# data[].attributes.headline
Week #2 Welcoming Ritual -Name and Motion (from CASEL 3 Signature)

# data[].attributes.subject
Week #2 Welcoming Ritual -Name and Motion (from CASEL 3 Signature)

# data[].attributes.body
Overview: Participants gather in a circle to learn each other’s names and share an activity they enjoy  Use this activity when a new group is coming together.. It will help participants learn names and get to know a little bit about one another - a great way to begin building relationships.  All you need is 5-10 minutes. Click on the link to learn more… (scroll to page 13 for the steps)

# data[].attributes.body
PRACTICAL WAYS TO
INTRODUCE AND BROADEN
THE USE OF SEL PRACTICES
IN CLASSROOMS, SCHOOLS,
AND WORKPLACES

# data[].attributes.body
Learn how SREB’s Powerful Mathematics Instructional Practices empower students to view math as an essential tool for solving real-world problems. Our new videos, produced by the Teaching Channel in partnership with SREB, visit classrooms across the U.S. in which students are solving challenging problems and engaging in critical thinking and reasoning.

# data[].attributes.attachment_link.title
SREB's Powerful Mathematics Practices Overview

# data[].attributes.headline
Week #14 Formative Assessments-Quick and Easy

# data[].attributes.subject
Week #14 Formative Assessments-Quick and Easy

# data[].attributes.body
"Research indicates the following conclusions:

Formative assessment produces greater increases in student achievement and is cheaper than other efforts to boost achievement, including reducing class sizes and increasing teachers' content knowledge." (https://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Benefits-of-Formative-Assessment/)

Just click below for 7 quick and easy formative assessment strategies...

# data[].attributes.attachment_link.title
Formative Assessments      Quick and Easy 

# data[].attributes.headline
Week #13 Using Level 1, 2 and 3 Questions to Increase Student Engagement

# data[].attributes.subject
Week #13 Using Level 1, 2 and 3 Questions to Increase Student Engagement

# data[].attributes.body
Pre-plan questions for higher order thinking and rigor in your lessons as well as increasing student engagement. Click below to read more...

# data[].attributes.headline
Week #12 Using Maslow's Hierarchy in the Classroom to Increase Student Engagement

# data[].attributes.subject
Week #12 Using Maslow's Hierarchy in the Classroom to Increase Student Engagement

# data[].attributes.body
Maslow's Hierarchy of Needs can provide teachers a reminder and framework that students are more likely to perform at their full potential if their basic needs are met.  Read more at the following website:
http://www.changekidslives.org/actions-4/

Just click on the pic below to watch a video about Maslow's Hierarchy of Needs in the Classroom

# data[].attributes.attachment_link.title
Maslow's Hierarchy of Needs in the Classroom

# data[].attributes.headline
Week #10 Use Formative Assessment to Increase Student Engagement Through Differentiated Instruction

# data[].attributes.subject
Week #10 Use Formative Assessment to Increase Student Engagement Through Differentiated Instruction

# data[].attributes.body
"...if teachers use formative assessment effectively, they can differentiate to provide “just-in-time” instruction that students truly need and find relevant. Timely and relevant instruction produces higher student engagement.

Click on the pic below to read more...

# data[].attributes.attachment_link.readable_text
By Andrew Miller
Teachers often want to know where to start with differentiated instruction as it can seem overwhelming and daunting. Questions like the ones below go through the minds of all teachers, especially those new to the teaching profession.

How can I manage small-group instruction?

How can I organize learning for students at different levels?

How can I make time for one-on-one instruction?

How can I meet the needs of all students?

I think these questions come from a lack of preparation in terms of assessment practices. When I first started teaching, I know I was not given enough tools and practices to both assess well and use assessments effectively. Assessment, as it turns out, is really the cornerstone for differentiated instruction. That being said, it totally makes sense that I was unable to differentiate effectively when I first started teaching. However, as I gained the necessary skills and practices to effectively assess my students-through self-directed learning and formal professional development-I started to realize that I could in fact differentiate. I believe that if teachers leverage formative assessment best practices more, differentiation will come naturally.
Setting Purpose and Feeding Up
In their book The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind, Douglas Fisher and Nancy Frey explain that the first part of formative assessment is for teachers to know what they're setting out to do with their students. Teachers should ask themselves this question every day: "What are we learning today?" (with the keyword being today). If teachers have specific and manageable goals for learning with their students, they know what they need to check for understanding on. The first step to differentiation is to have a clear daily purpose for learning.
Checking for Understanding
Teachers need to remember that there are many ways to check for understating. Questions, prompts, and cues can allow them to truly see if students understand what they have set out to learn. Teachers can use questions to see if there are errors in student understanding. In addition, teachers can use writing tools, performance tools, quizzes, technology tools, and more to check and see where students are in their path of learning. They can use formal assessment tools that require time for feedback, or they can use quick assessments tools like student-response systems and exit tickets. Teachers need to check for understanding to successfully plan for differentiated instruction.
Feeding Forward
In their book, Fisher and Frey also explain that formative assessment allows teachers to "feed forward"-that is, to use assessment data to plan the right types of instructional activities to use in the future. By checking for understanding and using error-analysis tools to look for global and individual errors, teachers can work smarter to plan the right type of instruction. They can create learning activities to challenge students further and plan learning to support for students who are struggling. In addition, teachers can effectively plan individual, small-group, and whole-class instruction because they know where their students are and what they need. This is the key to differentiation.
Student Engagement
When teachers use formative assessment to drive differentiation, student engagement inevitably increases. Think about it. If teachers improperly feed forward and plan whole-group instruction when only half the class needs it, they are actually setting themselves up for failure in terms of student engagement. On the flip side, if teachers use formative assessment effectively, they can differentiate to provide "just-in-time" instruction that students truly need and find relevant. Timely and relevant instruction produces higher student engagement.

Teachers looking for new ways to improve their differentiated instruction practices should start with formative assessments. Formative assessments allow teachers to know their students better and, therefore, to make the best decisions to challenge them appropriately and engage them in the learning.

FIT Teaching (Framework for Intentional and Targeted Teaching™) strategies are based on the work of Douglas Fisher and Nancy Frey. The strategies ensure high-quality teaching and learning in every classroom every day. Learn more about FIT Teaching™, how it can be used for successful teacher evaluations (PDF), and the essential components of formative assessment within the framework.

***

Andrew Miller (@betamiller) is on the national faculty for the Buck Institute for Education, an organization specializing in 21st century project-based learning. He is also an ASCD faculty member, providing expertise in a variety of professional development needs, and a regular blogger for Edutopia.

RELATED POSTS

# data[].attributes.attachment_link.title
Formative Assessment Is the Cornerstone of Differentiated InstructionASCD Inservice

# data[].attributes.attachment_link.description
By Andrew Miller Teachers often want to know where to start with differentiated instruction as it can seem overwhelming and daunting. Questions like the ones below go through the minds of all teachers, especially those new to the teaching profession. How can I manage small-group instruction?

# data[].attributes.headline
Week #9 Student engagement through effective classroom management

# data[].attributes.subject
Week #9 Student engagement through effective classroom management

# data[].attributes.body
Read about the 7 tips for better classroom management by clicking on the pic below.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Week #6 Teachers should teach in small chunks, process the learning, and then rest the brain. (student engagement) 

# data[].attributes.subject
Week #6 Teachers should teach in small chunks, process the learning, and then rest the brain. (student engagement) 

# data[].attributes.body
"Too much content taught in too small of a time span means the brain cannot process it, so we simply don’t learn it. Breaks, recess and downtime make more sense than content, content and more content. Here’s the guideline: the less background the learner has and the greater the complexity of the content, make the time chunk of content shorter (use 4-8 minutes). The greater the background knowledge, the less the complexity, the longer you can make the “input” stage (8-15 min. is acceptable). Under no condition, should there be more than 15 consecutive minutes of content input. Share this with your teachers. But share it in a small chunk, and then allow time for processing it."

http://www.jensenlearning.com/wp-content/uploads/2016/07/10MostEffectiveTips.pdf

Just click on the link below to read more...

# data[].attributes.headline
Week #3 Teacher Clarity Must Lead to Clear Teaching

# data[].attributes.subject
Week #3 Teacher Clarity Must Lead to Clear Teaching

# data[].attributes.body
Teacher clarity has an effect size of 1.57 - a strong effect on student learning.  Being clear about what you want your students to know and do is very impactful!

Read more at the link below:
http://www.evidencebasedteaching.org.au/teacher-clarity/

# data[].attributes.headline
Week #2 RELEASING THE KINETIC ENERGY TO GET BACK TO LEARNING... (Student engagement)

# data[].attributes.subject
Week #2 RELEASING THE KINETIC ENERGY TO GET BACK TO LEARNING... (Student engagement)

# data[].attributes.body
Teachers are often reluctant to allow students to move about in their classrooms. It’s understandable; students in motion cause noise, classrooms are crowded, moving students take a few minutes to settle back down, and it’s easier to control a classroom of sleeping students than a classroom of rowdy ones. However, when eyes are glazing over and heads are bobbing, not much learning is taking place.

Here’s a list of 10 ideas—none of them difficult to implement—that allow your students to release a bit of their energy, so they can get back to the important task of learning (just click on the pic below)...

# data[].attributes.attachment_link.readable_text
Regardless of their life circumstances, AVID students overcome obstacles and achieve success. They graduate and attend college at higher rates, but more importantly, they can think critically, collaborate, and set high expectations to confidently conquer the challenges that await them.

In 47 states across the U.S., K-16 educators are driving student success through engaging, rigorous, and student-centered learning environments.

# data[].attributes.attachment_link.title
AVID® / Closing the Opportunity Gap in Education

# data[].attributes.attachment_link.description
AVID's mission is to close the opportunity gap by preparing all students for college readiness and success in a global society.

# data[].attributes.headline
Differentiate Instruction Using the Think-Pair-Share or Rally Coach strategy

# data[].attributes.subject
Differentiate Instruction Using the Think-Pair-Share or Rally Coach strategy

# data[].attributes.body
"Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom’s range of learning and personality types."

Read more by clicking the pic below or on the following link:  :https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

# data[].attributes.body
For more information see:  APS Educator Evaluation Resources

When are things due?  2023-2024 Elevate NM Schedule

# data[].attributes.headline
Using the magic of AI to help educators with saving time.|

# data[].attributes.subject
Using the magic of AI to help educators with saving time.|

# data[].attributes.body
Fight burnout and join thousands of teachers saving hours of time using MagicSchool to help lesson plan, differentiate, write assessments, write IEPS, communicate clearly, and more.

# data[].attributes.attachment_link.title
MagicSchool.ai - AI for teachers - lesson planning and more!

# data[].attributes.attachment_link.description
Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

# data[].attributes.headline
How to-Give, Edit and Check Behavior Points in Synergy

# data[].attributes.subject
How to-Give, Edit and Check Behavior Points in Synergy

# data[].attributes.body
How to Give, Edit, and Check Behavior Points - Please use these directions if you need help with how to give behavior points, edit points you have given, or check the total points a child has.

# data[].attributes.body
Daily Video Announcements Links

LBJ Tech Ticket

APS Help Desk Ticket or 505-830-8080

# data[].attributes.headline
Week #8 Focus on differentiation and student engagement using Google Classroom.  

# data[].attributes.subject
Week #8 Focus on differentiation and student engagement using Google Classroom.  

# data[].attributes.body
You can assign classwork and have students collaborate to give students more equity.  Come and get some practice with it at the 1/4/19 PD Day!

# data[].attributes.body
Just click on the website below to find ELA and Math cut scores:

# data[].attributes.body
Focus on differentiation and student engagement by using Vocabulary.com!  It creates adaptive learning games from your vocabulary lists or text to help students achieve mastery.
https://www.vocabulary.com/
(shared by Laire Kohsma)

# data[].attributes.attachment_link.readable_text
SREB's Powerful Instructional Practices engage teachers in designing lessons, assignments and assessments that empower students to take ownership of their learning and reach new heights of achievement in every content area. What's more, our PIPs work with any existing curriculum product to improve instruction. Explore our practices for the arts, CTE, health education, literacy, math, science, social studies, project-based learning and world languages.

# data[].attributes.attachment_link.title
Powerful Instructional Practices - Southern Regional Education Board

# data[].attributes.attachment_link.description
SREB's Powerful Instructional Practices engage teachers in designing lessons, assignments and assessments that empower ...

# data[].attributes.headline
Week #5 GradeProof - Google Doc Add-Ons (Differentiation)

# data[].attributes.subject
Week #5 GradeProof - Google Doc Add-Ons (Differentiation)

# data[].attributes.body
This tool gives an author information about their writing that can also benefit students and teachers as it pertains to writing goals and improvement.  It will help students determine if their writing is appropriately complex, and can also help teachers determine if their written instructions are developmentally appropriate.

Instructions to access/Descriptor: In Google Docs, click “Add-ons”, then “Get add-ons”. Search for “Gradeproof”, and click the blue plus sign to add it to your Google Docs. It will then be available on all docs you work in. To run the program, click “Add-ons”, then “Gradeproof”, and “Start”. This will run the software, scanning your document for specific analytics, include grade-level, readability, and suggestions for improvement.

Click below to see an example...

# data[].attributes.attachment_link.title
Teaching Strategy GradeProof in Google Doc add_ons

# data[].attributes.headline
WEEK #1 GRAPHIC ORGANIZER FOR LINK STRATEGY 

# data[].attributes.subject
WEEK #1 GRAPHIC ORGANIZER FOR LINK STRATEGY 

# data[].attributes.headline
Student Centered Learning vs. Teacher Centered Learning

# data[].attributes.subject
Student Centered Learning vs. Teacher Centered Learning

# data[].attributes.attachment_link.readable_text
by Terry Heick

Student-centered teaching is simply the process of teaching with student needs 'first.'

In 28 Student-Centered Instructional Strategies, we expanded some on the idea, explaining:

"This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding. Put another way, student-centered teaching is teaching that is 'aware' of students and their needs above and beyond anything else. It places students at the center of the learning process."

To begin to make sense of what 'student-centered learning' means in a modern classroom, we've provided some examples below. We didn't get too carried away and progressive with it-our goal was to help clarify for practicing teachers in existing K-12 classrooms a useful definition for student-centered learning.

Examples of Teacher-Centered (Not Student-Centered)

1. Being clear about how to do well in your class

2. Admonishing students to 'think'

3. Helping students master content

4. Helping students continuously practice and revise how they perform on one assessment form

5. Creating curriculum and instruction around standards

6. Handing students a rubric or scoring guide

7. Letting students choose the project's product

8. Choosing 'power standards' in a staff meeting in the middle of a summer PD with the other 4 teachers from your department or grade level

9. Allowing students to choose from two novels that are unlike anything they've ever seen or experienced in their lives

10. Worksheets, essays

11. Giving struggling readers a few extra minutes to read a 17-page short story

12. Starting class with a standard and target

13. Giving an on-demand assignment even though you just finished a writing piece or unit

14. Framing learning in terms of letter grades and certificates and completion

15. Grading every assignment and recording those grades (which makes everything a student does a matter of their permanent record)

Examples of Student-Centered (Not Teacher-Centered)

1. Being clear about how you will promote, measure, and celebrate understanding

2. Modeling 'how to think' for students

3. Helping students understand what's worth understanding

4. Diversifying what you accept as evidence of understanding

5. Creating curriculum and instruction around a need to know

6. Collaborating with students to create the rubric or scoring guide

7. Letting students choose the project's purpose

8. Choosing 'power standards' from your curriculum after meeting with both students, parents, and community members that voice their unique societal and cultural needs

9. Letting students choose their own media form that reflects the purpose of the reading

10. Choice boards

11. Placing struggling readers in a lit circle that gives them an authentic role that they can be successful in, allows them to hear oral fluency and reading speed model and keeps them from feeling 'broken'

12. Starting class with a story

13. Using the on-demand writing prompt as the summative assessment

14. Framing learning in terms of process and growth and purpose

15. Choosing what's graded carefully, and considering other work as practice

# data[].attributes.attachment_link.title
15 Examples of Student-Centered Teaching

# data[].attributes.attachment_link.description
by Terry Heick Student-centered teaching is simply the process of teaching with student needs 'first.' In 28 Student-Centered Instructional Strategies , we expanded some on the idea, explaining: "This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example.

# data[].attributes.body
These are good for students who have missed large amounts of education.

# data[].attributes.headline
Strategies for Teaching Metacognition in the Classroom 

# data[].attributes.subject
Strategies for Teaching Metacognition in the Classroom 

# data[].attributes.attachment_link.readable_text
As the pendulum of educational philosophy continues to swing from teaching what to think to teaching how to think, metacognition has taken its place among indispensable instructional practices. Metacognition might be the oldest teaching strategy around, harkening back to the days of Socrates, as it is, at the most basic level, about thinking.

What is Metacognition?

Metacognition goes beyond simply pondering the idea of thinking. It requires learners to "externalize mental events" ( Bransford, Brown, & Cocking, 2000, p. 67) and examine what is required to accomplish a specific learning outcome. In addition to developing thinking strategies, the learner must have a "critical awareness" of both themselves and the task at hand. Thinkers must consider their strengths and weaknesses and develop strategies to compensate for any areas of need.

Why is Teaching Metacognition Important?

Students who use metacognitive practices are better able to adapt their thinking to new situations and generalize their learning. They accomplish this by gaining a level of awareness that's above the subject matter. Additionally, they think about tasks and contexts of different learning situations and themselves as learners in the different contexts. Cultivating highly capable thinkers requires that students practice metacognitive skills correctly and reflectively. In order for a learner to adapt to new stimuli, they must master a wide variety of metacognitive tools that are most effective in support of their own thinking, and they only master these skills with frequent and correct practice.

Metacognition Strategies to Use in the Classroom

Modeling and questioning are critical components of teaching metacognition. Teachers can facilitate metacognition by modeling their own thinking aloud and by creating questions that prompt reflective thinking in students. Explicit instruction in the way one thinks through a task is essential to building these skills in students. Therefore, teachers must not only incorporate questions about thinking into their lessons, but model for students what responses to these questions might be by playing the role of both a successful and unsuccessful learner.

Metacognitive strategies fall into three categories: planning, monitoring, and evaluating one's thinking. In the planning stage, students engage in practices that deal with the question, "How will I accomplish the desired learning outcome?" While monitoring their thinking, students ask, "How am I doing in my execution of my plan and in my understanding/execution?" And either at intervals throughout the learning process or at the end, students evaluate their thinking and consider, "What went well and what could I do better next time?"

Some metacognitive strategies transcend multiple categories, especially as one considers the idea that learning is a constant pursuit that sometimes requires backtracking, revision, and amendment, and therefore flows fluidly through cycles of planning, monitoring, and evaluating.

Self-Questioning

Self-questioning is a strategy that can be used at any stage of a lesson. Students simply pose and answer questions of themselves. This can be done informally, even silently, or aloud, as in a think-pair-share. It can also be accomplished through the creation of a reflective journal in which students have a written conversation with themselves about their thinking.

While planning for their learning, a student might ask "What could I do to prepare for class today? What do I already know about the topic we're discussing? If I were to write my own learning target for today's lesson, what would it be? What do I need to do in order to accomplish this task?"

During the lesson or activity, the student could monitor their thinking by asking, "What have I been doing today that is helping me accomplish the learning outcome? What other resources could I use to accomplish this goal? How might I obtain those resources?"

At the conclusion of the lesson or activity, the student would then reflect, "What did I learn from this activity that I didn't know before? What knowledge am I still missing or what questions do I have? What could I do differently next time I'm faced with a similar task?"

Pre-Assessments

Pre-assessments allow students to express and examine their prior knowledge of content. Teachers can increase the effectiveness of this practice by having students examine the information provided by preassessments to determine what questions they might have about the content and how they might plan their personal approach to learning the new skill or information.

Preparing for an assessment such as a quiz or exam has the potential for metacognition, when a student constructs and executes a personalized plan for their preparation. Before an assessment, the teacher might ask students to compare study strategies with classmates to decide if someone else's strategy might benefit them. Students can also consider their performance on previous assessments and reflect about which preparation activities yielded dividends and which did not, in order to design the most efficient and effective study plan.

Identifying Confusions

Identifying confusions in a low-risk manner can help students monitor their thinking on a topic. Teachers might ask students to write about what they found most confusing about a topic in their reflective journal or as an exit ticket in order to inform the next day's lesson.

Active-Learning Tasks

Active-learning tasks are a way for students to participate in monitoring their own learning and include tasks such as, "Write three things you were surprised to learn from today's lesson and three questions you still have about the topic," or "Write yourself a note explaining what you would do differently, if you were starting this assignment all over again."

Post-Assessments

Students (and, at times, instructors) sometimes see the assessment as the "goal." However, if learning is the true endgame, then post-assessments are valuable for the insights they provide. When students are asked to reflect on an assessment performance, the preparation strategies used, and the different approaches they might take going forward, an assessment becomes a teaching tool and a blueprint for future thinking.

# data[].attributes.attachment_link.title
Strategies for Teaching Metacognition in the Classroom - Graduate Programs for Educators

# data[].attributes.attachment_link.description
As the pendulum of educational philosophy continues to swing from teaching what to think to teaching how to think, metacognition has taken its place among indispensable instructional practices. Metacognition might be the oldest teaching strategy around, harkening back to the days of Socrates, as it is, at the most basic level, about thinking.

# data[].attributes.headline
Eight Ways to Use Movement in Teaching & Learning

# data[].attributes.subject
Eight Ways to Use Movement in Teaching & Learning

# data[].attributes.attachment_link.readable_text
The new question-of-the-week:
How do you incorporate movement in your lessons, and what are its advantages and disadvantages?
Lots of research shows that sitting in a desk for a full class period can hinder student learning and engagement, and just sitting in front of a computer screen during the school closure crisis isn't great, either.

In this two-part series, we'll explore ways to promote student physical movement.

Many are adaptable to distance and hybrid learning, while you might have to wait until after a coronavirus vaccine to use others.

By the way, I'll be publishing many new posts during August and September specifically about helping us all cope with distance and hybrid learning...

Today, Jenny Vo, Valentina Gonzalez, Cindy Garcia, and Bryan Harris contribute their responses. You can listen to a 10-minute conversation I had with Jenny and Valentina on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.
Gestures and motions Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 23 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas:
Students spend seven or more hours in school a day. It is unreasonable to expect them to sit quietly throughout their lessons and classwork. Movement throughout the day helps students to re-energize their bodies and their brains, helping them to focus and concentrate better. Research has shown that movement during the school day benefits academic performance and improves behavior. In the same context, incorporating movement into your lessons keeps the students engaged and excited about learning. Movement in lessons will also help your students to retain the content more.

So what are some ways you can incorporate movement into your lessons? One of my favorite ways to incorporate movement in a lesson is to add a gesture or motion to vocabulary words or important concepts. For example, for the word "weathering," the motion would be one hand making a chopping motion, representing wind or water chipping away at a rock. For "erosion," the motion would be one hand moving like a wave, representing the movement of sediments from one place to another. Each time the students say the word, they do the gesture/motion. Having the connection between the word and the accompanying gesture helps students internalize the vocabulary.

Another way to add movement to a lesson is to have students respond to questions in different ways that require them to do something. For example, give a thumbs up or thumbs down to show agreement or disagreement. To show that you are ready to answer, put your hand on your chin, rub your hands together, or stand on one leg. When voting or answering a multiple-choice question, students can move to one of four corners. Not only does this allow the students to have movement, but teachers can easily gauge student participation and give quick assessments.

Who doesn't like to sing and dance to an upbeat song? Singing requires the movement of mouth and lips. Add a dance to the song and you have the whole body actively engaged, from the brain in your head to the toes on your feet! An ideal situation for learning to be cemented. If you can't find a song to fit your lesson, write your own!

Some may say that adding movement to lessons takes more time and makes the lesson longer. It's true. However, you can decide how much movement you want to incorporate. Make sure it is authentic and adds to your lesson. I guarantee that little extra time you use will be returned back to you in the form of active student engagement and improved student success.

Using movement to teach vocabulary
Valentina Gonzalez has served 20+ years in education as a teacher, district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. She works with teachers of ELs to support language and literacy instruction. Her work can be found on Seidlitz Education and on MiddleWeb. You can reach her through her website or on Twitter @ValentinaESL:

I don't know about you, but for me, memories of elementary and secondary school consist mostly of teachers at the front of the room imparting their wisdom upon us as we sat passively taking it in. Unfortunately, we did not DO much of the moving or talking. When I became a teacher, I wanted to ensure that my students shared the classroom. That we learned from one another and that they were active participants in their learning journey. What I certainly did not want was disengaged students.

Over the years, I found that when I intentionally planned lessons that weaved in movement and talk, students were cognitively engaged with the learning, and I was able to provide them with ongoing, timely feedback as necessary. For instance, as they worked in groups or discussed with a partner, I listened in and was able to clear up misconceptions rather than waiting until a formal assessment to catch their mistakes. We filled gaps before they formed.

Incorporating movement into lessons can be a game changer. It can:

Engage students

Increase comprehension and processing

Provide formative assessment

Decrease unwanted behaviors

So why aren't more teachers incorporating movement in classrooms? Some common reasons for not implementing movement are:

Pressure from the demands of curriculum

Fear of chaos

Worry that students won't participate

Feeling a lack of control

1. Students number off 1, 2.

2. All 1s stand in a line, and 2s stand face the 1s.

3. Students use a sentence stem to discuss the question or topic posed. Explicitly assign who will share first (for example, all 1s talk first, then 2s).

Which is more important, being right or being kind? Explain .... I think being___is more important because ...

What was a leading cause of the American Revolution? One of the leading causes of the American Revolution was ...

Explain two ways to solve this problem. One way to solve this problem is ...

How did the character change from the beginning of the book to now? In the beginning of the book, the character was ... but now ... for example ...

1. When the music begins, all 2s move to the right until the music stops. (I encourage dance here! It makes it fun!!) Everyone has a new partner.

2. Repeat steps 1-4 as many times as you can.

Class examples:

The Conga Line has been successful as a warm-up activity to build background for students as well as a formative assessment toward the middle or end of a unit. It helps students express themselves in a safe, low-stress way while hearing their peers' ideas, too. Step 3 is probably the most important one of all. Providing students with the sentence stem allows them an entry point into the conversation. It helps some students if we read the stem as a class before we begin the Conga Line. I never require them to use the stem, but it's there as a scaffold. Sometimes, I give student 1 a different question from student 2. Or I give a mixture of stems, and after a few rounds, they trade with peers. Following a Conga Line, I typically have students do a quick write because they now have many ideas from speaking and listening to their classmates.

1. Students work in small groups to come up with movements that match each word from

2. a small set of vocabulary words specific to the unit of study.

3. The words and movements are practiced and reviewed repetitively.

4. Each group creates a story using the vocabulary words and movements.

5. Groups present their story to the class.

In the End...
Vocabulary can be challenging for all students. Giving students a list of words to define on Monday and a quiz on Friday just didn't work for me or the students. I found that they weren't transferring the knowledge. Even students who made a 100 on the vocabulary quiz couldn't effectively use the words a week later. To help students internalize meanings, we attached movement to the vocabulary words. This is an adaptation or variation of James Asher's Total Physical Response. (You can read more about TPR: Learning Through Action here.) It took time, but overall, this technique was worth it because students took ownership and really had to think about the words, process the meaning, and develop a movement that corresponded. Here's what we did:

Envision a classroom with a teacher at the front talking as students sit at their desks listening. Some will listen patiently and naturally absorb the words the teacher is saying. Others will strive to comprehend, while many will become bored and begin to find more interesting things to do. Perhaps they will play with their supplies, they might fidget with a toy, distract a neighbor, or even take out a cellphone.

But what if they didn't have the opportunity to get off task. What if they didn't get bored because we put them to work. We engaged them in activity. We put their mind and body into the learning. That's what movement can do in our lessons.

No matter the age or the content area, the benefits of students moving and doing definitely outweigh the disadvantages. Movement in the classroom is essential to the learning process. The Conga Line and attaching a movement to vocabulary are just two easy ways to get kids up and moving while learning. Bottom line is that when we invite students to be part of the learning process and engage them, they become connected and invested in what is happening in the classroom.
TPR Cindy Garcia has been a bilingual educator for 14 years and is currently the district instructional specialist for PK-6 bilingual/ESL mathematics in the Pasadena Independent school district (Texas). She is active onTwitter @CindyGarciaTX and on her blog:

Total Physical Response (TPR) is a great way to incorporate movement during lessons. Teachers and students use their bodies to act out or gesture the meaning of words or concepts.

For example, if the lesson is about the water cycle, then the class would be using their bodies to represent the sun, rain, and evaporation. This helps students associate a word or concept with something they are physically doing. They are putting it in their long-term memory because they will remember swirling their fingers around to form clouds. Another go-to strategy has been parallel lines. Students stand in two lines facing each other, and they share their response to a prompt or question. After they share, one line shifts to the left, and the student left without a partner moves to the head of the line. This is an effective way to get students talking and learning from multiple classmates. A third easy way to implement strategy is posting several tasks around the room and prompting students to rotate and complete each task. The students are up, moving, and energized. The students feel motivated to work as they are moving around the room rather than solving the same problems or completing the same tasks at their desk.

"Start small"
Another way to get students moving during lessons is by having them walk and talk. Students are given a prompt or question to discuss, and they have to walk around the room with a partner sharing their ideas. This is a fun activity for students because they get to spend time with a classmate, and it gives them time to think about what they want to share with the whole class. A disadvantage of these and other movement in the classroom strategies is that it could lead to classroom misbehavior because students are not concentrated in one area of the room and it can be more difficult to monitor behavior. Another disadvantage is that because the students are moving, it can be a challenge to listen in to all of the groups and check for understanding.

As a career-long educator, Bryan Harris has served in a variety of roles from classroom teacher to district-level leader. Now working full time as a trainer, his work focuses on topics ranging from student engagement to teacher resiliency. Find out more at www.bryan-harris.com:

First, the easy part of the question-what are the disadvantages? Cognitively, not many. The brain loves to move, and physical movement has a positive impact on mood, memory, motivation, and engagement. For a taste of some of the research that supports movement and learning, click here, here, or here. Still not convinced? Harvard, Oxford, and other big-time universities around the world are hosting conferences that focus solely on the link between movement and cognition. The evidence is clear: Movement supports learning, and a lack of movement can actually inhibit learnig.

The biggest challenge may be for a teacher who doesn't have effective procedures in place for managing the movement. Strategies that utilize movement may also be a challenge for educators who are not used to using them. Teachers who prefer silent, sedentary environments may find it difficult to embrace lots of student movement. But that's OK-if you are not sure how to begin to incorporate movement into your classroom, keep reading

Knowing that there are tremendous advantages (and tons of research) to getting kids out of their seats, where should we start? If you are not accustomed to classroom movement, start small. Start by having your students stand and stretch, lead a quick game of "Simon Says," or do a Gallery Walk. The idea here is that we are leading and guiding the movement. We are not just letting kids loose and allowing them to run crazy around the classroom. In fact, that image-kids running free and doing whatever they want-is one of the reasons that some teachers are hesitant to allow movement. Effective classroom movement is not chaotic nor is it necessarily unstructured.

So, start small and use effective strategies to directly lead kids in the movement. That's a great place to start, and you'll see positive outcomes for your students.

One more thing. As I train teachers, this question often comes up: "How often should I use movement strategies with my students?" As you can guess, an exact answer to that question is difficult because there are many factors to consider (age of the students, available space for movement, developmental concerns, etc). However, a good guideline is that students should move (or have the freedom to move) about every 30-40 minutes. The main idea here is that long periods of sitting still is not good for learning.

Thanks to Jenny, Valentina, Cindy, and Bryan for their contributions!
Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar.
Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

# data[].attributes.attachment_link.title
Eight Ways to Use Movement in Teaching & Learning (Opinion)

# data[].attributes.attachment_link.description
Four educators share ideas on how to use movement with students, including for learning vocabulary through the use of the Total Physical Response.

# data[].attributes.headline
A Comprehensive Guide to 21st Century Skills

# data[].attributes.subject
A Comprehensive Guide to 21st Century Skills

# data[].attributes.attachment_link.readable_text
The concept of "21st century skills" isn't new-skills like critical thinking, collaboration, and problem solving have been taught in classrooms for decades.

Yet, as the demands of our changing economy rise, many school districts are now including 21st century skills in strategic plans to better prepare students for college, career, and life.

What are 21st century skills, why do they matter, and how can your district implement 21st century learning strategies into curriculum, assessment, and instruction? This guide shares information, research, and examples to bring you up to speed.

Free Download: Panorama's Guide to Graduating College, Career, and Life-Ready Students 1. What Are 21st Century Skills? 2. The Importance of 21st Century Skills 3. Frameworks and Examples of 21st Century Skills 4. 21st Century Learning Strategies and Implementation 5. Additional Resources

What Are 21st Century Skills?

21st century skills refer to the knowledge, life skills, career skills, habits, and traits that are critically important to student success in today's world, particularly as students move on to college, the workforce, and adult life.

Districts, schools, and organizations prioritize different 21st century skills depending on what is most important to their respective communities. Generally, however, educators agree that schools must weave these skills into learning experiences and common core instruction. Here is a non-exhaustive list of the most commonly cited 21st century skills.

Critical thinking

Communication skills

Creativity

Problem solving

Perseverance

Collaboration

Information literacy

Technology skills and digital literacy

Media literacy

Global awareness

Self-direction

Social skills

Literacy skills

Civic literacy

Social responsibility

Innovation skills

Thinking skills

The Importance of 21st Century Skills

While the bar used to be high school graduation, the bar for today's students is now college, career, and real-world success. Let's take a look at why 21st century skills matter.

Higher-education and business leaders cite soft skills as being the most important driver of success in higher-level courses and in the workplace.

In today's world, our schools are preparing students for jobs that might not yet exist. Career readiness means equipping students with a nuanced set of skills that can prepare them for the unknown.

Social media has changed human interaction and created new challenges in navigating social situations.

The age of the Internet has dramatically increased access to knowledge. Students need to learn how to process and analyze large amounts of information.

Content knowledge from core subjects can only go so far; students need to be taught how to apply facts and ideas towards complex problems.

We've reviewed the definition of 21st century skills and why they're important in a changing world. Now, let's review a few frameworks and how school districts are putting 21st century learning into practice.

Frameworks for 21st Century Skills

The Framework for 21st Century Learning

This popular framework was designed by the Partnership for 21st Century Skills (P21). Describing the skills, knowledge, and expertise students must master to succeed in work and life, the framework combines content knowledge, specific skills, expertise, and literacies. P21 believes that the "base" of 21st century learning is the acquisition of key academic subject knowledge, and that schools must build on that base with additional skills including Learning Skills, Life Skills, and Literacy Skills.

Learning Skills: Also known as the "four Cs" of 21st century learning, these include critical thinking, communication, collaboration, and creativity.

Life Skills: Flexibility, initiative, social skills, productivity, leadership

Literacy Skills: Information literacy, media literacy, technology literacy

World Health Organization

The World Health Organization (WHO) identifies the fundamental life skills as decision-making and problem solving, creative thinking and critical thinking, communication and interpersonal skills, self-awareness and empathy, and coping with emotions and stress. The WHO focuses on broad psychosocial skills that can be improved over time with conscious effort.

Redefining Ready! Initiative

The American Association of School Administrators (AASA) Redefining Ready! initiative offers a framework that many districts use to define college, career, and life readiness. AASA provides readiness indicators to capture the educational landscape of the 21st century. Metrics include Advanced Placement courses, standardized testing, college credits, industry credentials, attendance, community service, and more.

On the topic of life readiness, AASA argues:

"Being life ready means students leave high school with the grit and perseverance to tackle and achieve their goals by demonstrating personal actualization skills of self-awareness, self-management, social-awareness, responsible decision-making, and relationship skills. Students who are life ready possess the growth mindset that empowers them to approach their future with confidence, to dream big and to achieve big."

School District Frameworks
via Gresham-Barlow School District

21st century skills take hold in various ways for school districts. A " Portrait of a Graduate" is one common strategy for communicating what it means for students to be college, career, and future ready.

To develop a profile of a graduate, districts often adapt existing 21st century skill frameworks to fit their needs. Input from stakeholders-such as the district board, teachers, parents, partner organizations, and students-ensures that the final "portrait" is authentic to their community. Here are some Portrait of a Graduate examples.

via Everett Public Schools

Everett Public Schools in Everett, Washington defines 21st century skills as citizenship, collaboration, communication, creativity, critical thinking, and growth mindset. The district believes that graduates are college, career, and life ready when they have the academic knowledge, attitudes, and skills to transition to college level coursework, workforce training, and/or employment.

Download our guide to developing your district's own vision for college, career, and life readiness
Gresham-Barlow School District (GBSD) in Gresham, Oregon has a mission to develop culturally responsive graduates who will thrive in an ever-changing global community. The district's Portrait of a Graduate represents the GBSD community's collective vision of what their graduates should look like. The portrait consists of six learner profiles: Independent Lifelong Learner, Adaptable Collaborator, Compassionate Communicator, Responsible Creator, Open-Minded Critical Thinker, and Globally Aware Community Member.

via Schertz-Cibolo-Universal City ISD

Schertz-Cibolo-Universal City Independent School District (SCUC ISD) in Schertz, Texas has a strategic goal around graduating college and/or career and/or military ready students. Within this vision, SCUC ISD has outlined five Traits of a Graduate: Dynamic Leader, Self-Motivated, Skilled Communicator, Service Oriented, and Future Ready.

via Council Bluffs Community School District

Council Bluffs Community School District in Council Bluffs, Iowa, developed a Profile of a FutureReady Graduate that encompasses both academic and social-emotional indicators of success. The district's social-emotional indicators-aligned to the CASEL framework-include Self-Management, Self Awareness, Social Awareness, Relationship Skills, and Responsible Decision Making.

North Kansas City Schools just north of Kansas City, Missouri, identified seven competencies that span time, space, jobs, and occupations, ensuring that students' life skills are highly transferable. The district's competencies-developed with input from students, community and business leaders, teachers, and administrators-include Adaptability, Communication, Collaboration, Empathy, Integrity, Learner's Mindset, and Problem Solving.

21st Century Learning Strategies & Implementation

Having a strong vision for 21st century learning is just the first step. Without an intentionally designed plan for implementation, it's unlikely that your students will acquire the skills outlined in your district's vision. Here are some best practices from Panorama's partner districts to set you up for success.

1. Build staff capacity to demonstrate 21st century skills in support of student learning.

It all starts with the adults in your building. Teachers and staff need to deeply understand and model the skills that you want your students to develop. Integrate 21st century skills into staff professional development as a precursor to growing these competencies in students. Download our Adult SEL Toolkit for ideas, worksheets, and activities to build adult SEL.

2. Develop strategies to support teachers with implementation of 21st century skills.

It can be helpful to create a playbook of recommended strategies and approaches that span across content areas. For instance, you might encourage teachers to add comments to report cards about students' 21st century skills.

3. Assess students' 21st century learning skills.

What gets measured matters. Regularly collect data on how students are progressing in this area, whether the data is anecdotal, qualitative, or quantitative. For example, you might administer a biannual survey in which students reflect on their development of 21st century, social-emotional skills. Keep in mind that the data you gather should be formative rather than evaluative. Be transparent about the purpose.

Develop students' 21st century skills with Panorama's Guide to Graduating College, Career, and Life-Ready Students
4. Equip educators with data to proactively identify and support students who are off track.

Once you have data on students' 21st century skills, you'll want to ensure that the data is actionable for educators. Many districts opt to implement an early warning system with indicators across academics, attendance, behavior, and social-emotional learning/21st century skills. This helps educators make data-driven decisions about the best way to keep each student on track.

Additional Resources

Looking for more information on 21st century skills? Here are some other articles and resources to explore:

Conclusion

Honing in on 21st century skills is essential to ensuring that students are prepared for college, career, and civic life. While there is no one "right" way to approach this work, we hope that the information in this guide inspires you to explore what 21st century learning could look like in your district!

# data[].attributes.attachment_link.title
A Comprehensive Guide to 21st Century Skills

# data[].attributes.attachment_link.description
Learn about 21st century skills, why they're important in today's world, and strategies to promote 21st century learning in your school district.

# data[].attributes.attachment_link.readable_text
Providing students with better instructional scaffolding is often a schoolwide objective, but how can school leaders and teachers put this big idea into practice? Imagine someone plopping a giant box of odds and ends in front of you and telling you to figure out what to do with them with no further instructions. Without being told the purpose of the activity, specific expectations, or background information, it would be overwhelming and discouraging to say the least. Almost all students, particularly those with unique learning needs, have felt exactly this way in the classroom at one time or another. Luckily there are many strategies educators can use to help students, and among the most important is scaffolding.

Below you'll learn more about scaffolding in education, including 18 effective ways to scaffold learning. If you're a teacher, integrate these as best practices, and observe their impact. If you're an administrator, share these practices with your teachers, and look for them during classroom walk-throughs.

What is scaffolding in education?

Scaffolding is a way to provide support for students by breaking down learning into manageable chunks as they progress toward stronger understanding and ultimately greater independence. In other words, it's a way for teachers to provide support while students master new concepts and skills.

The strategy is based on the work of Russian psychologist Len Vygotsky, whose theories stress the fundamental role of social interaction in cognitive development. He theorized that children learn best when they interact with other people, particularly more knowledgeable people, who provide guidance and encouragement to master new skills.

Using the much-lauded concept the Zone of Proximal Development, teachers can guide, support, and encourage students as they help them develop problem-solving strategies that can be generalized to other situations.

Scaffolding Strategies

1. Teach mini-lessons

Break down new concepts into bite-sized pieces that build on one another. Teaching a series of mini-lessons provides students with a safety net that moves them progressively toward deeper understanding.

Learn more: Essentials of a Mini-Lesson

2. Use explicit instruction

One of the best practices in supporting learners is the use of systematic, explicit instruction. That is, instruction that includes clear modeling, think-alouds, and multiple examples, which are described in greater detail below. In addition, immediate corrective feedback is critical. Catching students' errors while they're still practicing will prevent them from learning the skill incorrectly and then continuing to practice it incorrectly for homework and on other assignments.

Learn more: Explicit Instruction: Best Practices for Teaching Math to Unique Learners

3. Use think-alouds to model or demonstrate

One of the best ways to scaffold learning is to show your students an example of what they will be learning. For example, demonstrate a science experiment so they can see how it's done before they do it themselves. Or gather them on the rug and let them watch you solve a math problem in a new way. Verbalize your thought process as you demonstrate. Use a think-aloud strategy to give your students a model for an inner dialogue they can copy.

Learn more: Improve Reading Comprehension With Think-Alouds

[contextly_auto_sidebar]

4. Describe concepts in multiple ways

Support different learning styles by approaching new concepts from multiple angles. Show them, tell them, and let them try it for themselves. The more ways you approach learning, the more sense it will make for students.

Learn more: Different Learning Styles: What Teachers Need To Know

5. Break large tasks into smaller steps

Sometimes it's hard for students to remember all the steps they have to follow for an assignment. Scaffold learning by breaking down directions into chunks that students can complete one step at a time. Give them a checklist that they can follow. By breaking it down, you're providing scaffolds that students need.

Learn more: Chunking Information for Instructional Design

6. Slow down

Here is some great advice from elementary teacher Tammy DeShaw. "We move so fast as teachers because we fear that we won't get through it all," she says. "But when we slow down and give students more time to process, we are really helping students. It is an effective scaffolding strategy when we pause at various points of instruction and break it up. Think about it. If something is above your head, it's immediately overwhelming. But if you break it into manageable chunks and take your time through it, you're able to process it much better!"

Learn more: Scaffolding Strategies

7. Incorporate visual aids

Show a video, pass out colorful images, or provide a concrete object to start off a new lesson. For example, if you're teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch.

Learn more: Making the Most of Visual Aids

8. Front-load concept-specific vocabulary

Arm students with specific academic language they will need to understand ahead of time so that vocabulary doesn't become a stumbling block to higher-level learning.

Learn more: Pre-Teach Vocabulary

9. Activate prior knowledge

Show students the big picture. Make connections to concepts and skills students have already learned. Connect to experiences they have had, such as field trips or other projects.

Learn more: Teaching Reading Strategies: Activate Prior Knowledge

10. Give students talk time

Be sure to give kids plenty of time to process new information by partnering them up or breaking them into small groups. Have them articulate concepts in their own words to one another. Come back together as a whole group and share any insights that might be helpful to everyone.

Learn more: Cooperative Learning Structures: Fun Alternatives to Think-Pair-Share

11. Give students time to practice

After you model learning for your students, take some time to practice with them. Have a few students come up to the board and try a math problem. Or write a paragraph together on chart paper. Think of this guided practice as a series of rehearsals before the final performance.

Learn more: The I Do, WE Do, YOU Do Model Explained

12. During lessons, check for understanding

Check in often to make sure students are with you. A simple thumbs-up, a sticky note check-in, or a desktop flip chart are a few of the ways you can check for understanding. See who's good to go, who's almost there, and who needs some one-on-one.

Learn more: Creative Ways To Check for Understanding

13. Use graphic organizers

A graphic organizer is a powerful visual learning tool that teachers can use to help students organize their thinking before, during, or after a lesson. They are a great way for students to classify and communicate their ideas more effectively. A simple Google search will connect you to all kinds of printable graphic organizers that you can customize to the material you are teaching.

Learn more: Graphic Organizers 101

14. Try sentence starters

Sometimes a head start helps students gather their thoughts. Provide students with the first part of a statement and ask them to fill in the blanks. Sentence starters can be an especially great support for English-language learners.

Learn more: Using Sentence Stems in the Classroom

15. Coach students to help each other

When learning a new concept or reading a difficult passage together, call on a strong student to answer a question. Then, call on another student to repeat, in his or her own words, what was just said. By listening and repeating, you reinforce your students' understanding.

Learn more: Fun Ways To Help Your Students Collaborate in the Classroom

16. Set clear expectations

Students (like most of us) perform better when they fully understand what is expected of them. Describe the purpose of the assignment, and give them concrete examples of the learning goals they are expected to achieve. Give them clear directions and show them exemplars of high-quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.

Learn more: Developing Clear Expectations for Learning

17. Ask open-ended questions

Another important tool we have is questioning. Asking questions allows students to organize their thoughts and elaborate on their processes. The key is making sure you ask meaningful questions. Make sure they can't be answered with a simple yes or no. In addition, the questions you ask should require reflection. And finally, questions should direct students to important, pivotal aspects of the task they are working on.

Learn more: Instructional Scaffolding Strategies

18. Use technology

Technology can help simplify the scaffolding process. Make playlists of lecture videos for students to watch before the lesson. This will allow them to preview the material and be ready to engage with the content in class. Another tip is to provide links to websites that have different ways to engage with the content, such as videos, games, articles, or demonstrations.

Many online curriculum programs are adaptive, meaning they can assess what a student knows and what information they need next. This allows students to follow a personalized learning path toward meeting learning objectives.

Learn more: Using Technology to Scaffold Student Learning

Does scaffolding learning really work?

Overall, scaffolding is an extremely effective instructional strategy when both administrators and teachers embrace and implement it consistently. But like any teaching strategy, scaffolding has its benefits and challenges.

Benefits of scaffolding:

Promotes a positive learning environment because students feel supported and are able to ask questions, encourage their classmates, and offer their opinions.

Builds students' confidence as they progress to more difficult tasks.

Leads to higher engagement, which motivates students to learn more on their own.

Improves comprehension and problem-solving.

Allows teachers to move to a facilitator role, guiding students to take ownership of their own learning.

Challenges of scaffolding:

Takes more planning and is more time-consuming as teachers need to evaluate lessons and figure out where scaffolding is needed.

Finding appropriate scaffolds that match the diverse learning and communication styles of students.

Correctly identifying students' zone of proximal development.

Knowing when to taper off and allow students to work independently.

Releasing more responsibility to students.

# data[].attributes.attachment_link.title
18 Ways To Scaffold Learning for Your Students

# data[].attributes.attachment_link.description
Breaking learning into manageable chunks, modeling, and guided practice are some of the ways to scaffold learning for your students.

# data[].attributes.attachment_link.readable_text
Teaching strategies are as varied as the classrooms they're used in. There's no "one size fits all" method for making learning happen.

But some teaching strategies reliably deliver the lightbulb moments.

We've compiled 12 of the most consistently effective teaching strategies here, so the next time you're stuck for lesson ideas you'll have a proven toolkit to turn to.

Station rotation

Station rotation gets your students out of their seats and moving between different learning activities. It's so much more engaging than an hour spent sitting down at the same desk, and it allows them to experience the learning content in more ways than one.

Separate your classroom into learning stations with a different activity at each, and then have students rotate through them in groups.

The activities could use different modes (e.g. visual, text-based, digital), or they might be built around different problems ( hint: using varying levels of difficulty allows for differentiation). Just make sure they're all tied to the same learning goal.

Use station rotation for: differentiation, immersion in new content, cooperative learning.

Group work

Silent individual work has its place, but sometimes you want to hear excited, on-topic conversations instead. Use group work to get students talking, bouncing ideas off each other, and exploring new perspectives.

Here are a few models of group work:

Jigsaws: assign each group a different aspect of a common topic. Once they've researched it or completed the activity, they can share it with the rest of the class. Everyone ends up with a holistic understanding of the topic after hearing the findings of every group.

Pass-arounds: after an individual exercise, have students pass their work around the table to get feedback from multiple peers. Each group can then choose an exemplar to share with the whole class.

Group presentations: follow up a group exercise or discussion by getting groups to present their findings to the rest of the class. This encourages them to bring together their different perspectives, and it keeps them accountable during the task.

Use group work for: cooperative learning, projects, student-led inquiry.

Formative assessment

It's easy to become fixated on summative assessments when you've got grades to give, but don't forget about the formative ones, either. Formative assessments will clue you into student progress before the final test or assignment.

Formative assessment can be as simple or as detailed as you like - what matters is that they alert you to what has been understood, and what gaps need your attention.

Here are some potential strategies:

low-stakes quizzes and questionnaires

assignments via gamified learning programs

asking open-ended questions in class to get a sense of student understanding

self-assessment using a student-friendly rubric

exit slips.

Use formative assessment for: diagnosing individual needs, assessing whole-class comprehension, checks for understanding.

Graphic organizers

Despite all the information we give in our lessons, it's easy for students to walk away with nothing committed to paper.

Graphic organizers solve this problem by providing clear, logically structured spaces for students to record their thinking. They give students a tangible record of a learning activity and an opportunity to practice independent note taking.

Use text boxes and headings so students can see what information goes where and how it all connects. We've got some downloadable examples for science .

Use graphic organizers for: mind-mapping or brainstorming activities, assessment planning, student note taking.

Response to intervention

When a student is falling behind or they just don't "get it", response to intervention strategies are the answer. These are the techniques you use to get struggling students back on track.

Depending on the level of student difficulty, response to intervention strategies can range in intensity. Here are some examples:

small group pull-outs for students who need extra help

partnering students with a peer or "learning buddy" who can help during in-class activity

altering your own instructional strategies to re-engage students who are falling behind

interviews with students and/or parents to discuss one-on-one support.

Read more about response to intervention in our article .

Use RTI for: students needing extra support.

Modeling

When we want our students to understand or do something, we often show it to them first. This is where modeling comes into play. It's the process of demonstrating a skill or concept so learners can see it first-hand.

Sounds simple, but it's easy for modeling to leave students more confused than confident - particularly when you're demonstrating something you've done 1000 times without a second thought.

Effective modeling should be:

Appropriately paced: slow enough for learners to see in detail what you are doing, but not so slow that your students begin to tune out.

Broken down into steps: talk learners through the skill as a process. A good way to do this is by talking aloud ("now I've done x, I'm going to do y").

Visual: let students see how you demonstrate the skill. This might be in the form of a live demonstration, a step-by-step guide, or a diagram.

Patient: remember, no matter how second nature it might seem to you, it will be new to your students. Demonstrate the skill multiple times and in different ways if you're still getting confused looks.

High-order questioning

High-order questions are the ones that lead to whole class discussions, hands shooting up, debates, and digressions.

They get everyone participating - not just the usual suspects - and you'll probably learn a thing or two from your students' answers as well.

A high-order question should be:

Open-ended: avoid yes/no answers.

Authentic: ask because you want to know what your students think, not because you're fishing for a specific answer.

Followed up with meaningful discussion: even if a student misses the mark with their answer, acknowledge it and use it to redirect the discussion (e.g. "I like the way you're thinking, but there's one thing we're forgetting..."). Even better, try and join the dots between different students' thinking to build the sense of a broader discussion ("Interesting, that comes back to what Jack said, but Julia seems to think differently...").

Ask questions to: check for understanding, drive discussion, hook students with a new topic.

Scaffolding

A single, big learning goal can seem overwhelming for you as well as your students.

That's why scaffolding is such an important teaching strategy. It's the process of constructing learning bit by bit, as opposed to doing everything at once.

A good way to do this is via backward mapping: think of the final learning goal for a lesson and then work backwards through all the different steps learners will have to take to get there. Each one becomes a mini learning goal or "checkpoint" where you make sure students have understood everything so far.

Use scaffolding for overall lesson and activity design.

Inquiry-based learning

If you're running out of breath after taking charge of every learning activity, it might be time for some student inquiry. Your students will spend less time listening to you, and more time actively exploring worlds of knowledge on their own steam.

Inquiry-based learning starts with a question or problem students can investigate independently. For example:

in science: "Why is soft drink fizzy?"

in mathematics: "What can you buy for lunch with $10?"

in English: "What makes a story?"

You might even instruct students to research a whole new subject independently before reporting back with their findings. In any case, the learning comes from student activity instead of teacher input.

Use inquiry-based learning for: new topics, projects, extension activities.

Direct instruction

If you're starting a complex or unfamiliar topic, your students might need a firm grounding from you before getting hands on. This is where the classic strategy of direct instruction comes in handy.

Direct instruction starts with explicit teaching (e.g. a lecture), progresses to group practice, and then independent student work. To do it effectively make sure you:

Assess prior knowledge: start by finding out how much your students already know about the topic. This will give you an indication of how much input they really need.

Engage students: the teacher-centric aspect of direct instruction can be a drag for students if you're not careful. Jazz up lectures and explanations with digital components, dynamic speaking, and strategies for student engagement.

Break it up: parcel your explicit instruction out bit by bit, instead of giving it all at once. This will make it much easier for students to digest, and they'll be less likely to disengage.

Use direct instruction for: introducing unfamiliar material, revisiting challenging concepts.

Project-based learning

Projects are one of the easiest ways to personalize learning in your classroom. Let students choose what they want to produce and they'll have the freedom to learn in a way that engages them and plays to their strengths.

Make this happen by loosening up your task briefs. Explain what you want to see in terms of criteria as opposed to a final product. For example, a research task on a given topic could take the form of an infographic pamphlet, podcast, or mini-documentary.

Use PBL for personalized learning, summative assessments

Gamification

Looking to boost student engagement? Try gamifying aspects of the learning process. You'll bring up the fun and energy levels while motivating students to try harder than ever before.

Take inspiration from the games that already have your students hooked. For example, you might create:

a scoring system

rewards for extrinsic motivation

friendly competitions

different "levels" for students to pass.

You could also trial a gamified learning program to make the experience even more engaging. In Mathletics, for example, students can compete in a live mathematics challenge against peers in class and around the world. The more points they score, the more in-game rewards they can purchase.

Whichever approach you choose, you can be confident that your students are getting more than just fun and games. There's a growing body of research linking games to improved educational outcomes and cognitive abilities, too. Read up on our full guide to gamification here.

Use gamification for: revision, drill and practice, homework.

# data[].attributes.attachment_link.title
12 Effective Teaching Strategies for Every Teacher Toolkit

# data[].attributes.attachment_link.description
Some teaching strategiess reliably deliver the lightbulb moments. Here are 12 of the most consistently effective teaching strategies.

# data[].attributes.attachment_link.readable_text
Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

To ensure that these three components of your course are aligned, ask yourself the following questions:

Learning objectives: What do I want students to know how to do when they leave this course?

Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?

Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills, but your assessment measures only factual recall. Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students' ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be used to assess different types of learning objectives (adapted from the revised Bloom's Taxonomy).

Type of learning objective

Examples of appropriate assessments

Recall
Recognize
Identify

Objective test items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to:

recall or recognize terms, facts, and concepts

Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain

Activities such as papers, exams, problem sets, class discussions, or concept maps that require students to:

summarize readings, films, or speeches

compare and contrast two or more theories, events, or processes

classify or categorize cases, elements, or events using established criteria

paraphrase documents or speeches

find or identify examples or illustrations of a concept or principle

Apply
Execute
Implement

Activities such as problem sets, performances, labs, prototyping, or simulations that require students to:

use procedures to solve or complete familiar or unfamiliar tasks

determine which procedure(s) are most appropriate for a given task

Analyze
Differentiate
Organize
Attribute

Activities such as case studies, critiques, labs, papers, projects, debates, or concept maps that require students to:

discriminate or select relevant and irrelevant parts

determine how elements function together

determine bias, values, or underlying intent in presented material

Evaluate
Check
Critique
Assess

Activities such as journals, diaries, critiques, problem sets, product reviews, or studies that require students to:

test, monitor, judge, or critique readings, performances, or products against established criteria or standards

Create
Generate
Plan
Produce
Design

Activities such as research projects, musical compositions, performances, essays, business plans, website designs, or set designs that require students to:

make, build, design or generate something new

This table does not list all possible examples of appropriate assessments. You can develop and use other assessments - just make sure that they align with your learning objectives and instructional strategies!

CONTACT US to talk with an Eberly colleague in person!

# data[].attributes.attachment_link.title
Align Assessments, Objectives, Instructional Strategies - Eberly Center - Carnegie Mellon University

# data[].attributes.attachment_link.description
Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

# data[].attributes.headline
5 Ways Movement Breaks in the Classroom Help With Behavior

# data[].attributes.subject
5 Ways Movement Breaks in the Classroom Help With Behavior

# data[].attributes.attachment_link.readable_text
Teachers, how much physical activity do your students get every day? Does your school incorporate brain breaks in the classroom?

Have you heard about the fun ways that teachers at forward-thinking schools are incorporating exercises into their daily routine? And these are exercises that are typically associated with occupational therapy!

Gone are the days of classrooms arranged with desks in single file. Now, the trend in classroom arrangement is different. Today's classroom setup prefers group learning tables, themed stations around the room, and even unique seating options.

Plus, teachers are looking for more and more ways to incorporate much-needed physical activity into their students' day.

An unexpected side-benefit of movement breaks in the classroom

What may have started as a reaction to inclusive options for children with special learning needs, is now gaining a foothold as standard practice.

Brain breaks in the classroom - the whole classroom - seem to be the answer. In fact, the long-awaited answer to the concern of today's sedentary, screen-addicted youth.

It has long been understood in special needs classes and occupational therapy offices that movement breaks are immensely valuable.

Movement breaks in the classroom give children with SPD, ADHD, anxiety, dyspraxia, and other classroom challenges, such as fidgeting, poor concentration and day dreaming, a much-needed opportunity to reset throughout the day. What's more, though, is the benefits of a brain break in class apply to all students.

The benefits of movement breaks in the classroom apply not just to those with special needs. Brain breaks have been shown to help increase concentration and focus.

Furthermore, they've been shown to result in an increase the efficacy of learning in general.

5 minutes of movement between lessons can make a huge impact in your student's attention and behaviour.

Here are 5 ways that movement breaks in the classroom have been shown to benefit students in these settings:

1. Movement breaks make learning more efficient.

Research shows that brain breaks make learning more efficient. Taking 5 minutes to let latent learning take effect allows your previous lesson to sink in.

And, also the following lesson to start fresh. Biologically speaking, the hippocampus of the brain is the region responsible for creating new memories.

Research suggests that the hippocampus functions better at making long-term memories when there are short breaks in between repetitions of new material.

Latent periods seem to strengthen the brain's ability to commit things to memory. So, taking a break like a movement break is a great way to secure new educational material in class.

2. Physical activity increases oxygen to the brain.

Physical activity also increases oxygen to the brain, which is critical for attention and learning. Biologists suggest that 90% of the oxygen in our body is "stale" - low-quality.

Yet, when we yawn, take deep breaths, or get up and get your body moving, oxygen-rich air circulates throughout our system. This is especially important in our brain for learning!

Focus and ability to remember new material are directly linked to the amount of oxygen in the blood.

3. Movement breaks interrupt negative patterns.

Classroom brain breaks also allow students a chance to regulate or interrupt any anxiety or stress. If you think that our elementary and middle school aged children are too young for anxiety and stress, think again.

We talk about common struggles of starting school.

4. Movement breaks offer a mini break.

Movement breaks offer kids a mental and sensory break. This is particularly critical for students with sensory processing disorder (SPD), ADHD, dyspraxia or other classroom challenges.

5. Self-regulation of emotions have a chance to kick-in.

Plus, they can help with self-regulation of emotions in general. Throughout early childhood, kids are still learning how to manage their behaviour and emotions. Movement breaks for preschoolers does wonders already at an early stage.

Self-regulation is critical for learning and for social interactions. Following directions, sitting still without blurting out or having an emotional outburst at every turn are all correlated with one's ability to self-regulate.

Exercise in general has a positive effect on emotional regulation of both children and adults. Moreover, the specific exercises used in most class-wide occupational therapy movement breaks target the brain-body connections that aid children in physically being able to regulate their emotions better.

Even just 5 minutes of physical movement between lessons can make a huge impact on any child's school day, whether they have sensory processing disorder, ADD, ADHD, ASD, dyspraxia or not!

Forward-thinking schools allow movement breaks during the day

Some schools are getting creative with allowing individual brain breaks throughout the day. For example, one mom named Skylee says, "My son's teacher had little Velcro papers that said, "I Need A Break!" on each child's desk.

They were allowed to hand it to the teacher to earn few mins to get up and move around when they needed it."
For example:

bilateral movements encourage both hemispheres to be active,

balance and rhythm supports concentration, and

an auditory component encourages listening.

All in all, in the 5-minute classroom brain breaks, the focus is on body movements, giving the cortex (thinking brain) a break to refresh, and get ready to concentrate.

However, the exercises are fun for all participating children. The exercises get their muscles moving, oxygen flowing to the brain, and require no additional prep time from the teacher.

He or she simply starts one of the online videos, and the class can follow along.

What Types of Movement Breaks in the Classroom are Best?

Did you know that there are certain proven physical exercises to improve concentration for school children?

Research in occupational therapy has led to several programs of this kind.

These are programs that show teachers specific sets of exercises to improve concentration in the classroom. These programs are perfect for a brain break

Proprioception activities in the classroom are types of movement that address any gaps in the awareness of the body in space. These gaps might be ones that are due to dyspraxia, SPD, ASD or several other developmental disabilities.

All children benefit from proprioception activities (sometimes called 'heavy work' activities). So, many teachers incorporate these movements into daily portions of lesson plans.

Proprioception Movement Breaks Teachers Can Seamlessly Integrate Into Class

Moving desks and chairs around for different seating throughout the day (more on this later), carrying books, pushing a cart, carrying a stack of lunchboxes, moving mats or gym equipment, stapling and cutting, etc.
Teacher Erica says,
"One thing I do to help with students' need to move is I have the students do almost everything. They pass out supplies, they sort supplies, they collect supplies. The goal is to always have some movement task for them to do."

Vestibular stimulation activities target the vestibular system in the inner ear. The vestibular system is one which can be compromised in a wide range of developmental and sensory integration challenges.

The vestibular system is triggered with head movements. Coordination, balance, self-regulation of emotions and focus on tasks can all be strengthened with the practice of vestibular stimulation activities.

A common example is bending over at the waist and straightening back up again. So, anything that moves the head in drastically different directions.

Vestibular Movement Breaks in the Classroom Teachers Can Seamlessly Integrate

Activities that target this system can be easily incorporated through movement learning songs like "Head, Shoulders, Knees and Toes."
Or:

create movement breaks for students in which students bend over to pick up popsicle sticks or blocks with numbers and letters to spell words or solve math problems.

hang a different number in each corner of the room, calling out a simple number problems, and asking the students jump and turn to face the corner with the correct answer.

simply store stationary under the child's chair. The child has to bend down to pick up pencils, crayons, erasers, etc.

Check out the movement breaks programs created by the occupational therapists at CoordiKids specifically for teachers like you!

# data[].attributes.attachment_link.title
5 Ways Movement Breaks in the Classroom Help With Behaviour

# data[].attributes.attachment_link.description
Teachers, how much physical activity do your students get every day? Does your school incorporate brain breaks in the classroom? Have you heard about the fun ways that teachers at forward-thinking schools are incorporating exercises into their daily routine? And these are exercises that are typically associated with occupational therapy!

# data[].attributes.headline
Question Stems for Each Level of Bloom's Taxonomy

# data[].attributes.subject
Question Stems for Each Level of Bloom's Taxonomy

# data[].attributes.attachment_link.readable_text
In 1956, American educational psychologist Benjamin Samuel Bloom strove to create a system for explaining the progression of steps for learning. His book, "Taxonomy of Educational Objectives: The Classification of Educational Goals" showed a way to categorize reasoning skills based on the amount of critical thinking involved. His work led to a still widely used educational concept known as Bloom's Taxonomy, which was revised slightly in 2001.

In Bloom's Taxonomy, there are six levels of skills ranked in order from the most basic to the most complex. Each level of skill is associated with a verb, as learning is an action. As a teacher, you should ensure that the questions you ask both in class and on written assignments and tests are pulled from all levels of the taxonomy pyramid.

Objective assessments (multiple-choice, matching, fill in the blank) tend to focus only on the two lowest levels of Bloom's Taxonomy: remembering and understanding. Subjective assessments (essay responses, experiments, portfolios, performances) tend to measure the higher levels of Bloom's Taxonomy: applying, analyzing, evaluating, and creating.

To incorporate Bloom's Taxonomy into lessons, present different levels beginning with the most basic at the beginning of a unit. Once you reach the end of a unit, the lessons should incorporate the highest levels of Bloom's Taxonomy.

Remembering Verbs and Question Stems

The remembering level forms the base of the Bloom's Taxonomy pyramid. Because it is of the lowest complexity, many of the verbs in this section are in the form of questions. You can use this level of questioning to ensure that students learned specific information from the lesson.

Define
Define mercantilism.

Who
Who was the author of "Billy Budd?"

What
What is the capital of England?

Name
Name the inventor of the telephone.

Label
Label the capitals on this map of the United States.

Locate
Locate the glossary in your textbook.

Match
Match the following inventors with their inventions.

Select
Select the correct author of "War and Peace" from the following list.

Underline
Underline the noun.

Applying Verbs and Question Stems

At the applying level, students must show that they can apply the information they have learned. Students can demonstrate their grasp of the material at this level by solving problems and creating projects.

Solve
Using the information you have learned about mixed numbers, solve the following questions.

Use
Use Newton's Laws of Motion to explain how a model rocket works.

Predict
Predict whether items float better in fresh water or salt water.

Construct
Using the information you have learned about aerodynamics, construct a paper airplane that minimizes drag.

Perform
Create and perform a skit that dramatizes an event from the civil rights era.

Demonstrate
Demonstrate how changing the location of the fulcrum affects a tabletop lever.

Classify
Classify each observed mineral based on the criteria learned in class.

Apply
Apply the rule of 70 to determine how quickly $1,000 would double if earning 5 percent interest.

# data[].attributes.attachment_link.title
Question Stems for Each Level of Bloom's Taxonomy

# data[].attributes.attachment_link.description
These handy question stems aid teachers as they write questions for each level of Bloom's Taxonomy.

# data[].attributes.body
Check out ways to scaffold for students and help them engage in and access the content.

# data[].attributes.attachment_link.readable_text
Providing students with better instructional scaffolding is often a schoolwide objective, but how can school leaders and teachers put this big idea into practice? Imagine someone plopping a giant box of odds and ends in front of you and telling you to figure out what to do with them with no further instructions. Without being told the purpose of the activity, specific expectations, or background information, it would be overwhelming and discouraging to say the least. Almost all students, particularly those with unique learning needs, have felt exactly this way in the classroom at one time or another. Luckily there are many strategies educators can use to help students, and among the most important is scaffolding.

Below you'll learn more about scaffolding in education, including 18 effective ways to scaffold learning. If you're a teacher, integrate these as best practices, and observe their impact. If you're an administrator, share these practices with your teachers, and look for them during classroom walk-throughs.

What is scaffolding in education?

Scaffolding is a way to provide support for students by breaking down learning into manageable chunks as they progress toward stronger understanding and ultimately greater independence. In other words, it's a way for teachers to provide support while students master new concepts and skills.

The strategy is based on the work of Russian psychologist Len Vygotsky, whose theories stress the fundamental role of social interaction in cognitive development. He theorized that children learn best when they interact with other people, particularly more knowledgeable people, who provide guidance and encouragement to master new skills.

Using the much-lauded concept the Zone of Proximal Development, teachers can guide, support, and encourage students as they help them develop problem-solving strategies that can be generalized to other situations.

Scaffolding Strategies

1. Teach mini-lessons

Break down new concepts into bite-sized pieces that build on one another. Teaching a series of mini-lessons provides students with a safety net that moves them progressively toward deeper understanding.

Learn more: Essentials of a Mini-Lesson

2. Use explicit instruction

One of the best practices in supporting learners is the use of systematic, explicit instruction. That is, instruction that includes clear modeling, think-alouds, and multiple examples, which are described in greater detail below. In addition, immediate corrective feedback is critical. Catching students' errors while they're still practicing will prevent them from learning the skill incorrectly and then continuing to practice it incorrectly for homework and on other assignments.

Learn more: Explicit Instruction: Best Practices for Teaching Math to Unique Learners

3. Use think-alouds to model or demonstrate

One of the best ways to scaffold learning is to show your students an example of what they will be learning. For example, demonstrate a science experiment so they can see how it's done before they do it themselves. Or gather them on the rug and let them watch you solve a math problem in a new way. Verbalize your thought process as you demonstrate. Use a think-aloud strategy to give your students a model for an inner dialogue they can copy.

Learn more: Improve Reading Comprehension With Think-Alouds

[contextly_auto_sidebar]

4. Describe concepts in multiple ways

Support different learning styles by approaching new concepts from multiple angles. Show them, tell them, and let them try it for themselves. The more ways you approach learning, the more sense it will make for students.

Learn more: Different Learning Styles: What Teachers Need To Know

5. Break large tasks into smaller steps

Sometimes it's hard for students to remember all the steps they have to follow for an assignment. Scaffold learning by breaking down directions into chunks that students can complete one step at a time. Give them a checklist that they can follow. By breaking it down, you're providing scaffolds that students need.

Learn more: Chunking Information for Instructional Design

6. Slow down

Here is some great advice from elementary teacher Tammy DeShaw. "We move so fast as teachers because we fear that we won't get through it all," she says. "But when we slow down and give students more time to process, we are really helping students. It is an effective scaffolding strategy when we pause at various points of instruction and break it up. Think about it. If something is above your head, it's immediately overwhelming. But if you break it into manageable chunks and take your time through it, you're able to process it much better!"

Learn more: Scaffolding Strategies

7. Incorporate visual aids

Show a video, pass out colorful images, or provide a concrete object to start off a new lesson. For example, if you're teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch.

Learn more: Making the Most of Visual Aids

8. Front-load concept-specific vocabulary

Arm students with specific academic language they will need to understand ahead of time so that vocabulary doesn't become a stumbling block to higher-level learning.

Learn more: Pre-Teach Vocabulary

9. Activate prior knowledge

Show students the big picture. Make connections to concepts and skills students have already learned. Connect to experiences they have had, such as field trips or other projects.

Learn more: Teaching Reading Strategies: Activate Prior Knowledge

10. Give students talk time

Be sure to give kids plenty of time to process new information by partnering them up or breaking them into small groups. Have them articulate concepts in their own words to one another. Come back together as a whole group and share any insights that might be helpful to everyone.

Learn more: Cooperative Learning Structures: Fun Alternatives to Think-Pair-Share

11. Give students time to practice

After you model learning for your students, take some time to practice with them. Have a few students come up to the board and try a math problem. Or write a paragraph together on chart paper. Think of this guided practice as a series of rehearsals before the final performance.

Learn more: The I Do, WE Do, YOU Do Model Explained

12. During lessons, check for understanding

Check in often to make sure students are with you. A simple thumbs-up, a sticky note check-in, or a desktop flip chart are a few of the ways you can check for understanding. See who's good to go, who's almost there, and who needs some one-on-one.

Learn more: Creative Ways To Check for Understanding

13. Use graphic organizers

A graphic organizer is a powerful visual learning tool that teachers can use to help students organize their thinking before, during, or after a lesson. They are a great way for students to classify and communicate their ideas more effectively. A simple Google search will connect you to all kinds of printable graphic organizers that you can customize to the material you are teaching.

Learn more: Graphic Organizers 101

14. Try sentence starters

Sometimes a head start helps students gather their thoughts. Provide students with the first part of a statement and ask them to fill in the blanks. Sentence starters can be an especially great support for English-language learners.

Learn more: Using Sentence Stems in the Classroom

15. Coach students to help each other

When learning a new concept or reading a difficult passage together, call on a strong student to answer a question. Then, call on another student to repeat, in his or her own words, what was just said. By listening and repeating, you reinforce your students' understanding.

Learn more: Fun Ways To Help Your Students Collaborate in the Classroom

16. Set clear expectations

Students (like most of us) perform better when they fully understand what is expected of them. Describe the purpose of the assignment, and give them concrete examples of the learning goals they are expected to achieve. Give them clear directions and show them exemplars of high-quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.

Learn more: Developing Clear Expectations for Learning

17. Ask open-ended questions

Another important tool we have is questioning. Asking questions allows students to organize their thoughts and elaborate on their processes. The key is making sure you ask meaningful questions. Make sure they can't be answered with a simple yes or no. In addition, the questions you ask should require reflection. And finally, questions should direct students to important, pivotal aspects of the task they are working on.

Learn more: Instructional Scaffolding Strategies

18. Use technology

Technology can help simplify the scaffolding process. Make playlists of lecture videos for students to watch before the lesson. This will allow them to preview the material and be ready to engage with the content in class. Another tip is to provide links to websites that have different ways to engage with the content, such as videos, games, articles, or demonstrations.

Many online curriculum programs are adaptive, meaning they can assess what a student knows and what information they need next. This allows students to follow a personalized learning path toward meeting learning objectives.

Learn more: Using Technology to Scaffold Student Learning

Does scaffolding learning really work?

Overall, scaffolding is an extremely effective instructional strategy when both administrators and teachers embrace and implement it consistently. But like any teaching strategy, scaffolding has its benefits and challenges.

Benefits of scaffolding:

Promotes a positive learning environment because students feel supported and are able to ask questions, encourage their classmates, and offer their opinions.

Builds students' confidence as they progress to more difficult tasks.

Leads to higher engagement, which motivates students to learn more on their own.

Improves comprehension and problem-solving.

Allows teachers to move to a facilitator role, guiding students to take ownership of their own learning.

Challenges of scaffolding:

Takes more planning and is more time-consuming as teachers need to evaluate lessons and figure out where scaffolding is needed.

Finding appropriate scaffolds that match the diverse learning and communication styles of students.

Correctly identifying students' zone of proximal development.

Knowing when to taper off and allow students to work independently.

Releasing more responsibility to students.

# data[].attributes.attachment_link.title
18 Ways To Scaffold Learning for Your Students

# data[].attributes.attachment_link.description
Breaking learning into manageable chunks, modeling, and guided practice are some of the ways to scaffold learning for your students.

# data[].attributes.body
One of Jensen's top 10 achievement boosters for students with an effect size of 1.44. For students to succeed, we will have to shift the student narrative
and provide a better story for them to buy into.  Just click below to find out more...

# data[].attributes.attachment_link.title
Better Stories_Teaching Strategy of the Week

# data[].attributes.body
Check out the five Kagan strategies for student engagement!
1. RallyRobin
2. Timed Pair Share
3. RoundRobin
4. RallyCoach
5. Stand Up, Hand Up Pair Up |

# data[].attributes.attachment_link.title
Kagan’s FREE Articles - Research & Rationale - Research proves effectiveness of Kagan Structures.

# data[].attributes.attachment_link.description
Kagan specializes in staff development and educational resources for teachers. Visit our online store, magazine and message board � the leading authority on cooperative learning, classroom discipline and multiple intelligences.

# data[].attributes.body
As teachers, we care a LOT. We care about our students and other staff members, friends, and family. We have so many good intentions while caring but find out why being present and listening is so important....just click below to read more...

# data[].attributes.attachment_link.readable_text
Caring for someone requires more than good intentions. Founding editor Barry Boyce shares what he learned about being present and truly listening from the time he spent with his aging mother.

My mother lived to 97, the last survivor of her generation within her family, her extended family, and her circles of friends. In her last years, her body was wracked with pain. As her pain and loss mounted, I saw how small my pains were by comparison and yet I complained as much or more. I better toughen up if I live that long, I thought.

Caring for her fell mostly to my brother and his wife, who lived nearby. I may have done as much harm as good trying to relieve their burden during my visits. Taking my mom out to lunch, I absentmindedly put her purse on the car roof before pulling off. Its contents, strewn along a highway, were fortunately recovered by a good Samaritan, but it took him a long time to figure out how to get in touch.

When it comes to extending care to others, good intentions may indeed pave the road to hell.

I learned that day just how anxious a person in advanced age can become when routine is thrown all to hell. Another time, I thought I'd do my mother a favor by buying her a toaster oven, while in fact I created another fire hazard in her apartment for my brother to be concerned about. When it comes to extending care to others, good intentions may indeed pave the road to hell. While I screwed up a lot, giving care to my mother did teach me a few things, and I've had to keep learning more, because it turns out that as you get older, you're likely to be called upon to offer care for more and more people (not to mention learning to accept some care yourself). Duh.

What I've Learned About Giving Care

With age comes infirmity, and lots of other complications that spring from that, many of which are limitations on long-accustomed freedoms (e.g., driving, hearing conversation, a healthy appetite, a good night's sleep, meaningful livelihood, and so on). My learning has been helped along by a number of people who know mindful caregiving, such as Frank Ostaseski, Susan Bauer-Wu, Toni Bernhard, Judy Lief, and Dr. Christiane Wolf.

When I slowed down, listened with my whole body, and attended to her fully, I noticed how much my heart was breaking and how I'd been trying to run from that.

Among the first lessons I learned was that presence takes precedent over words. I would arrive at my mother's nursing home wrapped up in my thoughts, distracted by my important little entrepreneurial pursuits, and end up talking at my mother rather than with her. When I slowed down, listened with my whole body, and attended to her fully, I noticed how much my heart was breaking and how I'd been trying to run from that. If you're truly present, there will be pain, and your heart will break lots.

How to Stay Present

I keep learning, though, how resilient the heart is. It can break limitlessly. I've learned that continually asking "How're you doing?" or even "What can I do?" doesn't necessarily offer real caring. It can force someone into an evaluating mindset. When you do that to yourself a lot, you become more anxious or claustrophobic, assessing rather than living. Now I rarely ask. I try finding ways to convey caring and let the other volunteer whatever it is they wish to offer or ask, to let them have more agency, rather than being the object of my caring. It's possible to offer the gift of warm or cool space, what Frank Ostaseski calls "bringing your whole self to the experience" and finding "a place of rest in the middle of things."

You may even be able to anticipate someone's wants or needs by observing or gently probing, trusting in the intuitive bond that can develop. Continually touching in with your body rather than your chattering, narrative-making thought process can foster a non-verbal link that announces how much you care. Thank heaven for the many caregivers who have given so much of themselves during the pandemic. In their embodiment of genuine caring they speak loudly and poignantly by repeatedly showing up. We owe them a great debt of gratitude.

# data[].attributes.attachment_link.title
Why Part of Caregiving Is Listening - Mindful

# data[].attributes.attachment_link.description
Caring for someone requires more than good intentions. Founding editor Barry Boyce shares what he learned about being present and truly listening from the time he spent with his aging mother. My mother lived to 97, the last survivor of her generation within her family, her extended family, and her circles of friends.

# data[].attributes.body
Let's focus on our own emotional growth so that we can practice and model SEL skills in order to integrate them into our school culture and teach them explicitly to our students.  Click below to read more...

# data[].attributes.attachment_link.readable_text
Can't attend the live webinar? Register so that you get a link to the recording!

This blog was originally published on The Chalk Blog on March 26th, 2021. It has been republished here with permission.
Did you know that March 26 th is International SEL Day? I appreciate that a specific day has been designated to focus on social and emotional learning (SEL), andI am hopeful that this focus perseveres beyond March 26 th. My hope is grounded in my reflection of the past year. This global pandemic and long overdue call to action to address educational, social, and racial inequities have impacted all of us. Educators, as well as our students and families, have experienced illness, grief, and loss, economic insecurity, unintended gifts, realized gratitude, and many impactful life lessons. One lesson we have all learned is that social and emotional connection is vital to our mental health. This is one of the reasons that I promote social and emotional learning as a way of being.We are educators, and as educators we are Ignitors of HOPE! Our students, their families, our colleagues, and even our own families need for us to serve in this role more today, than ever before. Thus, as Ignitors of Hope,we must be focused on our own social and emotional growth so that we can practice and model SEL skills in order to integrate them into our school culture and teach them explicitly to our students. Let me share with you five ways to ignite hope by nourishing our own SEL.

1. Remember, it is not about what we do, it is about how we be. I realize educators are reading this blog and my grammar is off, but intentionally so. Our way of being matters. Most of us do not need more to do, so let's focus on how we be. Sometimes we can ignite hope in the lives of others by simply being connected. In order to do this however, we must take time to be still and to be present ourselves. If this is a challenge, start slow, chunk it and just BE!

2. Speaking of being- be intentional. Specifically, intentionally practice gratitude. Take a moment every day to appreciate a person or an experience, and then share your gratitude with others. When we verbalize our gratitude, we provide an opportunity for others to feel grateful too.

3. Embrace clarity. Think about how many times in the last week you have heard the term "social distancing" or used it yourself. Social distancing implies social isolation. None of us need more of that, nor do our students or our families. You will find empowerment in simply choosing to be clear about calling it what it is: physical distancing. Begin to use the term physical distancing, instead of social distancing. Not only will this choice remind us of our responsibility to model behaviors that keep ourselves and others safe, our word choice will also inadvertently emphasize the importance of emotional and social connection. For more clarity on the difference, watch this video for International SEL day on the topic.

4. We've all heard the saying, "You cannot pour from an empty cup." We know this, but often need the reminder that cups are refillable. So, fill your cup with real-time self-care strategies. Again, these come back to how we be, not more that we need to do. Notice your feelings. Celebrate your strengths. Ask for help. Breathe intentionally...even just one breath. Try it with me. Close your eyes, breathe slowly in through your nose, hold it for a second or two, and now breathe gradually out through your mouth. It takes no more than five seconds, but it can be centering, help you to refocus or to find peace in the moment.

5. Finally, we can focus on what is within our control. I often remember the wisdom from one of our family's heroes, John Wooden. He said, "Don't let what you cannot do, interfere with what you can." During this pandemic and as we head back into school buildings (regardless of the uncertainty we may feel, the frustration of not knowing what tomorrow will bring or how things might change without notice) there are certain things over which we have no control. We can, however, let go of those things and focus on choices within our power. We can choose to focus on joy, to come from a place of love and respect in our response to the words or behaviors of others, and to practice optimistic attitudes followed by reinforcing actions. We can also choose to believe - in ourselves and others and to be merciful when things don't go exactly as planned. When we manage our responses to our emotions by focusing on the things within our realm of influence, we leverage our role as Ignitors of Hope!

Let me end by saying, thank you- for who you are, all you do, and how you be!For, we are educators, and we are Ignitors of HOPE!

# data[].attributes.attachment_link.description
Can't attend the live webinar? Register so that you get a link to the recording! This blog was originally published on The Chalk Blog on March 26th, 2021. It has been republished here with permission. Did you know that March 26 th is International SEL Day?

# data[].attributes.headline
3 Restorative Practices for Classroom Conflict

# data[].attributes.subject
3 Restorative Practices for Classroom Conflict

# data[].attributes.body
Focus on building relationship to help restore connection when conflict occurs...click below to read more...

# data[].attributes.attachment_link.readable_text
As teachers know, relationships are at the core of any learning environment. After a year of trauma and separation during the pandemic, and despite the exhaustive efforts of amazing educators, many students reported feeling isolated and disengaged from their peers. Looking ahead to the start of a new year, educators should place intentional relationship building at the center. Beginning of the year activities need to prioritize opportunities to get to know peers, help teachers learn more about students, and develop a shared classroom community that feels supportive and safe. All of these efforts ensure that when conflict arises, your students will have solid connections to rely on.

When inevitable conflicts emerge, those strong relationships will help repair harm and restore connection. Restorative Practices (RP) are great tools to have in your teacher toolbox for managing these inevitable setbacks. The RP framework is based on principles that work to proactively cultivate and sustain powerful relationships.

"Restorative practices, in essence, replace systems that impose punishment and top-down systems of control on students in favor of a more communal, collaborative system of communication, expectation-setting and accountability." Cory Collins, Toolkit: The Foundations of Restorative Justice

Through Restorative Practices, schools can:

Strengthen campus communities,

Create a safer, more caring environment,

Prevent bullying and reduce student conflicts,

Reduce suspension and expulsion rates,

Build awareness of the impact of one's actions,

Develop a more effective teaching and learning environment.

Try these 3 essential Restorative Practices in your classroom to develop a connected community that is able to navigate conflict with ease!

1. Mindfulness

Mindfulness is a powerful tool that helps students learn to calm themselves, focus their attention, and interact with others in a positive way. Mindfulness practices have been found to strengthen developmental processes, increase academic performance, improve social behaviors, and decrease aggression. As educators introduce mindful techniques, students become more aware of how their bodies react to emotions, including anger and hurt feelings. They can work to manage potential conflict before it escalates. The digital resources below can help to encourage mindfulness:

Conflict Escalator Lesson : Students learn to think about how conflicts can go from a small problem to a big conflict depending on how we respond to it.

Meet Your Brain Video Series: Take a tour to meet the regions of your brain and learn more about how they operate!

Go Noodle Flow Video Collection: Access high-quality and engaging mindfulness videos from Go Noodle that will have your students singing, dancing and deep-breathing along with their favorite characters.

ChangetoChill Video Library: This program helps teens become more aware of the things that stress them out and equips them with relevant tools and resources to better manage their emotions.

Circles are a versatile tool that can be used both proactively to build connections and reactively to respond to conflicts and problems. The circle process creates space for students to share their stories and perspectives while giving others the opportunity to listen and understand. Circles can also be used to begin and end the day or celebrate students. Watch these restorative circles in action!

For more information on Restorative Circles and step-by-step lessons to help you begin facilitating restorative circles in your community, download this comprehensive toolkit, from Teaching Restorative Practices with Classroom Circles developed by the Center for Restorative Process. These Sample Prompting Circle Questions and Closing Circle Suggestions simple ideas to help you get started! SFUSD provide some

3. Affective Statements

Language shifts can make a huge impact when working with students to resolve conflict. By teaching affective statements, or feelings statements, students learn to express the reasons for their feelings and what they need to feel better.

"Don't call your classmates stupid. It's not very kind."

" sad that you called David stupid he is an excellent student and he works very hard. I need you to apologize for what you said and think of some other ways you can manage your frustration if you are mad at your friend."
In this scenario, the teacher stated her feelings, without placing blame, and told the student what she needs from the student to repair the harm that was caused.
Use "I feel..." statements in your classroom to encourage language shifts among students and independent conflict resolution. Download this helpful guide to crafting an affective "I feel" statement.

For more background and strategies to help facilitate shifts in classroom language, watch these two informative videos focused on Affective Statements .
Interested in learning more about the power of Restorative Practices? Check out these additional resources!
If you're looking for an extended study of Restorative Practices, check out this course from our friends at Learners Edge - 5006: Building Peace Through Restorative Practices in Schools . This course introduces teachers to a holistic approach to classroom management based on the principles of restorative justice in schools. While traditional classroom management often relies on a system of rewards and punishments to encourage positive behavior, restorative practices focus on building healthy relationships, fostering SEL skills, and empowering students to address and correct misbehaviors cooperatively. You'll build a solid framework to use as you create a climate of warmth and inclusion that respects all people and also holds everyone accountable for being a good citizen.
This blog was originally published on The Chalk Blog on June 22nd, 2021. It has been republished with permission.

# data[].attributes.attachment_link.title
3 Restorative Practices for Classroom Conflict

# data[].attributes.attachment_link.description
As teachers know, relationships are at the core of any learning environment. After a year of trauma and separation during the pandemic, and despite the exhaustive efforts of amazing educators, many students reported feeling isolated and disengaged from their peers. Looking ahead to the start of a new year, educators should place intentional relationship building at the center.

# data[].attributes.body
"According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), these skills include how to "understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.""

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.body
"Barry Boyce guides you through a short mindfulness practice to help you to connect with your attention." Just click below to find out how...

# data[].attributes.attachment_link.readable_text
Barry Boyce guides you through a short mindfulness practice to help you to connect with your attention.

Daily mindfulness practice can make a real difference in your life. In fact, a recent study of mindfulness-based stress reduction practitioners that was published in an American psychological journal suggests that increasing mindfulness on a daily basis, "can be a beneficial means to improve daily psychological well being."

Regularity is key, too. It builds your mindfulness muscle-your memory that you can be aware of what's up with you and your surroundings at any given moment. The mindfulness you engage in every day can vary in terms of the type of things you do, the length you do it, and how you do it, but the key is to be doing something every day.

One thing I know is that we get off-kilter at various times throughout the day. Our emotions can take us off course, our circumstances can, too, and mindfulness practice can help us to re-establish ourselves. So, with that in mind, let's start with a little practice that we call "Taking Your Seat."
You can choose to watch the video, listen to the audio, read the practice, or all three!
Watch the video:

Listen to the practice:

Read the practice:

Start by just taking a seat-it can be on a chair or a bench, even a park bench. If you prefer the floor, you could sit on a cushion. The key thing is to make sure you have a stable, solid seat-a position that doesn't leave you feeling as though you're perched or as though you might rock back and forth.

Now let's pay attention to our lower half: our legs. feet, bottom. If you're on a cushion you could simply cross your legs comfortably in front of you. Make sure your knees are at the same level or below your hips, otherwise, it's going to be uncomfortable after awhile. If you're seated on a chair, it's a good idea to have your feet on the floor, fully touching the floor.

Focus on the upper half of your body now: the torso. We want to straighten but not stiffen our spine. Try leaning over a bit first, letting yourself relax down, and then lift up. Allow your spine to have its natural curvature, which is the shape of a question mark. You should have a feeling of being upright. If you have some issues with your spine, just get yourself into whatever works for you as a comfortable, upright posture.

Now for our arms and hands. The upper part of our arms should be parallel with our torso. And we let our hands drop and rest naturally from there. As long as your arms are parallel, that keeps you from hunching over or being too stiff.

Let's focus on our head and eyes now. The first thing we do is just drop our chin slightly and allow our gaze to lower. It's kind of a humble position. At this point, you can let your eyes close. Just feel the relaxation of your eyes-they do so much work so much of the time. This is our opportunity to let them relax.

The last part we pay attention to is our mind and body together. First, notice points of contact. Notice how it feels to have your feet touching the floor. Or if you're seated cross-legged on a cushion, notice the contact that your legs have with that cushion; feel your bottom touching your chair or cushion. It's very important where you have your points of contact. Consider yourself a dignified rider, riding a horse through life.

For a little while now, simply pay attention to your breath: your breath going out, and coming in. You can notice here that you think all sorts of thoughts. Just let them flow and be there, and come back to being in your chair or on your cushion, or on your bench, wherever you are, settled, stable. If something upsets you, come back to that, just being settled.

Now, let's take one last deep breath in ... and fully out. And open your eyes.

Maybe that provides a little bit of refreshment-you can take that little break and then launch back into your day.

A basic mindfulness practice for creating more harmonious circumstances for ourselves and for others, raising our awareness and stirring our curiosity. Read More

# data[].attributes.attachment_link.title
Mindfulness Meditation for Beginners - Mindful

# data[].attributes.attachment_link.description
Barry Boyce guides you through a short mindfulness practice to help you to connect with your attention. Daily mindfulness practice can make a real difference in your life. In fact, a recent study of mindfulness-based stress reduction practitioners that was published in an American psychological journal suggests that increasing mindfulness on a daily basis, "can be a beneficial means to improve daily psychological well being."

# data[].attributes.body
You have all year to participate in the 2020 APS Employee Wellness Incentive Program! It runs from January 1 - December 31, 2020

# data[].attributes.body
Free, confidential short-term counseling for you and your immediate family. They offer WeCounsel virtual visits. Please call 505-884-9738

# data[].attributes.body
Our "Life on Mindfulness" ongoing program can help you experience less stress, anxiety, depression, and have a greater sense of overall well-being. This is a free program for all APS employees. Just click below and access it through the APS intranet.

# data[].attributes.attachment_link.title
MyStressTools · Resilience and Stress Management Training

# data[].attributes.body
Strong decision-making skills can help educators build engaging and welcoming virtual classrooms
Click below to read more....

# data[].attributes.attachment_link.description
How educators can provide excellent instruction as they develop their online classrooms.

# data[].attributes.headline
Five Tips for Practicing Mindfulness at Work

# data[].attributes.subject
Five Tips for Practicing Mindfulness at Work

# data[].attributes.body
Mindfulness training is about your life. It isn’t about the time you meditate on a cushion or chair. It is about learning to be awake for each moment of your life.
Get the 5 tips by clicking below...

# data[].attributes.attachment_link.readable_text
Janice Marturano suggests ways to practice mindfulness that won't add to your already over-packed schedule.

Mindfulness training is about your life. It isn't about the time you meditate on a cushion or chair. It is about learning to be awake for each moment of your life. So bringing your training into the moments in the day is a necessary requirement.

The good news is that you can bring your training into everyday moments without adding any more demands on your already too-packed schedule. I like to call these moments Purposeful Pauses. It isn't just about stopping, it is about noticing what is here to be noticed when you stop. And it is about redirecting the attention when it takes off into the future or the past.

This is a continuation of the attention training you experience when you are practicing meditation on your cushion or chair. These Purposeful Pauses allow you to step off the daily treadmill and perhaps find some spaciousness in the day to make more conscious choices.

5 Ways to Be Mindful at Work

With each Purposeful Pause below, practice noticing when the attention drifts and redirect it back to where you are now.

1. Choose to start your day rather than letting the day start you-begin each day by noticing the sensations of the breath for a few breaths before jumping out of bed.

2. Use transitions wisely -choose some days to drive to and from work without the radio or phone. When you arrive at your destination, allow yourself a few moments to sit in the car, noticing the breath.

3. Nourish yourself -mindfully eat your lunch attending to the colors, taste, and smells of the food.

4. Just walk between meetings -no emails or texts-feeling the feet on the floor, the air on the skin, and the possibility of greeting colleagues you pass rather than bumping into them while you text!

5. Sit at your desk while your computer is turning on, noticing the sensations in the body as you sit.

Try one each day, what do you notice? What other Purposeful Pauses do you discover?

This blog post originally appeared in the Huffington Post. Read the original post.

# data[].attributes.attachment_link.title
5 Tips for Practicing Mindfulness at the Office - Mindful

# data[].attributes.attachment_link.description
Janice Marturano suggests ways to practice mindfulness that won't add to your already over-packed schedule. Mindfulness training is about your life. It isn't about the time you meditate on a cushion or chair. It is about learning to be awake for each moment of your life.

# data[].attributes.body
"First and foremost, we have to get away from having a fixed mindset because it has terrible implications for how we treat students. We do not have a crystal ball, and we shouldn't treat students who struggle like they will struggle for the rest of their lives. It's like a self-fulfilling prophecy. If we treat students like they will always struggle...they may always struggle." Click below to read more...

# data[].attributes.attachment_link.provider_name
Education Week - Peter DeWitt's Finding Common Ground

# data[].attributes.attachment_link.readable_text
Stanford professor Carol Dweck's work is being used all over the world. When we look at what school should epitomize...the growth mindset should be at the center. Many adults who work in schools say we need to get away from a fixed mindset, because a student's intelligence and future are not set. There is always room for growth.
But what if our actions in school contribute to the reason why a growth mindset has a low effect size?
Recently, John Hattie gave a keynote at the Annual Visible Learning Conference in San Antonio, Texas. Over 1,000 attendees from all over the world sat in the audience when Hattie gave a keynote focusing on The Science of How We Learn, which is the title of his book that was published 2 years ago.

As Hattie was going through the Skill, the Will and the Thrill of learning, he put up a slide that said, "Growth vs. Fixed mindset - .19." For those of you who don't know, and for full disclosure, I work with John as a Visible Learning Trainer. I gave up being a school principal in a community I loved to work with him. I write about his work from time to time because it provokes some of my best thinking. And because I'm such a huge fan of the growth mindset (I barely graduated from high school and was retained in elementary school), this slide poked my own hornet's nest.

We usually look for effect sizes that are .40 or above, which is what Hattie refers to as the Hinge Point. The Hinge Point provides a year's worth of growth for a year's input. A .19 is concerning because it is so much lower than the Hinge Point. The beauty of Hattie's work is that an influence with a low effect size (ex. Growth vs. Fixed Mindset) doesn't mean we shouldn't do it. The low effect size may be due to how the adults in the classroom or school building approach the influence, and we may have to change how we approach it.

As Hattie continued to speak, he said the reason why growth vs. fixed mindset has a low effect size is due to the fact that adults have a fixed mindset and keep treating students accordingly, so right now the effect size is low, and will continue to stay low unless we change our practices in the classroom. We put students in ability groups, they get scores on high stakes tests that help label them, and then we place them in Academic Intervention Services (AIS) which adds to their fixed mindset. Once students enter into AIS or Special Education, very few leave.
Students are conditioned to have a fixed mindset, and it's due to us. What can we do differently?
First and foremost, we have to get away from having a fixed mindset because it has terrible implications for how we treat students. We do not have a crystal ball, and we shouldn't treat students who struggle like they will struggle for the rest of their lives. It's like a self-fulfilling prophecy. If we treat students like they will always struggle...they may always struggle.

If students aren't doing well in our classrooms it may not be due to them and may require that we change the way we teach. " Change the environment and not the child." When we use ability groups, categorize students by test scores, and do not instruct in a variety of ways, we will continue to treat students with a fixed mindset. Our fixed mindset puts them at a greater risk of having a fixed mindset. We need to try to do the following:

Less Testing - Yes, I know. We don't feel like we have control over this but we do have control over parts of it. We can continue to speak up about the harmful way that high stakes testing is being used, but we can also change the way we use the tests we create and use in our classrooms. First of all, use less summative testing. Formative assessment is the sweet spot. Be less concerned about grades and more concerned about formative assessment. Join Teachers Throwing Out Grades and read this blog by Shirley Clarke.

More feedback - If we want things like class size to matter more, than we need to change the way we provide feedback. Reflect on the feedback you provide to students. Does the feedback go deeper as the students gain more expertise in the topic? Or do we just slap a grade or a sticker on a paper and say "Great job!" Praise, although great to hear, does not move learning forward.

Flexible Grouping - When we put students in ability groups like Lions, Tigers and Bears, something I was guilty of, they know which group has the high achieving students and others who are not as gifted in the curricular area. Students, no matter their academic level, can provide effective feedback to each other if it has been modeled correctly.

Different Questioning - 95% of questions stay in the surface level. According to Hattie's research, Experienced teachers ask 75% surface and 25% deep. Expert teachers as 75% that are deep and 25% that are surface. Check out SOLO Taxonomy for alternatives.

Stop talking so much - "Teachers ask more than 200 questions per hour," which means wait time is low and students are not getting the opportunity to talk with one another. Try to do a Think, Pair, Share or cooperative conversations.

In the End
We talk a lot about the growth mindset but our actions may be counterproductive to putting it into action. A growth mindset is so vitally important for adults and students. Adults need to have that mindset for their own growth but more importantly for the growth of their students.

Talking about the growth mindset is not good enough. Our actions are where the rubber hits the road. If we believe the growth mindset is important, and believe that it should have a higher effect size, then we need to follow up with the actions to make it happen.

Peter DeWitt, Ed.D. is the author of several books including Dignity for All: Safeguarding LGBT Students (2012. Corwin Press), Flipping Leadership Doesn't Mean Reinventing the Wheel (2014. Corwin Press), School Climate Change (2014. ASCD) and the forthcoming Collaborative Leadership: 6 Influences That Matter Most (2016. Corwin Press). Connect with Peter on Twitter.

# data[].attributes.attachment_link.description
Stanford professor Carol Dweck's work is being used all over the world. When we look at what school should epitomize...the growth mindset should be at the center. Many adults who work in schools say we need to get away from a fixed mindset, because a student's intelligence and future are not set.

# data[].attributes.headline
Mindfulness to Increase Attention and Focus

# data[].attributes.subject
Mindfulness to Increase Attention and Focus

# data[].attributes.body
"One study found that after just eight minutes of mindfulness practice, study participants were better able to pay attention and their minds wandered less...."
Click below to read more...

# data[].attributes.attachment_link.readable_text
It's normal for the mind to wander, but it can keep us stuck in autopilot mode.

The untamed mind is sometimes likened to a drunken monkey that's been bitten by a scorpion. In a chaotic bid to run from its pain, the monkey leaps from tree to tree, frantically seeking relief. It cannot be still, even for a moment.

There are advantages to this. Mind and body mechanisms have evolved to deal with threats to survival, so when we're faced with approaching fire or an assailant with a weapon, the monkey mind reacts fast.

But there are drawbacks. Working at speed, the autopilot takes mental shortcuts and makes guesses, unconsciously based on what's happened before, rather than a full appreciation of the here and now. We're seeing situations with eyes of the past, simultaneously projecting into a possible future as we imagine likely dangers and rewards. We learn from, and are limited by, past experience.

Working at speed, the autopilot takes mental shortcuts and makes guesses, unconsciously based on what's happened before, rather than a full appreciation of the here and now.

How can we experience things more accurately? We need to learn how to pay attention. It's a bit like having a camera that doesn't seem to be working-if the pictures it takes of your living room are fuzzy, do you go and buy new furniture? Or do you examine the settings on the camera, and how you're holding it? The camera of the mind is powerful, and yet most of us don't learn how to use it properly.

Many studies have found that long-term meditators perform better in tasks designed to test attention, as do relative novices after they've taken a mindfulness course. This suggests attention is a skill we can learn. After a few months of mindfulness training, people are more aware of things in their environment that might not otherwise be seen consciously. One study found that after just eight minutes of mindfulness practice, study participants were better able to pay attention and their minds wandered less.

Because the mind is so used to wandering off, a good way to train attention is to practice placing and re-placing it on a simple object, such as the breath. Below is a mindfulness of breathing practice to follow-there's more guidance on working with this in Mindfulness: How To Live Well By Paying Attention. And some more reasons for paying attention to breathing in this earlier mindful.org blog.

Practice: Mindfulness of Breathing

1. Posture: Find a place where you can sit comfortably, perhaps on a chair with a firm seat, one that's low enough for the feet to be flat on the floor. Place hands on the thighs. If possible, sit with the spine self-supporting, so you aren't leaning on the backrest of the chair (unless you know you need extra support). You can close the eyes, or have them open, perhaps letting the gaze fall downwards, a few feet in front of the body.

2. Following the breath:Bring attention to breathing. Feel the breath moving in and out of the body-tuning in to its rhythm and flow. Feel the texture of the breath in the belly, and the movements of the abdominal wall with each inhalation and exhalation.

You don't have to breathe deeply-just let the breath happen as it happens.

3. Working with wandering: You'll probably notice the attention sometimes wanders to some other object. Or you might find yourself thinking about the breath, or analyzing the benefits of mindful breathing, or telling yourself you're doing this well or badly, or wondering what's going to happen next, or wanting to stop. Simply acknowledge that the wandering has happened, and gently bring attention back to breathing. You don't need to berate yourself or see distraction as a problem or failure-each time you notice the mind has wandered, you've already come back to mindfulness. You might like to congratulate yourself when you notice the wandering, and choose to come back to the breath.

# data[].attributes.attachment_link.title
How (and Why) You Should Take a Few Mindful Breaths Each Day - Mindful

# data[].attributes.attachment_link.description
It's normal for the mind to wander, but it can keep us stuck in autopilot mode. The untamed mind is sometimes likened to a drunken monkey that's been bitten by a scorpion. In a chaotic bid to run from its pain, the monkey leaps from tree to tree, frantically seeking relief.

# data[].attributes.headline
Mindful Breathing to Increase Focus and Engagement

# data[].attributes.subject
Mindful Breathing to Increase Focus and Engagement

# data[].attributes.body
"One study found that after just eight minutes of mindfulness practice, study participants were better able to pay attention and their minds wandered less...."
Click below to read more...

# data[].attributes.attachment_link.readable_text
It's normal for the mind to wander, but it can keep us stuck in autopilot mode.

The untamed mind is sometimes likened to a drunken monkey that's been bitten by a scorpion. In a chaotic bid to run from its pain, the monkey leaps from tree to tree, frantically seeking relief. It cannot be still, even for a moment.

There are advantages to this. Mind and body mechanisms have evolved to deal with threats to survival, so when we're faced with approaching fire or an assailant with a weapon, the monkey mind reacts fast.

But there are drawbacks. Working at speed, the autopilot takes mental shortcuts and makes guesses, unconsciously based on what's happened before, rather than a full appreciation of the here and now. We're seeing situations with eyes of the past, simultaneously projecting into a possible future as we imagine likely dangers and rewards. We learn from, and are limited by, past experience.

Working at speed, the autopilot takes mental shortcuts and makes guesses, unconsciously based on what's happened before, rather than a full appreciation of the here and now.

How can we experience things more accurately? We need to learn how to pay attention. It's a bit like having a camera that doesn't seem to be working-if the pictures it takes of your living room are fuzzy, do you go and buy new furniture? Or do you examine the settings on the camera, and how you're holding it? The camera of the mind is powerful, and yet most of us don't learn how to use it properly.

Many studies have found that long-term meditators perform better in tasks designed to test attention, as do relative novices after they've taken a mindfulness course. This suggests attention is a skill we can learn. After a few months of mindfulness training, people are more aware of things in their environment that might not otherwise be seen consciously. One study found that after just eight minutes of mindfulness practice, study participants were better able to pay attention and their minds wandered less.

Because the mind is so used to wandering off, a good way to train attention is to practice placing and re-placing it on a simple object, such as the breath. Below is a mindfulness of breathing practice to follow-there's more guidance on working with this in Mindfulness: How To Live Well By Paying Attention. And some more reasons for paying attention to breathing in this earlier mindful.org blog.

Practice: Mindfulness of Breathing

1. Posture: Find a place where you can sit comfortably, perhaps on a chair with a firm seat, one that's low enough for the feet to be flat on the floor. Place hands on the thighs. If possible, sit with the spine self-supporting, so you aren't leaning on the backrest of the chair (unless you know you need extra support). You can close the eyes, or have them open, perhaps letting the gaze fall downwards, a few feet in front of the body.

2. Following the breath:Bring attention to breathing. Feel the breath moving in and out of the body-tuning in to its rhythm and flow. Feel the texture of the breath in the belly, and the movements of the abdominal wall with each inhalation and exhalation.

You don't have to breathe deeply-just let the breath happen as it happens.

3. Working with wandering: You'll probably notice the attention sometimes wanders to some other object. Or you might find yourself thinking about the breath, or analyzing the benefits of mindful breathing, or telling yourself you're doing this well or badly, or wondering what's going to happen next, or wanting to stop. Simply acknowledge that the wandering has happened, and gently bring attention back to breathing. You don't need to berate yourself or see distraction as a problem or failure-each time you notice the mind has wandered, you've already come back to mindfulness. You might like to congratulate yourself when you notice the wandering, and choose to come back to the breath.

# data[].attributes.attachment_link.title
How (and Why) You Should Take a Few Mindful Breaths Each Day - Mindful

# data[].attributes.attachment_link.description
It's normal for the mind to wander, but it can keep us stuck in autopilot mode. The untamed mind is sometimes likened to a drunken monkey that's been bitten by a scorpion. In a chaotic bid to run from its pain, the monkey leaps from tree to tree, frantically seeking relief.

# data[].attributes.body
Consistency is critical to creating space for effective learning environments. Students are able to participate in learning more effectively when they have a clear understanding of classroom procedures and their importance.   If students can name the expectations and receive consistent responses to their behavior they are in better control of their actions.

# data[].attributes.headline
Teacher Praise: An Efficient Tool to Motivate Students

# data[].attributes.subject
Teacher Praise: An Efficient Tool to Motivate Students

# data[].attributes.body
"Teacher praise is one tool that can be a powerful motivator for students." click below to read more...

# data[].attributes.attachment_link.title
Teacher Praise- An Efficient Tool to Motivate Students | Intervention Central

# data[].attributes.headline
Classroom Management Skills to Support Academic Engagement

# data[].attributes.subject
Classroom Management Skills to Support Academic Engagement

# data[].attributes.attachment_link.title
Classroom mgmt skills to support academic engagement

# data[].attributes.headline
How Generation Z Will Change The World According To Experts 

# data[].attributes.subject
How Generation Z Will Change The World According To Experts 

# data[].attributes.body
Dr. Jean Twenge, David Stillman, and Jonah Stillman study generations, they offer some predictions for how Gen Z will change the world. Shared by Sherri Blowers

# data[].attributes.attachment_link.title
how generation z will change the world according to experts - Yahoo Search Results Video Search Results

# data[].attributes.attachment_link.description
The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

# data[].attributes.body
Tier 2 intervention Example for ELA

# data[].attributes.headline
Developing a Growth Mindset in Our Students

# data[].attributes.subject
Developing a Growth Mindset in Our Students

# data[].attributes.body
6 Ways to help students develop a growth mindset

# data[].attributes.attachment_link.title
ARTICLE Developing a Growth Mindset in Our Students

# data[].attributes.body
Best practices for bringing mindfulness into the classroom from 25 of today’s leading mindfulness experts and educators

# data[].attributes.attachment_link.title
Mindful Educators Community - Mindfulness for teachers, parents, and communities

# data[].attributes.attachment_link.description
Mindfulness for teachers, parents, and communities

# data[].attributes.headline
Wellness Tip of the Week:        4 Ways to Soothe Nighttime Anxiety

# data[].attributes.subject
Wellness Tip of the Week:        4 Ways to Soothe Nighttime Anxiety

# data[].attributes.body
"According to the American Psychological Association, 43 percent of Americans say stress has caused them to lie awake at night at least once a month. So is there a way we calm our anxious minds, and get to sleep more quickly?" Just click below....

# data[].attributes.attachment_link.readable_text
We may have outgrown our fear of monsters hiding under the bed, but nighttime anxiety continues to keep many of us awake long past lights out. According to the American Psychological Association, 43 percent of Americans say stress has caused them to lie awake at night at least once a month. So is there a way we calm our anxious minds, and get to sleep more quickly?

That's a question Jared Minkel, assistant professor and director of the adult behavioral sleep medicine program at Brown University, answers in this video from Happify.

"One of the most common difficulties with getting to sleep is people just can't turn their minds off," Minkel says. "You might be tired and sluggish all day, but you lay down in bed and all of a sudden your mind just starts going and won't stop."

If that sounds familiar, here are four ways you can quiet the mind and sleep soundly:

Four Ways to Soothe Nighttime Anxiety

1. Encourage positive distractions

Focusing all your attention on how you can't get to sleep will only make sleep more difficult. Instead, Minkel recommends distracting yourself with "interesting and engaging imagery," involving as many as your senses as possible.

For example, close your eyes and picture a nice beach-can you hear the crashing of waves? Feel the sun on your skin? Taste the salt from the sea?

"These kinds of images can then transfer into dream content, so keep it pleasant and positive," Minkel says.

2. Allow worrisome thoughts

If you're unable to sleep because you're fixated on something stressful that's happening the next day-like a big presentation at work, or a confrontation with a family member-it's common to want to push those thoughts from your mind. However, doing so may hurt more than it helps.

"Not only will you start to think about these things again, now your arousal will be higher, too," Minkel says.

Rather than trying not to think about what's worrying you, he recommends considering what comes after the big event. Remembering the mundane tasks that follow something stressful-like cleaning up your meeting space after the presentation, or going grocery shopping after you've seen family-can help you recognize that the panic will pass.

Remembering the mundane tasks that follow something stressful-like cleaning up your meeting space after the presentation, or going grocery shopping after you've seen family-can help you recognize that the panic will pass.

"Keep going until the stressful part is over and you're back into your normal life," Minkel says. "Don't just replay the worst parts over and over."

3. Practice nightly mindfulness

Often when we're wide awake worrying, we're focused on something that's happening in the future. In those cases, mindfulness can be a powerful antidote as it directs your attention towards what's happening in the present.

"You can always focus on your breathing, but it may also be helpful to focus on a physical sensation like how warm and soft your blankets feel," Minkel says.

You can also try a body-scan meditation to relax both your body and mind.

"Anything that helps you focus your attention on something that's happening right now, rather than something that might happen in the future," he says.

4. Focus on gratitude

Finally, focusing on the good can evoke pleasant emotions and help soothe you to sleep.

"For example, rather than thinking what might go wrong, try to focus your attention on something you're looking forward to," Minkel says. "You can also think of something that happened during the last day or two that you are grateful for."

It can also be comforting to think of a positive person in your life, or nice deeds other people have done for you.

"Feeling fortunate or grateful for that person can reduce worry and help you sleep," Minkel says.

# data[].attributes.attachment_link.title
What To Do When Worry Keeps You Awake - Mindful

# data[].attributes.attachment_link.description
We may have outgrown our fear of monsters hiding under the bed, but nighttime anxiety continues to keep many of us awake long past lights out. According to the American Psychological Association, 43 percent of Americans say stress has caused them to lie awake at night at least once a month.

# data[].attributes.headline
Wellness Tip of the Week:     Self Care is Essential for Building a Better Future      

# data[].attributes.subject
Wellness Tip of the Week:     Self Care is Essential for Building a Better Future      

# data[].attributes.body
"Being whole and meeting our own emotional and physical needs first, is the only way we will build the world we want to see in the future."
Learn more by clicking the link below...

# data[].attributes.attachment_link.readable_text
Repeat after me: A better world starts with the best version of me.

Sounds a little self-centered, doesn't it? Well, I want you to embrace that feeling for a moment. Let it settle into your body and make itself comfortable. Because I'm here to help you understand how focusing on your own health and wellness can lead to a better world.

Self-care. Say it out loud.

What Is Self-Care?

Self-care means asking yourself what you need and following through on the honest answer. Self-care can be as simple as getting to bed earlier on a work night, or as hard as taking a look at some of the habits you've created for yourself and their long-term effects.

Self-care is essential. It's human work we all need. Not just the activists among us, but every one of us who's been paying attention for the last few years and watching our communities come apart. We all feel the weight of this time we're living in, and we are all being called to do our part to ensure a more perfect Union.

Self-care is essential. It's human work we all need. Not just the activists among us, but every one of us who's been paying attention for the last few years and watching our communities come apart.

If you're a politically active, socially conscious individual, or simply someone whose awareness has been running on all cylinders for the last few years and have experienced burnout, secondary trauma, or compassion fatigue (yes, these are all real things!), it's time for you to gather your sisters and brothers and declare that 2019 is the year that you will learn to be a self-care taker so that you can continue to be an effective caretaker of our democracy. Being whole and meeting our own emotional and physical needs first, is the only way we will build the world we want to see in the future-together!

Self-Care is a Radical Act of Love

As a community organizer and political and social justice activist, one of the ways I know I can contribute is by sharing some of the self-care tools I've learned over the past two years. This "Self-Care for Politically Charged Times" series was borne out of my own personal plight with burnout and compassion fatigue-riding high and fully charged in 2016, sputtering through most of 2017, and, finally, experiencing complete burnout in early 2018.

I had reached a point where I needed some serious self-care and a personal recharge if I was going to have any momentum in time for the 2018 primaries. This experience resulted in a promise to myself that I would never go back to a place of ineffectiveness, defeat and malfunction-and a promise to do whatever I could to ensure that no one is left behind, feeling depleted, exhausted, and hopeless.

We are creating the world we want to see by sowing seeds of love. And that can only be done if we include love for ourselves in the mix. Our rallying cry for 2019 is: Self-Care is a radical act of love.

For me, personally, I'd continue that sentence by saying "S elf Care is a radical act of love that increases my capacity for impact!"

But self-care means something different to everyone. That's one of it's most transformational and unifying properties. What will focussing on self-care allow you to do this year? What will your impact be?

We know that self-care is good for us-it increases our emotional and physical health, it builds resilience, and paves the way for kind, compassionate engagement with the world around you.

Self-care is not always fun, sometimes it's boring, guilt-inducing, and very heavy. By prioritizing self-care you're making a choice to nourish the core of your being, tap into your sense of humanity, community, and responsibility for our path forward, and communicate with compassion across seeming political divides so we change our future for the better. Are you ready?

The Five Rules for Self-Care in Politically Charged Times

1) Your "Self" is Bigger Than You

We feel guilty about self-care because it goes against everything we've been taught about being a good human being, let alone an effective activist. Self-care means putting ourselves first and we've been conditioned to believe this is wrong and selfish. Real change-makers are meant to suffer and endure hardship; proper nutrition, healthy relationships, and exercise are frivolous, right? Ghandi, Nelson Mandela, Martin Luther King, Jr., Malala Yousafzai-these individuals are forever linked to self-sacrifice and suffering. Martin Luther King, Jr. didn't have time for self-care!

The word "self" has a negative connotation in this context because it seems to be only about the individual. But we need to expand our view of the "self" beyond the individual to include everyone we touch: our families, our communities, the whole of the natural world. When we practice self-care, we hone our interactions with everything around us: we protect the world around us. Imagine the powerful transformation that would happen if everyone took care in this way.
2) Self-Care is Inclusive
Self-care is not a virtue. It's the means by which you make your work consistent with what you want to create in this world.

One of the main issues with the way self-care is viewed today is that it's mostly geared toward women who are white and of means. It's become associated with the purchase of goods and services that are indulgent and frivolous. This is one of the reasons self-care is also seen as an "occasional" practice.

But let me be clear: self-care is for everyone-men, minorities, people of color, and individuals who are struggling to make ends meet.
3) Self-care is Not Self-Indulgence.

Self-care is a collective goal, not a commodity good. In order for us to collectively be successful, this is an essential paradigm shift that needs to happen. Only when the organizations we support, run, and invest our time and money in start viewing self-care as a pillar rather than a luxury, will we begin to see liberty and justice for all. Only when we each take responsibility for ourselves and our compassionate hearts, will we be able to achieve our unalienable rights of life, liberty, and happiness.

4) Self-Care is Difficult and Worth the Work
Merriam Webster's defines self-indulgence as the "excessive or unrestrained gratification of one's own appetites, desires, or whims." Self-indulgence is usually comprised of behaviors that alter our mood or provide us with a means of temporary escape.

How can you tell the difference between indulgence and true acts of self-care? Ask yourself if the act is a quick-fix or something that truly serves you. Does the quick-fix yield long-term benefits or is it potentially harmful? And then, once you figure out what will truly serve YOU, fight the urge to feel guilty about doing it. The truth is, doing what serves you is actually a selfless act-One that will make you a more engaged and impassioned person.

Self-care can be really hard because it's a long-term play. Ironically, so is our political and social justice work. We all know that very rarely if ever, do landscapes change overnight, but we fail to understand that this also applies to well-being. It is much easier for us to make decisions that feel good right now ("quick-fixes") than it is to have the discipline to make decisions that may suck now but feel really great later.
5) Self-Care is Not One-Size Fits All
Here are some examples of how self-care takes prioritization and discipline:

Committing to only watching one episode of "Game of Thrones" and getting to bed at a decent hour so you get a full night's rest.

Not always feeling the need to have a drink with dinner or saying no to that second drink at a party.

Learning to say "no" when you don't want to or can't do something.

Waking up early so you have time to meditate, journal, or work out.

If you are thinking that you have to start giving up most of your vices in order to truly dedicate yourself to self-care and to larger causes in 2019, the answer to a large-degree is yes. If the work we are doing in the world is larger than ourselves, then we must define clear boundaries that help ensure our long-term physical, mental, and spiritual health. If you've been doing something that causes you to think to yourself "I really need to stop doing this," then this is your invitation to take your own advice. (Remember, I told you that self-care can be difficult)

That's not to say there aren't healthy indulgences we can enjoy. These are defined by small actions we can take that help us restore balance in our lives, and bring us joy and happiness. It can be spending an evening reading a good book, not responding to texts or emails for a few hours, or having a meal with a friend while engaging in meaningful conversation. None of these things are frivolous.

The point is this: self-care is not one-size fits all. Ask yourself what you need and then listen.

If you've read this far, then please take the next steps with me and Mindful on this self-care journey. This Friday at 11:30 am Eastern I'll be live in our private Facebook group, leading a guided meditation and answering any questions you have about self-care, activism, building a community of care together. We've created this space for us to get together over the next 8 weeks, to prime ourselves for what's sure to be a crazy few years. I hope to see you there.

# data[].attributes.attachment_link.title
The Five Rules for Self-Care in Politically Charged Times - Mindful

# data[].attributes.attachment_link.description
Repeat after me: A better world starts with the best version of me. Sounds a little self-centered, doesn't it? Well, I want you to embrace that feeling for a moment. Let it settle into your body and make itself comfortable.

# data[].attributes.body
"Help your students build a rich vocabulary of essential words! World’s Worst Pet exposes students to over 1000 Tier Two words at 6 different levels through four engaging games. Aligned to the Common Core, this app provides student-friendly definitions, a playful narrative, a fun reward system and thought-provoking writing prompts!"
Just click below...

# data[].attributes.body
Differentiation means tailoring instruction (content, process, products, or the learning environment) to meet individual needs and using ongoing formative assessment and flexible grouping to give personalized feedback and adjust instruction.

# data[].attributes.body
shared by Laire Kohsman

"Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Thus, students with poor self-efficacy have low aspirations which may result in disappointing academic performances becoming part of a self-fulfilling feedback cycle."

Read more by clicking on the link below...

# data[].attributes.attachment_link.readable_text
This summary was written and compiled by Karin Kirk, SERC, and contains an overview of motivation research and pertinent references.

Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Thus, students with poor self-efficacy have low aspirations which may result in disappointing academic performances becoming part of a self-fulfilling feedback cycle. ( Bandura ) [Margolis and McCabe, 2006]

How can students gain self-efficacy?

There are four sources of self-efficacy. Teachers can use strategies to build self-efficacy in various ways.

Mastery experiences - Students' successful experiences boost self-efficacy, while failures erode it. This is the most robust source of self-efficacy.
Vicarious experience - Observing a peer succeed at a task can strengthen beliefs in one's own abilities.
Verbal persuasion - Teachers can boost self-efficacy with credible communication and feedback to guide the student through the task or motivate them to make their best effort.
Emotional state -A positive mood can boost one's beliefs in self-efficacy, while anxiety can undermine it. A certain level of emotional stimulation can create an energizing feeling that can contribute to strong performances. Teachers can help by reducing stressful situations and lowering anxiety surrounding events like exams or presentations.
[Margolis and McCabe, 2006] and ( Bandura )

Pedagogic strategies that foster self-efficacy

It is particularly exciting to note that teaching strategies used in the classroom can and do make a difference to students' self-efficacy. (Fencl and Scheel, 2005)

Research shows that the type of learning environment and teaching method can improve self efficacy in the classroom ( Bandura ). A similar result was reported by Fencl and Scheel . They describe a required, nonmajors' physics course where the effects of different teaching methods on the classroom climate and self-efficacy were measured. The students' response indicated that a question and answer format, inquiry-based lab activities and conceptual (rather than quantitative) problems had a significant effect on creating a positive climate in the classroom. In addition to those pedagogies, collaborative learning and the use of electronic applications showed a positive correlation with increased self-efficacy in their student sample. Fencl and Scheel point out that the teaching methods that showed a measurable positive effect share the common feature of engaging students in a comfortable or creative manner. Moreover, pedagogies such as collaborative learning and inquiry-based activities have also been shown to have a strong correlation with how well students learn physics [Fencl and Scheel, 2005] .

Bandura also concludes that cooperative learning strategies have the dual outcome of improving both self-efficacy and academic achievement. "Cooperative learning structures, in which students work together and help one another also tend to promote more positive self-evaluations of capability and higher academic attainments than do individualistic or competitive ones." ( Bandura )
Other pedagogies for improving self-efficacy include:

Establish specific, short-term goals that will challenge the students, yet are still viewed as attainable. [Schunk and Pajares, 2002]

Help students lay out a specific learning strategy and have them verbalize their plan. As students proceed through the task, ask students to note their progress and verbalize the next steps. [Schunk and Pajares, 2002]

Compare student performance to the goals set for that student, rather than comparing one student against another or comparing one student to the rest of the class(Bandura ).

Teaching Practices to Avoid

In his 1994 textbook chapter, Albert Bandura notes that certain well-worn pedagogical practices may have the unintended effect of diminishing the self-efficacy of students who do not reside at the top of the class academically. These include:

Generalized, "lock-step" instruction that is inflexible and does not allow for student input. A formulaic type of instructional setting makes it harder for students to ask questions or become involved in the process. The result may be that if a student becomes confused or discouraged, they are likely to remain so.

Statements or teaching practices that compare students' performance against each other. This may raise the self-efficacy of the top students, but is likely to lower the self-efficacy of the rest of the class. (Bandura )

Tips to improve self-efficacy for struggling students

(from Margolis and McCabe, 2006 )

Use moderately- difficult tasks
If the task is too easy will be boring or embarrassing and may communicate the feeling that the teacher doubts their abilities; a too-difficult task will re-enforce low self-efficacy. The target for difficulty is slightly above the students' current ability level.

Use peer models
Students can learn by watching a peer succeed at a task. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.

Teach specific learning strategies
Give students a concrete plan of attack for working on an assignment, rather than simply turning them loose. This may apply to overall study skills, such as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests
Tie the course material or concepts to student interests such as sports, pop culture, movies or technology.

Allow students to make their own choices
Set up some areas of the course that allow students to make their own decisions, such as with flexible grading, assignment options or self-determined due dates.

Encourage students to try
Give them consistent, credible and specific encouragement, such as, "You can do this. We've set up an outline for how to write a lab report and a schedule for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback
Giving praise and encouragement is very important, however it must be credible. Use praise when earned and avoid hyperbole. When giving feedback on student performance, compare to past performances by the same student, don't make comparisons between students.

Encourage accurate attributions
Help students understand that they don't fail because they're dumb, they fail because they didn't follow instructions, they didn't spend enough time on the task, or they didn't follow through on the learning strategy.

Teachers need high self-efficacy too

Teachers with a high sense of efficacy about their teaching capabilities may have an easier time motivating their students and enhancing their cognitive development. These teachers may also be able to rebound from setbacks and more willing to experiment with new ideas or techniques. Low efficacious teachers may rely more on a controlling teaching style and may be more critical of students. [Woolfolk Hoy, 2003] and ( Bandura )

"Schools in which staff members collectively judge themselves capable of promoting academic success imbue their schools with a positive atmosphere for development that promotes academic attainments regardless of whether they serve predominantly advantaged or disadvantaged students."( Bandura )

Further reading

Web sites

by Albert Bandura, Stanford University

This is a comprehensive summary of the topic written by one of its pioneers. The site provides a definition of self-efficacy, characteristics of efficacious people, and a description of how self-efficacy can be developed or undermined. The author describes self-efficacy in social, family and school settings and in various stages of life.

by Frank Pajares, Emory University

This site contains an extensive historical overview about self-efficacy and its place in education. Topics include the origins of the theory, current research and educational applications. One of the author's conclusions is that the educational system would benefit from additional focus on self-efficacy in students.

Information on Self-Efficacy: A Community of Scholars
This is a clearinghouse of information about self-efficacy, hosted by the Division of Educational Studies at Emory University.

Journal Articles

Improving Self-Efficacy and Motivation: What to Do, What to Say
by Howard Margolis and Patrick P McCabe
citation and bibliographic information
This article suggests practical solutions to improve the motivation of struggling learners. Specifically, the authors present strategies such as using peers as role models, teaching specific learning strategies, presenting the students with options and choices, communicating recent success, and more. These tactics can strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks.

Engaging Students: An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
by Heidi Fencl and Karen Scheel
citation and bibliographic information
Self-efficacy is a key predictor of achievement and retention in most academic areas, including the sciences. In this study, the effects of teaching strategies on self-efficacy and course climate were examined. The teaching methods that made significant contributions to self efficacy were question and answer, collaborative learning, conceptual problems, electronic applications and inquiry lab activities.

The Development of Academic Self-Efficacy
by Dale Schunk and Pajares, Frank Pajares
This textbook chapter provides a synthesis of educational psychology research as it relates to students' beliefs in their own abilities. The authors describe self-efficacy and its relation to other motivation constructs and explain the role of various sources of and influences on self-efficacy. The effects of various pedagogical practices are discussed, including a description of specific methods that improve self-efficacy. The role of gender and ethnicity on self-efficacy are also discussed.

Self-Efficacy in College Teaching
by Anita Woolfolk Hoy, The Ohio State University
This essay examines the topic of self-efficacy in the context of teachers' self-efficacy and how that translates into their performance. The author asserts that highly efficacious teachers tend to be more open to new ideas, more willing to experiment with new methods to better meet the needs of their students, and more committed to teaching. They persist when things do not go smoothly and are more resilient in the face of setbacks. And they tend to be less critical of students who make errors and to work longer with a student who is struggling.

# data[].attributes.attachment_link.keywords[]
teach the earth enhancing your teaching affective domain

# data[].attributes.attachment_link.description
Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and ...

# data[].attributes.headline
Wellness Tip of the Week:       Identify your Blood Pressure

# data[].attributes.subject
Wellness Tip of the Week:       Identify your Blood Pressure

# data[].attributes.body
Did you know...Hypertension accounts for the second largest number of preventable heart disease and stroke deaths, second only to smoking AND one in five women die from heart disease. Read more about ways to reduce your risk by clicking below...

# data[].attributes.headline
Using Level 1, 2 and 3 Questions to Increase Student Engagement

# data[].attributes.subject
Using Level 1, 2 and 3 Questions to Increase Student Engagement

# data[].attributes.body
Pre-plan questions for higher order thinking and rigor in your lessons as well as increasing student engagement. Click below to read more...

# data[].attributes.headline
Wellness Tip of the Week:       10 Helpful Tips for Stress Management 

# data[].attributes.subject
Wellness Tip of the Week:       10 Helpful Tips for Stress Management 

# data[].attributes.body
We often hear about doing physical exercise and relaxation techniques to help reduce stress but the alcohol and junk food we turn to as a coping mechanism for stress cause our bodies a great amount of stress as well.  So, try reducing them or replacing them with healthier options. While you are at it, try some comedy! "Laughter goes a long way to reducing stress because it releases endorphins and decreases excess levels of cortisol and adrenaline." (just click on the pic below to watch a quick comedy!)
Also read more tips at:
https://health.facty.com/lifestyle/wellness/10-helpful-tips-for-stress-management/6/

# data[].attributes.attachment_link.title
Cinema Modeoff Funniest Thing EVER on Whose Line Is It Anyway - Yahoo Video Search Results

# data[].attributes.attachment_link.description
The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

# data[].attributes.headline
Education Resources from the Library of Congress

# data[].attributes.subject
Education Resources from the Library of Congress

# data[].attributes.body
The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.
(shared by Laire Kohsman)

# data[].attributes.attachment_link.readable_text
The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

Blog: Teaching with the Library of Congress
All Posts

Blog: Minerva's Kaleidoscope: Resources for Kids and Families
All Posts

For Teachers

# data[].attributes.attachment_link.title
Education Resources from the Library of Congress | Library of Congress

# data[].attributes.attachment_link.description
The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

# data[].attributes.headline
Wellness Tip of the Week:  Maintain a healthy weight to prevent and control many diseases.  

# data[].attributes.subject
Wellness Tip of the Week:  Maintain a healthy weight to prevent and control many diseases.  

# data[].attributes.body
Why Is a Healthy Weight Important?

Reaching and maintaining a healthy weight is important for overall health and can help you prevent and control many diseases and conditions. If you are overweight or obese, you are at higher risk of developing serious health problems, including heart disease, high blood pressure, type 2 diabetes, gallstones, breathing problems, and certain cancers.
Read more at:
https://www.nhlbi.nih.gov/health/educational/lose_wt/index.htm

Try the free 6 week online weight loss at Naturally Slim for APS employees. Apply 1/28-2/8/19. Just click on the pic below to learn more...

# data[].attributes.headline
Question stems and prompts to for each 8th grade ELA standard 

# data[].attributes.subject
Question stems and prompts to for each 8th grade ELA standard 

# data[].attributes.body
shared by Shannon Apodaca

# data[].attributes.headline
Question stems and prompts to for each 7th grade ELA standard

# data[].attributes.subject
Question stems and prompts to for each 7th grade ELA standard

# data[].attributes.body
shared by Shannon Apodaca

# data[].attributes.headline
Question stems and prompts to for each 6th grade ELA standard

# data[].attributes.subject
Question stems and prompts to for each 6th grade ELA standard

# data[].attributes.body
shared by Shannon Apodaca

# data[].attributes.headline
Wellness Tip of the Week: Defuse Anxiety By Asking Yourself This One Simple Question

# data[].attributes.subject
Wellness Tip of the Week: Defuse Anxiety By Asking Yourself This One Simple Question

# data[].attributes.body
Are you stressed about work or anywhere else?
Just click on the pic below to read about how you can ask one simple question to change your relationship to stress.
Just click below to read more...

# data[].attributes.attachment_link.readable_text
Byron Katie, author and founder of The Work, explains how a simple yes or no question can help you relieve stress.

Anxiety is the great unifier these days. It seems everyone is suffering from it. What if gaining perspective on your anxiety was as simple as asking yourself one simple question?

What if gaining perspective on your anxiety was as simple as asking yourself one simple question?

That's the idea behind author Byron Katie's process to reduce stress. Katie is founder of The Work, a method of inquiry for identifying and working with stressful thoughts. She advocates that a yes or no question helps us get to the core of what's bothering us so we can understand and relieve anxieties.

Katie suggests looking at a stressor with this question in mind: Is it true? In this video from Big Think, she shares a three-step process for working with this question so that you can change your relationship to stress.

First, name your stress

Many of us may carry around stress from day to day, but aren't able to put a name to what is causing us to feel that way.

The next time you recognize that you're stressed (maybe when your shoulders start to tense up, or you realize you haven't eaten all day), Katie recommends pausing to notice what's brought on the feeling, and then write it down.

For example, you may write: My family is causing me stress.

Doing so makes the idea concrete. "It's stabilized from mind to reality; it's solid, identified and anchored," Katie says.

Then, ask yourself THE QUESTION:

Once you have the source of your stress written down, consider the question: Is it true?

Katie recommends answering this question with a simple yes or no.

"Any defense or justification or story is not inquiry," she says. " Inquiry is to get still and let the answer show you... and so we just meditate on that."

Recognizing whether you believe that thought to be true can help you identify why you act the way you do in certain scenarios. For example, if your answer to My family is stressing me out is Yes, that's true, that may explain why you avoid your parents' phone calls or lash out at your partner.

"It's like [asking], 'How do I react when I believe the thought?'" Katie says. "If we get really still, we can see that's when we go for the chocolate cake, or the cigarette we said we'd never smoke again, or the alcohol."

Finally, flip the narrative

Consider what would happen if you didn't believe that thought was true. If you responded to My family is stressing me out, with No, that's false, would they still cause you stress? Or would you open yourself up to another reason for how you feel?

In other words, says Katie, your family and their actions may not actually be stressful in and of themselves-rather, it's your thoughts about them that stir anxiety.

"It's what I'm thinking and believing about it, that is the cause of my stress," she notes.

She recommends reframing the statement to identify whether our own actions are the reason for our stress. For example, writing down: I am stressing my family out.

"And then I begin to see when I'm stressed out, how I approach people: I'm short. I can be argumentative... I'm rushed. I'm not connected," Katie says.

The practice is ultimately about changing your perspective, instead of getting stuck in a cycle of negative thoughts.

"Everything shifts, the way you see everything shifts," Katie concludes.

# data[].attributes.attachment_link.title
Defuse Anxiety By Asking Yourself This One Simple Question - Mindful

# data[].attributes.attachment_link.description
Byron Katie, author and founder of The Work, explains how a simple yes or no question can help you relieve stress. Anxiety is the great unifier these days. It seems everyone is suffering from it. What if gaining perspective on your anxiety was as simple as asking yourself one simple question?

# data[].attributes.headline
Using Tech Tools to Increase Student Engagement

# data[].attributes.subject
Using Tech Tools to Increase Student Engagement

# data[].attributes.body
If you are looking to transform your teaching and engage your students using captivating new tech tools, we have a few fantastic recommendations!

Explore Padlet, Flipgrid, Adobe Spark, and Screencastify as tools that will help you amplify student voice, increase motivation, and elevate achievement.

Just click on the link to read more...

# data[].attributes.attachment_link.title
Student Engagement_Increasing Student Voice Using Tech Tools

# data[].attributes.headline
Wellness Tip of the Week: Three Ways To Practice Self-Care

# data[].attributes.subject
Wellness Tip of the Week: Three Ways To Practice Self-Care

# data[].attributes.body
"Taking care of ourselves is an important first step to taking care of others and helps us avoid burnout and fatigue."

# data[].attributes.attachment_link.description
Dear Mindful Readers, We often push ourselves to succeed in everything we do. Whether it's taking care of family, excelling in your career, or giving back to your community, it can be hard to cut yourself slack without feeling like you've failed.

# data[].attributes.headline
10 Ways to Sabotage Your Classroom Management

# data[].attributes.subject
10 Ways to Sabotage Your Classroom Management

# data[].attributes.attachment_link.readable_text
By Jennifer Gonzalez
You know the basics: Establish clear rules and consequences, be consistent, keep students engaged. But even with all that in place, the small things you do could be wreaking havoc on your whole system.

Here are some habits you might have developed that are messing with your classroom management, along with more effective alternatives.

1. Smiling at the Wrong Times

This was a big problem for me. I thought my students were pretty funny people, so when a kid took those first steps to get us off-track, I couldn't help but smile. And that just encouraged him to continue. The irony was that five minutes later, I would be yelling at the whole class for getting too wild. Duh.

Alternative: Make a conscious effort to hold a neutral, "on-task" facial expression when you need your class to be focused. I still think it's important to show students you have a sense of humor and appreciate theirs, but everyone needs to learn that there's a time and place for it. Have a private conversation with your class clowns, letting them know that there will be times when you won't react to their jokes - that will be your signal that it's a "serious" time.

2. Handling Problems Publicly

Addressing student misbehavior in a public way risks embarrassing the student, and if she is prone to being oppositional, she's likely to talk back and dig herself into a deeper hole. You retaliate, and before you know it, a full-scale war has erupted.

A lternative: Whenever possible, address off-task behavior in private. Some teachers silently place a post-it note on the student's desk to signal that a problem has occurred, then add a check mark for every subsequent infraction.

Others just speak in a quiet voice by the student's desk or call the student up to their own. The method isn't terribly important; just aim for a bare minimum of spectacle.

3. All Sound, No Sight

So many behavior problems start with students simply not understanding what they are supposed to do. This is especially true when teachers only give verbal directions instead of making them visual.

Alternative: Provide visual cues for what students are expected to do. If you want them to do steps 1-4 of today's lab, then clean up their materials, then read silently for the rest of the period, go to the board and make a quick list: step 1-4, clean up, read. Simply writing those steps on the board will save you from having to remind students or reprimand them for not following the plan.

4. Not Waiting for Quiet

When I observe teachers, I see this mistake more often than any other: They start talking to the class before everyone has completely stopped talking. To be fair, they often wait until almost everyone is quiet, but allowing that last bit of chatter to linger causes problems: Students who don't hear what you say will either (a) turn to a neighbor to ask, or (b) follow instructions incorrectly. It's easy to blame kids for being poor listeners, but the problem could actually be the teacher's timing.

Alternative: Before addressing your class, force yourself to wait a few extra seconds (about five) until everyone - everyone - is completely quiet.

5. Making Students Choose Between Listening and Reading

When you distribute a handout to students, do you give them quiet time to actually read it? Or do you keep talking, "going over it" and constantly interrupting them to the point where they can't process any of it? When you do this, you guarantee that students will either skip over something important on the document, or miss a vital bit of information you gave verbally. The brain can't do both at once.

Alternative: If you have preliminary remarks to make before giving students written material, do your talking first, then pass out the papers. Once students have the document in hand, tell them you're going to give them a few minutes to read it. Then...BE QUIET. If you must interrupt, have students turn their papers face-down and look at you, then give the announcement.

6. Only Speaking in "Don'ts"

If I tell you not to think about a hot fudge sundae, what do you think about? Yep, a hot fudge sundae. Similarly, if you tell a seventh grade boy not to tap his pencil, he still has pencil tapping on the brain.

Alternative: Tell students what to do. These directives can address the problem at hand ( Jake, put your pencil under your textbook until I tell you to use it) or distract the student with another activity altogether ( Jake, read number 4 for me, please).

7. Taking Too Long

When a student gets off-task, an ineffective teacher will waste five minutes lecturing her about it. This not only makes you lose valuable instructional time, it also annoys the heck out of the other students, who are forced to sit and watch.

Alternative: Just becoming aware of this problem will help you improve it. Remember, you don't have to settle every issue right away; when an interaction drags on, tell the student you'll finish talking after class.

8. Staying Up Front

Proximity is a huge key to stopping misbehavior before it gets going. If you're always at the front of your classroom, you can't pick up on trouble in the early stages. By the time you notice a problem, it's already gained momentum, making it much harder to stop.

Alternative: Move around while you teach. Do it so casually and so regularly that students just expect it.

9. Focusing on the Problems

It's natural to give your energy to misbehaviors, to only comment when something goes wrong, but you'll get more cooperation if you give equal (or more) attention to the good behaviors, especially when it comes to students who have trouble with self-control.

Alternative: You've probably heard of "catch them being good," but actually doing it takes concentration. For some students, you have to wait a while before the desirable behavior happens! Watch Daniel, the pencil-tapper: After you tell him to set his pencil down, does it stay there for a few minutes? Before he grabs it again, go over and say, "Thanks for keeping that pencil down." Nine times out of ten, that will lengthen the time it takes for him to pick it up again.

10. Taking Things Personally

No matter what's going on, taking student misbehavior as a personal affront can only make things worse. But not taking it personally is a lot easier said than done.

Alternative: A mental trick I used to help me step away from those hurt feelings was to think of myself as a service provider - like a dentist - and my students as patients. If my patient got a cavity, I would treat it as best I could, but I wouldn't take it personally. If things don't always go well, it doesn't have to be about me.

Classroom management is so complex, it can take years to develop a style and a system that works. By replacing these habits with more effective practices, you'll build a better classroom for everyone.

[Illustrations by Jennifer Gonzalez]
Download a PDF of this article
► Visit Jennifer's website to see her collection of videos about
classroom management and effective instruction.

► And read more of Jennifer's thoughts about classroom management at this 2016 post: Classroom Management - Four Keys to Starting the Year Off Right.

_____________
Jennifer Gonzalez taught middle school language arts for seven and a half years (she insists on counting that half year...it was a doozy) and prepared pre-service teachers at the university level for four. Now she works full-time on her website, Cult of Pedagogy, where she shares strategies, tools, and articles like Using Notebooks for Classroom Management to help teachers make their work more effective and more fun. You can follow her on Twitter @cultofpedagogy. Her 2015 book Hacking Education, co-authored with Mark Barnes, is a must-have for school and teacher leaders.

# data[].attributes.attachment_link.title
10 Ways to Sabotage Your Classroom Management

# data[].attributes.attachment_link.description
By Jennifer Gonzalez You know the basics: Establish clear rules and consequences, be consistent, keep students engaged. But even with all that in place, the small things you do could be wreaking havoc on your whole system. Here are some habits you might have developed that are messing with your classroom management, along with more effective alternatives.

# data[].attributes.body
"Empower your students by focusing on engagement, and the management issues will dissipate."

Read more at the following website.:  https://www.edutopia.org/blog/classroom-management-student-engagement-andrew-miller

If you are still needing classroom management ideas, just click on the link below...

# data[].attributes.attachment_link.title
Classroom and Behavior Managment Websites 

# data[].attributes.headline
Wellness Tip of the Week:                A congested lymph system could negatively affect not only your physical health but your mental health.  One of the best ways to keep your lymph system in good health...exercise! So try to get some rest this break but get some exercise too!!

# data[].attributes.subject
Wellness Tip of the Week:                A congested lymph system could negatively affect not only your physical health but your mental health.  One of the best ways to keep your lymph system in good health...exercise! So try to get some rest this break but get some exercise too!!

# data[].attributes.body
Just click on the link to read more...

# data[].attributes.attachment_link.readable_text
In the early 1900s, a prominent psychiatrist named Dr. Henry Cotton ran the world's most prestigious mental institution based on the premise that depression and insanity were linked to a deep underlying infection of some kind. (1)

Dr. Cotton was famous for pulling infected teeth out of his mentally ill patients and, if that didn't work, he would excise tonsils, testicles, ovaries and, in some cases, colons.

After his death, the practice faded into obscurity until recently, when a professor at Stony Brook University suggested that certain psychiatric concerns should be considered a kind of infectious condition. (2)

There is a growing body of evidence to support this theory, and Ayurveda may have discovered this relationship thousands of years ago.

In a study published in JAMA Psychiatry in 2013, the medical records of over three million people were looked at, and it was found that any history of hospitalization for infection was associated with a 62% increased risk of later developing a mood disorder. (4) In the same study, it was found that having an autoimmune condition would increase the risk of future mood-related concerns by 45%. (4)

This relationship between the mood, brain and immune function has been recently given much more credibility due to a recent discovery. It has been long thought that the central nervous system was devoid of any lymphatic drainage, which typically governs the immune response in the body, until now!

Recently the University of Virginia discovered that the brain was, in fact, drained by hidden lymphatic vessels (glymphatics) that support immune health, a healthy inflammation response and mood health. (3,7)

If the lymphatic vessels in the brain or elsewhere in the body were to become congested, the result could be an underlying immune compromise that could leave pathogens in the brain and body - increasing the risk of infection, inflammation, auto-immunity and psychiatric concerns. (1,2)

The relationship between mood and inflammation, now thought to be linked to poor lymphatic brain drainage, was recently studied in a meta-analysis which suggested that when serotonin-specific reuptake inhibitors, such as Prozac, were given alongside low-dose aspirin or ibuprofen, there was a significant reduction in the need for psychiatric care. (5)

Other studies linked mood issues with elevated inflammation markers, like C-reactive protein (CRP), with psychiatric symptoms. (6) Again, possibly due to congested or poor draining brain-lymph.

Ancient Lymph Wisdom

While Dr. Cotton may have been on to something in the early 1900s, the need to extract infected body parts will likely be unnecessary as this research unfolds.

Ayurveda gives great importance to the lymphatic system, or "rasa." The lymph was considered the body's nutrient fluid, taking nutrients on the journey from the digestive tract to the cells of the body. It was the highway for the immune system and waste removal as well. Ayurvedic therapies for congested lymph were common, and used daily as the first line of defense against ill health.

For example, thousands of years ago, Ayurvedic texts discussed lymph vessels in the brain that line the sagittal sinus in the skull, which were considered the brain drains of cerebral spinal fluid.

Treatments for these lymph vessels in the brain, with techniques like (nasal inhalation) and other herbal therapies such as and were aimed at deep psychiatric and traumatic-triggered imbalances.

Today, the discovery of these lymph vessels is giving researchers the link they needed to connect immunity, infection, mood and inflammation.

The lymphatic system starts as lacteals lining the intestinal tract that absorb nutrients and toxins - mostly fats and proteins. If the intestinal skin becomes irritated, the lymph around the gut, called the Gut-Associated Lymphoid Tissue (GALT), can become congested. Many experts agree that this is where 80% of the body's immunity lies. If this major hub of lymph becomes congested, due to poor digestion or stress impacting beneficial intestinal microbes, the entire lymphatic system can become congested.

Congested lymph can back up into the Skin-Associated Lymphoid Tissue (SALT), causing a litany of skin concerns, as well as the Mucosa-Associated Lymphoid Tissue (MALT), which drains all of the mucous membranes of the body and lymphatic vessels that provide immunity and toxic drainage for every cell of the body.

Science has mapped the link between lymph congestion, mood, immunity and inflammatory concerns in the body and mind, and now they are finding a relationship to our long-term cognitive function as well.
>>> Read more articles about the lymphatic system

# data[].attributes.attachment_link.title
Is Your Lymph Affecting Your Mental Health? | John Douillard's LifeSpa

# data[].attributes.attachment_link.description
In the early 1900s, a prominent psychiatrist named Dr. Henry Cotton ran the world's most prestigious mental institution based on the premise that depression and insanity were linked to a deep underlying infection of some kind. (1) Dr. Cotton was famous for pulling infected teeth out of his mentally ill patients and, if that didn't ...

# data[].attributes.headline
i-Ready Extract Procedure for Manual-Upload

# data[].attributes.subject
i-Ready Extract Procedure for Manual-Upload

# data[].attributes.attachment_link.title
i-Ready Extract Procedure for Manual-Upload

# data[].attributes.attachment_link.description
updated: 10/27/16 dmr] Extracting the Data: Go to https://login.i-ready.com/ Enter login credentials, choose the state and click Go Click the "Reports" tab Under "Diagnostic...

# data[].attributes.body
Use scaffolding to help engage students. Just click below...

# data[].attributes.headline
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.subject
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.body
"Support every student by breaking learning up into chunks and providing a concrete structure for each." Just click below to read more...

# data[].attributes.attachment_link.title
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.attachment_link.description
Support every student by breaking learning up into chunks and providing a concrete structure for each.

# data[].attributes.headline
5 Scaffolding Teaching Strategies to Try Today

# data[].attributes.subject
5 Scaffolding Teaching Strategies to Try Today

# data[].attributes.body
Scaffold for students to help engage them.
Click below to learn more...

# data[].attributes.attachment_link.readable_text
Do you find that you forgo scaffolding a lesson because it seems like a lot more work for you to do? Teachers already have a lot on their plates, so I can see that scaffolding may not be at the top of their list, but if you don't scaffold a lesson, then it's like teaching a child to ride their bike without the training wheels on. It's essential that we teachers don't just say "I would like you to write a three-page essay." We have to give our students the tools to know what to do and how to write that essay.

Scaffolding is one of the first teaching strategies that you do with students. It's providing students with a tool for better understanding. If you were beginning a new chapter, you might read key vocabulary words, preview the chapter, or read a few chunks of the first chapter together as the class. Scaffolding is making sure students have a firm grasp of the information that they are about to learn by giving them the tools to succeed.

Here are 5 scaffolding teaching strategies that you can try out in your classroom today. Give them a try and let us know what you think.

Remember when you were a child in kindergarten class and you would have show and tell? I bet you can still remember some of the stuff that your classmates brought in to share. For many of us, seeing something helps us to remember it better than just hearing about it. When scaffolding, modeling and demonstrating what you want the students to do are some of the most important components. Here are a few tips on how to model:

Try engaging students by using the student fishbowl, where a group of students circled in the middle demonstrate for the outside group.

Before any activity or project, be sure to model what you want and how it will look when they have completed the task. You can even give them a rubric to follow along so they know what to expect.

Model the "Think Aloud" strategy. This is where you say everything that you are thinking as you read. This shows students how good readers use context clues to make sense of what they are reading.

2. Assess Prior Knowledge

Tap into your students' prior knowledge by encouraging them to relate and connect to their personal lives. Ask students to share their experiences and ideas. If you notice they are having a hard time relating the content then give them a few suggestions to get them started. Use this scaffolding technique every time you start a new task.

3. Include Cooperative Learning

Try to include a quick cooperative learning technique into your lesson. Try think-pair-share, numbered heads, or turn-and-talk so students get a chance to verbally articulate what they are learning with their peers. These structured student discussions allows student to process what they are learning and share and hear others ideas on the subject. It's a great outlet for kids and helps the students who are struggling to make sense of what they are learning.

4. Incorporate Visual Aids

Pictures, charts, graphic organizers and anything else that you can visually depict is a great scaffolding tool to use. Pictures and charts are a great visual representation of what you want students to learn, so a graphic organizer can help students visually organize their thoughts onto paper in an organized manner. They serve as a guide to help students think about what they want to write and are especially beneficial with challenging information or difficult texts.

5. Check for Understanding

Provide time for students to think while you check for understanding. For this strategy you start by discussing a new concept or idea, then you pause for a moment to let it sink in, then you ask a strategic question, and pause for another moment. Open-ended questions are the best to use here because they allow students to use their critically thinking skills to come up with an answer. Make sure to give students an ample amount of time to think about the answer, and after one student has answered, keep the others engaged by calling upon more students to reiterate what the first student just said. If you really see that students are having a hard time answering your question then use this question for your cooperative learning groups so students can get the opportunity to discuss it with their classmates.

There are a lot of scaffolding techniques that you can use in your classroom. Be sure to experiment and chose the ones that work well for you and your classroom. Although it may seem like it may take longer to teach a lesson, just remember that it will all be worth it in the end.
What scaffolding strategies do you use in your classroom? Do you have any that work especially well for you? Share with us in the comment section below. We would love to hear your ideas. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

# data[].attributes.attachment_link.title
5 Scaffolding Teaching Strategies to Try Today

# data[].attributes.attachment_link.description
Do you find that you forgo scaffolding a lesson because it seems like a lot more work for you to do? Teachers already have a lot on their plates, so I can see that scaffolding may not be at the top of their list, but if you don't scaffold a lesson, then it's like teaching a child to ride their bike without the training wheels on.

# data[].attributes.body
"Save time with study guides created just for Quizlet by the experts who wrote your textbook, mastered the certification you’re studying for or planned your course. Purchase premium study guides, continue learning for free on Quizlet or both — learn on Quizlet in the way that makes you most successful."
(Shared by Patty Carpenter)

# data[].attributes.headline
Wellness Tip of the Week:        You can turn negative situations and feelings into positive ones by focusing on what you are thankful for rather than what you are currently unhappy about.

# data[].attributes.subject
Wellness Tip of the Week:        You can turn negative situations and feelings into positive ones by focusing on what you are thankful for rather than what you are currently unhappy about.

# data[].attributes.body
Remember, it's not about solving your problem.  The purpose is to reframe your thoughts in a positive manner. Take the challenge and see! Just click the link below...

# data[].attributes.body
Focus on differentiation and student engagement by using Vocabulary.com!  It creates adaptive learning games from your vocabulary lists or text to help students achieve mastery.
https://www.vocabulary.com/
(shared by Laire Kohsman)

# data[].attributes.headline
Instructional Strategies to Increase Student Engagement

# data[].attributes.subject
Instructional Strategies to Increase Student Engagement

# data[].attributes.body
Shared by Shannon Apodaca

# data[].attributes.headline
Instructional Strategies to Increase Student Engagement

# data[].attributes.subject
Instructional Strategies to Increase Student Engagement

# data[].attributes.body
Shared by Shannon Apodaca

# data[].attributes.headline
Teachers should teach in small chunks, process the learning, and then rest the brain. 

# data[].attributes.subject
Teachers should teach in small chunks, process the learning, and then rest the brain. 

# data[].attributes.body
"Too much content taught in too small of a time span means the brain cannot process it, so we simply don’t learn it. Breaks, recess and downtime make more sense than content, content and more content. Here’s the guideline: the less background the learner has and the greater the complexity of the content, make the time chunk of content shorter (use 4-8 minutes). The greater the background knowledge, the less the complexity, the longer you can make the “input” stage (8-15 min. is acceptable). Under no condition, should there be more than 15 consecutive minutes of content input. Share this with your teachers. But share it in a small chunk, and then allow time for processing it."

Just click on the link below to read more...

# data[].attributes.headline
Wellness Tip of the Week: Expressing true gratitude boosts your health and spreads happiness, and has lasting effects on your brain and mental health.  

# data[].attributes.subject
Wellness Tip of the Week: Expressing true gratitude boosts your health and spreads happiness, and has lasting effects on your brain and mental health.  

# data[].attributes.body
Try writing a gratitude letter... even if you don't share it, it has the same effect!

Read about how it works by clicking on the two articles below...
https://www.mindful.org/a-simple-mindful-gratitude-exercise/?mc_cid=bacfa9bf15&mc_eid=b38476174e

https://www.mindful.org/gratitude-changes-brain/

# data[].attributes.headline
Differentiate Instruction Using the Think-Pair-Share or Rally Coach strategy

# data[].attributes.subject
Differentiate Instruction Using the Think-Pair-Share or Rally Coach strategy

# data[].attributes.body
"Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom’s range of learning and personality types."

Read more by clicking the pic below or on the following link:  :https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

# data[].attributes.headline
Menu of Effective Sheltered  Instructional Strategies for EL students 

# data[].attributes.subject
Menu of Effective Sheltered  Instructional Strategies for EL students 

# data[].attributes.body
Use this menu when planning your lessons to help differentiate instruction and assessment for your EL students

# data[].attributes.attachment_link.title
EL students Menu of Effective Sheltered Instruction (1)

# data[].attributes.headline
Differentiating with CAN DO statements for EL Students

# data[].attributes.subject
Differentiating with CAN DO statements for EL Students

# data[].attributes.body
Use these CAN DO statements to gain a better understanding of students' individual needs for instruction and overall language ability levels.

# data[].attributes.headline
Use Formative Assessment to Increase Student Engagement Through Differentiated Instruction

# data[].attributes.subject
Use Formative Assessment to Increase Student Engagement Through Differentiated Instruction

# data[].attributes.body
"...if teachers use formative assessment effectively, they can differentiate to provide “just-in-time” instruction that students truly need and find relevant. Timely and relevant instruction produces higher student engagement.

Click on the pic below to read more...

# data[].attributes.attachment_link.readable_text
By Andrew Miller
Teachers often want to know where to start with differentiated instruction as it can seem overwhelming and daunting. Questions like the ones below go through the minds of all teachers, especially those new to the teaching profession.

How can I manage small-group instruction?

How can I organize learning for students at different levels?

How can I make time for one-on-one instruction?

How can I meet the needs of all students?

I think these questions come from a lack of preparation in terms of assessment practices. When I first started teaching, I know I was not given enough tools and practices to both assess well and use assessments effectively. Assessment, as it turns out, is really the cornerstone for differentiated instruction. That being said, it totally makes sense that I was unable to differentiate effectively when I first started teaching. However, as I gained the necessary skills and practices to effectively assess my students-through self-directed learning and formal professional development-I started to realize that I could in fact differentiate. I believe that if teachers leverage formative assessment best practices more, differentiation will come naturally.
Setting Purpose and Feeding Up
In their book The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind, Douglas Fisher and Nancy Frey explain that the first part of formative assessment is for teachers to know what they're setting out to do with their students. Teachers should ask themselves this question every day: "What are we learning today?" (with the keyword being today). If teachers have specific and manageable goals for learning with their students, they know what they need to check for understanding on. The first step to differentiation is to have a clear daily purpose for learning.
Checking for Understanding
Teachers need to remember that there are many ways to check for understating. Questions, prompts, and cues can allow them to truly see if students understand what they have set out to learn. Teachers can use questions to see if there are errors in student understanding. In addition, teachers can use writing tools, performance tools, quizzes, technology tools, and more to check and see where students are in their path of learning. They can use formal assessment tools that require time for feedback, or they can use quick assessments tools like student-response systems and exit tickets. Teachers need to check for understanding to successfully plan for differentiated instruction.
Feeding Forward
In their book, Fisher and Frey also explain that formative assessment allows teachers to "feed forward"-that is, to use assessment data to plan the right types of instructional activities to use in the future. By checking for understanding and using error-analysis tools to look for global and individual errors, teachers can work smarter to plan the right type of instruction. They can create learning activities to challenge students further and plan learning to support for students who are struggling. In addition, teachers can effectively plan individual, small-group, and whole-class instruction because they know where their students are and what they need. This is the key to differentiation.
Student Engagement
When teachers use formative assessment to drive differentiation, student engagement inevitably increases. Think about it. If teachers improperly feed forward and plan whole-group instruction when only half the class needs it, they are actually setting themselves up for failure in terms of student engagement. On the flip side, if teachers use formative assessment effectively, they can differentiate to provide "just-in-time" instruction that students truly need and find relevant. Timely and relevant instruction produces higher student engagement.

Teachers looking for new ways to improve their differentiated instruction practices should start with formative assessments. Formative assessments allow teachers to know their students better and, therefore, to make the best decisions to challenge them appropriately and engage them in the learning.

FIT Teaching (Framework for Intentional and Targeted Teaching™) strategies are based on the work of Douglas Fisher and Nancy Frey. The strategies ensure high-quality teaching and learning in every classroom every day. Learn more about FIT Teaching™, how it can be used for successful teacher evaluations (PDF), and the essential components of formative assessment within the framework.

***

Andrew Miller (@betamiller) is on the national faculty for the Buck Institute for Education, an organization specializing in 21st century project-based learning. He is also an ASCD faculty member, providing expertise in a variety of professional development needs, and a regular blogger for Edutopia.

RELATED POSTS

# data[].attributes.attachment_link.title
Formative Assessment Is the Cornerstone of Differentiated InstructionASCD Inservice

# data[].attributes.attachment_link.description
By Andrew Miller Teachers often want to know where to start with differentiated instruction as it can seem overwhelming and daunting. Questions like the ones below go through the minds of all teachers, especially those new to the teaching profession. How can I manage small-group instruction?

# data[].attributes.headline
Protocol: Differentiating instruction for EL Students

# data[].attributes.subject
Protocol: Differentiating instruction for EL Students

# data[].attributes.body
Use this protocol to analyze your EL student's language proficiency scores to target and differentiate instruction for them.

# data[].attributes.body
Due 11/21/18
Just click below...