can’t overcome due to a disability (blindness, dysgraphia, or those who need various executive functioning supports). Providing the right environment for every lesson is important to support the student in their studies and keep them actively engaged.

Example: When teaching about the environment changing because of the different seasons, it may be interesting to take the students outside and let them observe everything (trees, leafs, ground, …)

Example: Having the students sit at round tables makes it easier for them to engage and discuss group work.

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Building knowledge: Building knowledge is an active process where we let the students engage in the information to help them process it easier. This we can do by letting them make a summary, creating a presentation to captivate the lesson, asking questions to let them actively think about the class and synthesizing and connecting new information with pre-knowledge.

Example: One student has to give a peer teaching, so he has to look up for information, make a presentation and prepare exercises and has to teach this to the other pupils. The other pupils in the meantime follow the peer teaching, making a summary (culture notes), filling in the exercises and can ask questions if needed.

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Language & symbols: Symbols for example have the same visual for everyone but can have a different meaning as people may have learned it in different ways. We should try and provide at least a few options to show what we mean if we were to compare two things or show the differences between them.

Example: When making a family tree of the royal family, we have the relationship between them in text but also their photos connected to one another showing their relation.

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Perception: We try to reduce the barrier to learning in two main ways. The first one is to provide information in different ways (text, video, audio, …). The second one is to make the provided information more accessible to those who have disabilities which would make the standard format less efficient for them.

Example: Reading exercise at home with a provided audio fragment of the text and some pictures to better illustrate the text.

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Emotional capacity: Students, just like every human being, are emotional creatures and it’s a part of them. We as teachers should try to provide an environment where they can freely express and learn how to regulate/control them. Some students are also able to learn this through observing successful adults (parents, …) or on their own (trial and error).

Example: After a peer teaching, the other students give feedback on how they thought the lesson went.

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Sustaining effort & persistence: Learning is not a race but a never ending marathon. It’s a process where there will be moments when students will feel less motivated and we should try to keep them engaged by changing the learning design, switching up assignments and giving them reasonable goals so they can keep working towards the next one.

Example: Students are learning multiplication and division up till 10. Let them try to get 20 right in 1 minute by the end of the year (3 year of elementary school goal)

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Recruiting Interest: even though they have different identities (gender, ethnicity, culture, …), we should try to play on the unique interest of every student to make them all engage. Having a lesson where students have more freedom to incorporate their own ideas to the lesson, would stimulate their own imagination and make them more likely to be proactive during the class.

Example: Let the student give a presentation in their own unique way.

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Adding a poster with some decorations at a corner in the class. At the beginning of each lesson, students will write down what they remember about the previous lessons and stick them on the poster. Then, teachers can make a quick summary about the previous lesson.

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Create a safe place in the classroom where students can freely express their emotions. Start the class by identifying how each student is feeling that day, and whoever wants to can share it with the class. For example, they can start the day with a game to recognize their emotions.

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To help the class understand how to make a group project about nature, teachers can show an image of a poster with some key points in bold and the sub-points as well as illustrations. Teachers also give some suggestions.

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If we are going to teach about nature, we can vary their ways of presentation ranging from giving a speech, using videos and pictures, going outside and having physical contact with nature or asking students in advance to bring something about nature

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In order to build it we could take advantage of the previous knowledge of the student group. When presenting a new topic, we could ask questions to find what they already know, which can lead to the theme that we’ll talk about. We could even use strategies such as: I know-I wonder-I learn.

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After the teachers introduce the topic of the lesson, they can give some time for asking students about what they expect to learn, then it is easy to give them the goals (maybe modify a bit to meet their expectations).

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Guiding the children to learn how to plan and organize their projects. This can happen with to-do lists so they are aware of what they’ve done and what still needs to be done. Another idea would be by showing them how to do visual timelines or schedules.

Providing problem-solving strategies, such as using flowcharts or separating problems in smaller and more manageable steps.

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The children can play games like memory in this way they can link the vocabulary with images. With games the children enjoy the class and it's easier to assimilate knowledge.

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Allowing children to express themselves and what they’ve learnt through different techniques and strategies, letting them choose freely how they want to show their learnings. These can vary depending on the age group, some ideas would be: creating a story as an explanation to what they understood from the lesson, acting a role play, creating a presentation, filming a video, drawing a mind map…

We could offer them guidelines to do each of these, or even offer them support tools such as templates or video explanations.

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In the lesson about literature, students can work in group and choose one particular scene, then create their own drama and role-play it. They can use animation, audio, or images to support their acting.

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Creating debates, where the children can safely express their opinions and points of view on a certain topic. With these, children can practice active listening. This can be carried throughout the whole learning experience, from preschool to university. However, we should adapt the discussions and debates depending on the children’s needs, taking into account the age group and the diversity.

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Implement a system of non-competitive rewards, such as a wall of achievements, to recognize both individual and group efforts. This will encourage a collaborative environment where everyone's contributions are valued, without focusing on competition.

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Give the relevant information about the lesson with: pictograms, books and videos. For example, the audio of the video it's useful to someone blind and you can use the subtitles if someone has an auditive disability.

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In a science lesson about the water cycle, the teacher provides different ways for students to learn.

For those who like to listen, there is a narrated explanation.

Visual learners can use diagrams, videos, and written explanations.

Students who have difficulty with language barrier, teachers also adds a glossary with symbols and translations

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When explaining a task the students have to do, give the instructions in a font type and size easy to read (for students with dyslexia). Also add different images so that everything is easily understood, and provide the explanation in audio.

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Give students the freedom to select projects that reflect their personal or cultural passions. This approach fosters a deeper connection to the material and enhances motivation. By engaging with topics they care about, students are more likely to develop critical thinking and creative skills. It also promotes a diverse learning environment where different perspectives are valued.

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Assign students to write their blog after each lesson to reflect on themselves and the lesson. Everyone can access and read the other blogs. This allows students to design the blog to their liking.

We can do the same with a Padlet.

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Group project - give students a specific topic, then they have a choice of what they will talk about, how they work, and how they present.

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Made a clear rubric with little goals that compound the whole objectives of the activity. Kids will have the rubric near by in case they want to know how to approach the activity.

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Make a presentation using apps like Canva or PowerPoint. Add things like photos, short videos, and colorful designs. This makes your slides more interesting and fun to look at.

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Take profit of all the new technologies combined also with traditional tools to research and create activities.

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Depending on the subject, make them understand the importance of each and have close to the main ideas of the subject.

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Instead of teachers’ feedback, the whole class is given a chance to give constructive feedback by speech, writing, or marking scores

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I’ll let my students answer statements (agree ßà disagree) by standing up or sitting down. That way they all have to think about their answer, and they get some physical movement. Physical movement helps build up some energy and makes them more motivated for the rest of class.

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During my teaching practice, I asked my students what we talked about last time, which were the Olympic games and the oracle of Delphi. I asked them after this which they would like to visit. On the same slide, I had some pictures of these events so they could visualize the things they were talking about and image what it used to look like.

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In class I try to incorporate as many ICT tools that are useful for that class. I don’t force anything upon the students but I think that by showing them these tools, they will start to see the ways they can use them to make their studying process more efficient. (Such as ChatGPT).

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By using clear language, that everyone understands, students will be more activated. They won’t waste to much time trying to decode what you said. Also, when using course specific lingo, spend extra time ensuring that everyone understood.

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Spending strategy - stage 4:

In the end, the whole class votes for the best plan, with the teacher acting as facilitator for discussion and feedback.

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DALL·E 2024-12-03 09.57.58 - A dynamic illustration showing students in a classroom setting engaging in a group activity. Small groups of 4-5 students are seen discussing and shar

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When I make a lesson plan, I always have to add the lesson goals. I could also add them to the PowerPoint, so the students know where to get their lesson goals. I can also post them in a different format so it’s more like a checklist and the pupils can mark when they are done.

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Spending strategy - stage 2:

Students are put in groups of 4 or 5 to share their own plans to the other members.

Within each group, members are asked to vote for one they think has the best plan and can be the representative of the group.

Spending strategy - stage 3:

Each representative then presents their plan in front of the class, persuading everyone that they have the best plan.

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DALL·E 2024-12-03 09.58.11 - An illustration showing a group of 4 students collaborating on a survival task. They are sitting around a table in a classroom, discussing and sharing

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I had a blind student in class. I had to provide the course in braille so that this student could also understand the material. This is an extreme case, but we can translate this to the entire classroom. Some students learn better visually, some do better verbally. Supplying different methods is key for inclusivity.

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Spending strategy - stage 1:

This is a scenario-based task where each student is given the same amount of cash (say 500 euros), sent to a novel city (say Tokyo), and asked to individually plan out a way to survive there within a month.

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DALL·E 2024-12-03 09.57.00 - A dramatic and tragic illustration depicting a scenario-based task for students. The image shows a group of diverse students holding 500 euros each, s

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Make the information clear and combine with pictures and visual aids. (Kahoot, canva..)

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If there is a test or a task that the students have to do, I can communicate with them when they want to do it. Doing this gives them a say in the matter. But as a teacher you still have to regulate this by giving them options and not letting them fully decide for themselves.

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During an exercise or a lesson, I will display my goals for the students. I can do this before starting my lesson, and it will help the students see what I, as a teacher, expect from them or if there is confusion with the students, I can just point out what goal we are working on.

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If you are talking about a topic, try that the childs explain the same topic with different perspectives about different authors, to show them the different perceptions that they can have about the same topic.

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Using material with diversity in it. Using different names in exercise questions that represent different ethnicities or maybe use the different names of students so they can relate.

Also use examples from the living environment when starting the lesson. This example can be used throughout the whole lesson to refer to so that the students can translate the theory to something more comprehensive from their world.

To encourage autonomy in the students the teacher can organize contract work where the students can choose on what part of the material they want to work and how much time they want to spend on different parts like theory and exercise.

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Show them the importance of what are they learning, why it’s that important and why they have to know that. Do a final reflection in class, in the last 5 minutes and do a self-assessment of how can they be better.

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Keep the group energy high by changing activities often. Show videos to grab their attention, and include fun tasks where everyone can participate and stay engaged actively.

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Instead of just saying the topic to them,  prepare in advance a game to make them guess which the topic is (We supposed that the topic will be something that they will like as well).