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This article is mostly about how someone's health can effect their ability to learn and do everyday tasks. Vision, movement, learning, communicating and many more that can effect people with disabilities. There are several reasons why someone might have a disability. For example, being exposed to alcohol or cigarettes while in the womb.

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Centers for Disease Control and Prevention

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Impairments, Activity Limitations, and Participation Restrictions

What is disability?

A disability is any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).

There are many types of disabilities, such as those that affect a person's:

Although "people with disabilities" sometimes refers to a single population, this is actually a diverse group of people with a wide range of needs. Two people with the same type of disability can be affected in very different ways. Some disabilities may be hidden or not easy to see.

According to the World Health Organization, disability has three dimensions:

1. Impairment in a person's body structure or function, or mental functioning; examples of impairments include loss of a limb, loss of vision or memory loss.

2. Activity limitation, such as difficulty seeing, hearing, walking, or problem solving.

3. Participation restrictions in normal daily activities, such as working, engaging in social and recreational activities, and obtaining health care and preventive services.

Disability can be:

Related to conditions that are present at birth and may affect functions later in life, including cognition (memory, learning, and understanding), mobility (moving around in the environment), vision, hearing, behavior, and other areas. These conditions may be

Associated with developmental conditions that become apparent during childhood (for example, autism spectrum disorder and attention-deficit/hyperactivity disorder or ADHD)

Related to an injury (for example, traumatic brain injury or spinal cord injury).

Associated with a longstanding condition (for example, diabetes), which can cause a disability such as vision loss, nerve damage, or limb loss.

Progressive (for example, muscular dystrophy), static (for example, limb loss), or intermittent (for example, some forms of multiple sclerosis).

What is impairment?

Impairment is an absence of or significant difference in a person's body structure or function or mental functioning. For example, problems in the structure of the brain can result in difficulty with mental functions, or problems with the structure of the eyes or ears can result in difficulty with the functions of vision or hearing.

Structural impairments are significant problems with an internal or external component of the body. Examples of these include a type of nerve damage that can result in multiple sclerosis, or a complete loss of a body component, as when a limb has been amputated.

Functional impairments include the complete or partial loss of function of a body part. Examples of these include pain that doesn't go away or joints that no longer move easily.

What is the difference between activity limitation and participation restriction?

The World Health Organization (WHO) published the International Classification of Functioning, Disability and Health (ICF) in 2001. The ICF provides a standard language for classifying body function and structure, activity, participation levels, and conditions in the world around us that influence health. This description helps to assess the health, functioning, activities, and factors in the environment that either help or create barriers for people to fully participate in society.

According to the ICF:

Activity is the execution of a task or action by an individual.

Participation is a person's involvement in a life situation.

The ICF acknowledges that the distinction between these two categories is somewhat unclear and combines them, although basically, activities take place at a personal level and participation involves engagement in life roles, such as employment, education, or relationships. Activity limitations and participation restrictions have to do with difficulties an individual experiences in performing tasks and engaging in social roles. Activities and participation can be made easier or more difficult as a result of environmental factors, such as technology, support and relationships, services, policies, or the beliefs of others.

The ICF includes the following in the categories of activities and participation:

Learning and applying knowledge

Managing tasks and demands

Mobility (moving and maintaining body positions, handling and moving objects, moving around in the environment, moving around using transportation)

Managing self-care tasks

Managing domestic life

Establishing and managing interpersonal relationships and interactions

Engaging in major life areas (education, employment, managing money or finances)

Engaging in community, social, and civic life

It is very important to improve the conditions in communities by providing accommodations that decrease or eliminate activity limitations and participation restrictions for people with disabilities, so they can participate in the roles and activities of everyday life.

References

1. World Health Organization, International Classification of Functioning, Disability and Health (ICF). Geneva: 2001, WHO.

2. US Department of Health and Human Services. The Surgeon General's Call to Action to Improve the Health and Wellness of Persons with Disabilities. Washington, DC: US Department of Health and Human Services, Office of the Surgeon General; 2005.

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This is about the different parts of the ear and how each part is made up. Secondly, this article explains the four types of hearing loss. Conductive, Sensorineural, Mixed and Auditory Neuropathy Spectrum Disorder. The degree of hearing loss can range from mild to profound.

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Centers for Disease Control and Prevention

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A hearing loss can happen when any part of the ear or auditory (hearing) system is not working in the usual way.

Outer Ear
The outer ear is made up of:

the part we see on the sides of our heads, known as pinna

the ear canal

the eardrum, sometimes called the tympanic membrane, which separates the outer and middle ear

Middle Ear
The middle ear is made up of:

the eardrum

three small bones called ossicles that send the movement of the eardrum to the inner ear

Inner Ear
The inner ear is made up of:

the snail shaped organ for hearing known as the cochlea

the semicircular canals that help with balance

the nerves that go to the brain

Auditory (ear) Nerve
This nerve sends sound information from the ear to the brain.

Auditory (Hearing) System
The auditory pathway processes sound information as it travels from the ear to the brain so that our brain pathways are part of our hearing.

There are four types of hearing loss:

The degree of hearing loss can range from mild to profound:

Hearing loss can also be described as:

Fluctuating or Stable
Hearing loss gets either better or worse over time (fluctuating) or stays the same over time (stable).

Congenital or Acquired/Delayed Onset
Hearing loss is present at birth (congenital) or appears sometime later in life (acquired or delayed onset).

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A hearing loss can happen when any part of the ear or auditory (hearing) system is not working in the usual way.

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This informational article is about proven different teaching methods to utilize in the classroom. Not all may work for one teacher. All students learn differently and the environment can be challenging to adapt to.

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A willingness to bring new teaching strategies into your lesson plan is one of the best qualities a teacher can have.

In Effective Teaching and Learning, educational researcher Naga Subramani argues that an effective teacher:

"Constantly renews himself [or herself] as a professional on his [or her] quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons. "

Is that you?

There's more than one way to teach a diverse and dynamic classroom. In this post you'll find:

A comprehensive list of 36 teaching strategies to use in math class and beyond

A list of essential resources for using them effectively

Classroom teaching strategies and techniques

1. Classroom management strategies

Infographic: 20 Classroom Management Strategies and Techniques. Click to expand!

According to research from 2006, teachers overwhelmingly reported a lack of professional development support when it came to improving their own classroom management strategies. This can lead to confusion for students and frustration for teachers.

When students clearly understand what's expected of them, they're more likely to be focused and engaged with their lessons. Some tips for building a positive environment include:

Model ideal behaviour: Clearly explain proper behaviour, and then follow it yourself.

Encourage initiative: Allow students to actively participate in the learning process with class discussions and exercises that support the initiative.

Avoid collective punishment: While it can be difficult, make a point of calling out disruptive behaviours on an individual, not collective, basis.

For more actionable classroom management teaching strategies, read 20 Classroom Management Strategies and Techniques [+Downloadable List].

2. Flexible seating

Kristine Fourman, a teacher in the Bucyrus Elementary Preschool Program, connects student seating and academics: "When students aren't trying to hold themselves still in their chairs, they can integrate auditory, visual and tactile systems of the body."

There are so many different ways to incorporate flexible seating into your classroom in a way that fits with your students' learning goals. For examples and best practices, read Flexible Seating: 21 Awesome Ideas for Your Classroom.

3. Webb's Depth of Knowledge

Norman Webb's Depth of Knowledge (DoK) is familiar to many teachers from a theoretical perspective, but it can be incredibly difficult to apply practically and consistently in your teaching strategies.

There are four DoK levels:

Level one: Recollection and reproduction

Level two: Knowledge application

Level three: Strategic thinking

Level four: Extended critical thinking

There are a number of engaging activities that can promote different DoK levels: read more about them in Specific Ways to Use Webb's Depth of Knowledge in Class.

4. Summative assessment

Summative assessments are end-of-unit tests, final projects or standardized tests used to assess student understanding on a broad and absolute level.

Critics of summative assessments say they're inauthentic and don't accurately reflect the learning process. But there are important benefits to using summative assessments as a teaching strategy: they motivate students to pay attention and challenges them to apply their learning. They're also a valuable source of insight for teachers, especially for those with larger classes -- allowing them to easily identify and correct any wide gaps in understanding across the classroom.

Don't be afraid to get creative when making summative assessments! Read Summative Assessment: A Comprehensive Guide for ideas on how to get students engaged with the testing process.

5. Formative assessment

Formative assessments are the opposite of summative assessments because they take place during the teaching process.
Formative Assessment Summative Assessment
Formative assessments can reduce student stress around testing. They give you the chance to course correct mid-unit if there are serious comprehension issues and to see which students might need a bit more one-on-one time.

Some examples of formative assessment techniques include:

For more examples and ideas, read 20 Formative Assessment Examples to Try [+Downloadable List].

Put students at the center of the classroom with active learning strategies - a teaching technique that increases student engagement in daily lessons. According to active learning advocate James Ballencia, the technique can also help teachers as much as it helps students:

"With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter."

7. Differentiated instruction

Differentiated instruction is a popular and effective teaching strategy that involves reacting to the diverse learning styles in every classroom with adjusted content and processes.

Carol Ann Tomlinson, a reputable thought leader on differentiated instruction, recommends analyzing teaching strategies on a constant basis to respond to needs:

"Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you."

Strategies like learning stations and the think-pair-share method are small ways that you can bring unique learning experiences to your students.

For more differentiated instruction ideas, read 20 Differentiated Instruction Strategies and Examples [+ Downloadable List].

8. Personalized learning

No two students are exactly alike. That's why personalized learning builds a learning experience that addresses the unique abilities of each student.

According to a study by the Gates Foundation, personalized learning can improve test scores when used to supplement math class:

"Students attending [schools using personalized learning] made gains in math and reading over the last two years that are significantly greater than a virtual control group made up of similar students selected from comparable schools."

Personalized learning allows students to learn without stigma and gets students involved in what they're learning.

Explore different options for bringing personalized learning to your classroom, including Edtech teaching strategies and increased student involvement. For a full list of tips, read 7 Personalized Learning Strategies and Examples.

9. Universal design for learning

Universal design for learning (UDL) is an educational framework that ensures all students have equal access to education. Use it in your classroom to give unique students flexible ways to learn and become more goal-oriented.

Some best practices for UDL:

UDL gives all students an impactful learning experience and helps teachers focus their efforts on students who need it most. For more information on how to make sure all your students succeed, read Universal Design for Learning: Principles and Examples.

10. Response to intervention

Response to intervention (RTI) focuses on early and continuous identification, assessment and assistance for students who have learning or behaviour needs. It's best used as part of a more general classroom management plan, and involves small-group or individual intervention that quickly addresses trouble spots.

The most effective RTI strategies are proactive. Start with everyday teaching and move to targeted intervention as soon as you spot a problem. When you're prepared to move quickly, you're more likely to be able to develop a tailored and effective learning plan.

For more information on RTI strategies and tips for bringing them to your classroom, read The Teacher's Response to Intervention (RTI) Guide: Tiers, Strategies and More.

11. Classroom technology

Technology is a great way to improve student engagement and get students excited for class, but it can be difficult to incorporate seamlessly into the classroom. There are an endless number of ways to make use technology to enhance lessons, including:

A virtual field trip: Use virtual reality apps to explore famous landmarks and natural phenomena. Take a trip to the Great Barrier Reef to study ecosystems, or tour Barcelona as part of a Spanish class.

Video mini-lessons: TeacherTube offers an education-only version of YouTube, with videos on a number of core subjects. This makes the learning process more engaging, especially for visual learners.

Podcasts: Give students relevant podcasts and engage auditory learners, or have older students create their own -- they'll develop research and technology skills at the same time.

For more ideas on how to use technology in the classroom, read 25 Easy Ways to Use Technology in the Classroom [+ Downloadable List].

Math teaching strategies and techniques

Similar to classroom gamification, math games can play an active role in getting students engaged in class and excited to learn. Offline or online, they're usually customizable and easy to incorporate into other teaching strategies.

Some examples of popular math games:

Bouncing Sums: Label a beach ball with integers, decimals and fractions. Each student must read the number on his or her label, adding or multiplying it by the sum from the previous student.

101 and out: Divide your class in half and give each group a die. Have groups roll the die and either keep it at face value or multiply it by 10. See which group can get closest to 101 without going over.

Math goodies: Math goodies is a free resource that provides puzzles and word problems. Students can either use this resource on their own or you can use it to create custom worksheets.

For more math games, read 20 Engaging, Skill-Building Math Games for Kids [1st to 8th Grade].

13. Math websites

There are thousands of math websites that can be used as part of a game-based learning approach or differentiation strategy. Online resources get students excited about learning math and can often be scaled based on knowledge and grade level.

Popular resources include:

TeacherVision: Looking for interdisciplinary activities? Look no further. TeacherVision gives teachers access to resources that connect math with subjects like art, history and geography.

SuperKids: SuperKids is a one-stop resource for building worksheets. Select a skill and number range, and generate a custom assignment.

Prodigy Math: Students go on adventures, collect pets and battle with friends, all while answering skill-building, targeted math questions.

Mental math is an important part of math fluency. When students have a quick recall for math facts and can do simple equations quickly, they have the confidence to attempt more difficult problems.

The Manitoba Association of Mathematics Teachers defines mental math as:

"A combination of cognitive strategies that enhances flexible thinking and number sense. It is calculating mentally without the use of external memory aids. It improves computational fluency by developing efficiency, accuracy, and flexibility." There are lots of resources available to boost mental math skills, including:

For more ways to practice mental math skills, read 12 Practices to Improve Students' Mental Math + Downloadable List.

Common Core math is a new framework that seeks to improve students' conceptual understanding of math by encouraging problem-solving, critical thinking, and discussion skills.

Since it's so new, instructors have struggled to prepare materials that align with the standards. If that's you, here are some techniques to get you started:

For a detailed explanation of the eight standards and ways to teach them, read 8 Common Core Math Standards, Explained [+ Examples].

16. Solve math problems faster

Teaching students to solve math problems quickly and without help can improve confidence and math fluency.

Provided your students have a solid grasp on the concepts behind what they've already mastered, math "tricks" can give them more confidence and get them excited about trying new problems.There are tricks for just about every basic function, including:

For a full list of math tricks, read How to Solve Math Problems Faster: 15 Techniques to Show Students.

17. How to teach multiplication

Multiplication is a big and often daunting step for learners, who feel like they've just mastered addition and are suddenly being thrown something new. Teachers also often struggle to communicate new concepts to student effectively.

What if we told you that multiplication could be one of the most rewarding lessons you ever taught?

Our six-step guide to teaching multiplication is designed to engage students in the learning processes with a clear and logical progression of ideas. There are lot of fun ways to teach multiplication and reduce student anxiety, including:

Multiplication doesn't have to be stressful -- start with basic concepts and work your way up, and your students will be multiplication masters in no time at all!

18. Multiplication games

Multiplication is a difficult concept for many students to grasp. Memorizing and understanding core multiplication facts is a key element of math fluency, and provides an essential foundation for further study.

Game-based learning can be a successful way to help students develop this understanding and can engage students on stressful topic. Some multiplication games include:

True or false?: Write a multiplication sentence on the board that's either true or false. In teams, the class has a minute to discuss and respond with "true" or "false" cards.

Beach ball toss: Write multiplication questions on a beach ball and throw it. Have students answer the question that is closest to their pinky finger.

Jeopardy!: It's a classic for a reason -- find an interactive template and fill it with questions. The team with the most points at the end of the game, wins!

For more fun multiplication games, read 15 Multiplication Games to Make Math Lessons Fun.

19. Multiplying fractions

So your unit on fractions is finished, and it's time to move on -- to multiplying fractions.

For some students, this leap is even more daunting than the switch from addition to multiplication. But not to worry! There are teaching strategies that will have your students multiplying fractions in no time at all.Some best practices for teaching your class about multiplying fractions:

For a comprehensive overview on how to teach multiplying fractions, read How to Multiply Fractions (+ 7 Engaging Activities).

20. How to divide fractions

The only thing scarier for students than multiplying fractions? Dividing them.Lucky for them, we did the research. There are three simple steps to dividing a fraction:

The best way to make sure that students understand how to solve a problem is to make sure that they understand what, exactly, is happening. Instead of just teaching the answer, teach students what the answer means. For more details on dividing fractions, read How to Divide Fractions in 3 Easy Steps.

21. Math puzzles

Math puzzles have been around almost as long as math has - for a reason. One study found that math puzzles "develop logical thinking, combinatorial abilities, strengthen the capacity of abstract thinking and operating with spatial images, instill critical thinking and develop mathematical memory."Math puzzles build foundational skills and increase math fluency, while also connecting to existing curricula and promoting problem-solving skills. Some popular math puzzles include:

Make sure the puzzles are the right level for your students and that they're being used appropriately. For more ideas on how to use math puzzles in the classroom, read 20 Math Puzzles to Engage Your Students.

Student-focused teaching strategies

22. Gamification

Classroom gamification is an effective way to take a child's love for play and turn it into a love of learning. The benefits are huge: gamification can help students focus and build essential skills. A 2011 study from South Korea also found that gamification kept students motivated and engaged in the classroom.

In order to effectively use gamification techniques in your classroom, start with your students: What do they like? Where are their learning needs? Are there any notable behaviour issues? Other tips include:

If you want more examples and techniques for gamifying your classroom, read How to Gamify your Classroom in 5 Easy Steps.

23. Convergent and divergent thinking

Convergent and divergent thinking are two terms coined by American psychologist JP Guilford in the 1950s.

Convergent thinking means understanding how separate pieces of information can be used to reach one solution. It's usually reserved for first or second depth of knowledge (DOK) levels, and can be used to answer questions that require a limited range of skills and knowledge (like multiple choice questions).

Convergent and divergent thinking are two terms coined by American psychologist JP Guilford in the 1950s.

Convergent thinking means understanding how separate pieces of information can be used to reach one solution. It's usually reserved for first or second DOK levels, and can be used to answer questions that require a limited range of skills and knowledge (like multiple choice questions).

Divergent thinking requires students to start with one prompt, then think critically about it to diverge towards to distinct answers (think essay-writing, brainstorming and creative analyzing). This takes place at the third or fourth DOK level.

While convergent thinking is an important part of building math fluency, divergent thinking allows students to understand the base concepts underlying their work. Convergent and divergent thinking are essential skills in any subject. When you understand the difference, you're better equipped to incorporate both into your classroom.

For more examples of each and how to teach them, read How to Teach Convergent and Divergent Thinking: Definitions, Examples, Templates and More.

24. Project-based learning

Students have to take an active role in their own learning, but are often disengaged from the learning process. Project-based learning allows students to be fully immersed in an authentic and nuanced problem that has real-life implications.

Project-based learning is open-ended, and allows students engaged in group work to find their own way to the solution. It doesn't look the same in every classroom -- class size, student ability and learning styles play a large role in shaping the process.

While proponents point to increased engagement, knowledge retention and improved critical thinking, there are also significant criticisms: Project-based learning can be too focused on product creation instead of learning, and assessment is often subjective.

To learn how to effectively incorporate project-based learning techniques into your classroom, read The Definitive Guide to Project-Based Learning: Definition, Debates, Ideas and Examples.

25. Experiential learning

Every classroom has a wide range of levels and learning styles, which can be difficult for any teacher to effectively address. Use experiential learning activities to counter student disengagement and get them involved in the learning process.
Traditional learning activities

Teacher-centered/focused

Fixed rubric or scoring system

Explain knowledge or skills by transferring information

Fixed structure, high degree of facilitation

Experiential learning activities

Student-centered/focused

Flexible and open learning outcomes

Develop knowledge and skills through experience

Flexible structure, minimum facilitation

Provide students with new ways of learning to help them stay focused, learn dynamically and learn faster.

Engage students in the process of inquiry and reflection! Ask them to create three to five questions (with answers) on a recent lesson. In pairs, have students quiz their partners on the questions they wrote, and watch to see which concepts students consider to be the most important from their lesson.

For more experiential learning activities, read 7 Experiential Learning Activities to Engage Students.

26. Peer teaching

Proponents have been pointing to the advantages of peer teaching since the 18th century. It's one of many teaching strategies that helps develop reasoning and critical thinking skills, and a pioneering 1988 study found it improved self-esteem and interpersonal skills.

It can be difficult, however, to bring it to the classroom -- students might have different proficiency levels or be hesitant about teaching their peers, and it can lead to confidentiality issues about which students are struggling.

Some best practices for peer teaching include:

For more ideas on how to successfully bring peer teaching to your classroom, read 15 Easy Peer Teaching Strategies to Help Students.

27. Inquiry-based learning

Inquiry-based learning has been around since the 1960s, but can still be a demanding teaching strategy to implement in the classroom.

In the inquiry-based learning classroom, teachers are responsible for guiding students through their questions - past curiosity and into critical thinking and understanding.

There are 4 main types of inquiry-based learning:

Confirmation inquiry: Students are given a question along with a way to answer it

Structured inquiry: Students are given an open question and investigation method

Guided inquiry: Students work from an open question to design investigation methods

Open inquiry: Students develop original questions that they answer through their own methods

A study from the Association for Psychological Science found that students who use inquiry-based learning are more likely to retain information from the activity and curriculum content in general.

For more benefits and examples of inquiry-based learning, as well as how to effectively use it in your classroom, read All About Inquiry-Based Learning: Definition, Benefits and Strategies.

28. Problem-based learning

Problem-based learning is a student-centred pedagogy that puts students in groups to solve open-ended problems together. This teaching strategy has its advantages and disadvantages:
Advantages Disadvantages
Even taking into account the different opinions on problem-based learning, there is an undeniable value in giving students a degree of control over their own education.

For more ideas about problem-based learning and tips for designing projects, read 5 Advantages and Disadvantages of Problem-Based Learning [+ Activity Design Steps].

30. Reciprocal teaching

Reading isn't every student's favorite subject. With reciprocal teaching techniques, you can turn even the most reluctant reader into a bookworm.

Reciprocal teaching involves students in reading and gets them excited to learn. Learners are asked to predict what a text is about, ask questions about what they don't understand, re-read for clarification, and summarize what the text is saying -- instead of just absorbing material as quickly as possible.

And the technique can even be adapted for math class: one study found that reciprocal teaching in math can improve understanding of word-based problems, and can help students understand questions better.

For more ideas about reciprocal teaching, read 4 Reciprocal Teaching Strategies to Use.

31. Blended learning

Blended learning combines online learning with traditional classroom instruction. It's a valuable tool to use in differentiation teaching strategies, and can help students learn tailored content at their own pace.

There are a number of different ways to bring blended learning to your classroom, but some common methods include implementing learning stations and putting certain lessons online in part or entirely.

With many classrooms supporting hybrid learning environments in the last two years, blended learning has become a more common teaching strategy across classrooms.

For more information on the six blended learning models and how to use them with your students, read How to Put the Six Blended Learning Models into Action [+ Examples & Download].

32. Culturally responsive teaching

Diverse classrooms are an amazing opportunity for teachers, but it can also be difficult to reach students with dramatically different backgrounds or learning styles.

Culturally responsive teaching aims to link content with students' contemporary and ancestral cultures.

Research by Geneva Gay, Professor of Education at the University of Washington-Seattle and author of Culturally Responsive Teaching, shows that when teaching is tied to lived experiences for students, those experiences are more personally meaningful, appealing and learned more easily and thoroughly.

Dr. Christy Byrd, psychologist and Associate Professor at NC State University, has also published research which found that "elements of culturally relevant teaching were significantly associated with academic outcomes and ethnic-racial identity development."

Start by getting to know your students - where do they come from? What do their parents or guardians do? What's their favorite after-school activity?

Then, take that information and connect it to your lessons. Explain how a topic relates to different cultures, and make sure the classroom is a place where all students feel empowered. Encourage students to ask questions and share unique answers.

Other options for culturally responsive teaching include:

For the full list, read 15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List.

33. Interdisciplinary teaching

Use interdisciplinary teaching strategies to encourage students to develop creative and critical thinking skills - and draw information from a number of different academic disciplines - as they solve real-world problems.

In your classroom, interdisciplinary teaching could involve collaboration with other teachers, or asking your students to make connections between different subjects. Try these activities to get your class started:

For more interdisciplinary teaching activities and tips on how to get started, read 10 Interdisciplinary Teaching Activities and Examples [+ Unit Design Steps].

34. Service learning

According to the National Youth Leadership Council, service learning is "a philosophy, pedagogy and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."

Service learning brings the classroom into the larger community and teaches students about the value of being an active citizen. Students get hands-on experience in interdisciplinary study, and often improve their academic outcomes and reduce behavioural problems.

Service learning contains five steps: Preparation, Action, Reflection, Demonstration, Celebration

Pick an issue that your class is passionate about and get them brainstorming. For more service learning project ideas and how to get started, read The Teacher's Guide to Service Learning [+5 Examples].

35. Media literacy

Students are saturated with an endless number of different media influences, from TV to social media to comic books. Students need to be educated on how to interpret and understand what they're consuming.

Media literacy allows students to recognize bias and develop critical thinking skills within the context of their existing interests. Some activities you can try in your classroom include:

There are lots of other ways to teach valuable media literacy lessons to students -- check out our Teaching Media Literacy: Its Importance and 10 Engaging Activities [+ Downloadable List] blog post for more ideas.

36. Growth Mindset

Even though it sounds more like a corporate buzzword, the philosophy of growth mindset has infiltrated the classroom. It focuses on helping students see the value of effort, persistence and risk in their learning environment, and pushes them to try new things and learn new concepts.

Since growth mindset is a relatively new teaching strategy, some teachers might struggle to use it effectively. Here are some best practices:

Give positive feedback: Instead of rewarding intellect, praise students when they try new methods and make plans.

Promote a diverse classroom: When diversity is modelled for students, they're more likely to embrace different perspectives in their future learning goals.

Encourage goal-based journaling: Ask students set goals and reflect on their progress. Have goals follow the SMART method (Specific, Measurable, Attainable, Realistic and Time-Based) for maximum effect.

For more ways to encourage a growth mindset in your classroom, read 10 Ways Teachers can Instill a Growth Mindset in Students. Your students will benefit for the rest of their lives.

37. Asynchronous Learning

Since the COVID-19 pandemic, teachers have had to deliver their usual content and teaching strategy in an entirely virtual environment. This abrupt transition was difficult for many, with challenges like technology issues and inability to support child in person.

However, while most schools are back in session and remote learning much less common, lessons learned from this experience can easily be applied to situations where students can't attend school in person.

Asynchronous learning is a good complement to your teaching strategy and can help support your students in many different ways. This includes short-term issues like student or teacher illness to longer-term ones like helping students catch up with an intervention program. Techniques for asynchronous learning include:

Resources for effectively using teaching strategies

Google

Books, scholarly articles, maps, news coverage - if there's something you need to do, there's probably a Google application for it. Use Google Forms to collect student feedback on new teaching strategies, Google Drive to store and coordinate student papers, and Google Arts & Culture to visit the Van Gogh Museum in Amsterdam - without ever leaving the classroom.

With two games - Prodigy Math and Prodigy English - the applications are endless!

Use Assignments and Plans to differentiate learning, track student growth through comprehensive reporting tools, engage students through game-based learning, or use it as part of a blended learning approach.

Students will love practising their math and English skills with these free games.

In Prodigy Math, they'll go on adventures, collect pets and earn rewards; in Prodigy English, they'll gather supplies, gain energy and create their personal village - all while answering curriculum-aligned questions tailored to their individual skill levels.

In order to know which teaching strategies will be the most effective, ask your students to provide you with some feedback: What do they like? How do they think they learn best? What do they want to learn more about? Students are more likely to be engaged in the learning process when they have a voice.

There are a couple of ways to gather feedback:

Professional development

In order to be an effective teacher, you need to have access to resources that allow you to continuously grow your skills. According to a study with teachers from eight different countries, teachers who had access to professional development were more likely to effectively use different teaching strategies in their classrooms:

"This suggests that the exchanging of ideas and experience about teaching with other teachers in the school, observing each other's classrooms and providing mutual support increases the likelihood of implementing good teaching strategies."

Teacher journal

After gathering all this amazing information from student feedback and professional development efforts, you're going to need somewhere to keep track of it all.

Consider keeping a teaching journal to track student progress, new insights, areas you think your class might need extra help in and successes you've had. Build it up as a reference for that year's class, and keep it as a reminder of everything you've accomplished. Bonus: you'll have a ready-made resource for writing stellar report card comments.

Parents

Parent involvement in student learning is a key indicator of student success and performance. Keep parents informed with a quick paper or email newsletter every month, and let them know about new things happening in the classroom. Communicate individual issues quickly and effectively to avoid any report card surprises, but don't just mention the problems -- make time to give praise or share news of an achievement.

Final thoughts on teaching practices and techniques

There are so many different types of teaching strategies available for your classroom that the options can be overwhelming.

But that's good news! Your teaching style, students and classroom are all unique - why shouldn't your teaching strategies be too?

Start small, and work your way up. Don't be afraid to try new strategies and see what works best in your classroom. Not everything's going to be a good fit, and that's OK -- keep engaging with your students and you'll build up lifelong learners with a passion for knowledge.

Create or log in to your teacher account on Prodigy - a free, curriculum-aligned game-based learning platform for math and English that's easy to use for educators and students alike.

Create your free account!

A willingness to bring new teaching strategies into your lesson plan is one of the best qualities a teacher can have.

In Effective Teaching and Learning, educational researcher Naga Subramani argues that an effective teacher:

"Constantly renews himself [or herself] as a professional on his [or her] quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons. "

Is that you?

There's more than one way to teach a diverse and dynamic classroom. In this post you'll find:

A comprehensive list of 36 teaching strategies to use in math class and beyond

A list of essential resources for using them effectively

Classroom teaching strategies and techniques

1. Classroom management strategies

Infographic: 20 Classroom Management Strategies and Techniques. Click to expand!

According to research from 2006, teachers overwhelmingly reported a lack of professional development support when it came to improving their own classroom management strategies. This can lead to confusion for students and frustration for teachers.

When students clearly understand what's expected of them, they're more likely to be focused and engaged with their lessons. Some tips for building a positive environment include:

Model ideal behaviour: Clearly explain proper behaviour, and then follow it yourself.

Encourage initiative: Allow students to actively participate in the learning process with class discussions and exercises that support the initiative.

Avoid collective punishment: While it can be difficult, make a point of calling out disruptive behaviours on an individual, not collective, basis.

For more actionable classroom management teaching strategies, read 20 Classroom Management Strategies and Techniques [+Downloadable List].

2. Flexible seating

Kristine Fourman, a teacher in the Bucyrus Elementary Preschool Program, connects student seating and academics: "When students aren't trying to hold themselves still in their chairs, they can integrate auditory, visual and tactile systems of the body."

There are so many different ways to incorporate flexible seating into your classroom in a way that fits with your students' learning goals. For examples and best practices, read Flexible Seating: 21 Awesome Ideas for Your Classroom.

3. Webb's Depth of Knowledge

Norman Webb's Depth of Knowledge (DoK) is familiar to many teachers from a theoretical perspective, but it can be incredibly difficult to apply practically and consistently in your teaching strategies.

There are four DoK levels:

Level one: Recollection and reproduction

Level two: Knowledge application

Level three: Strategic thinking

Level four: Extended critical thinking

There are a number of engaging activities that can promote different DoK levels: read more about them in Specific Ways to Use Webb's Depth of Knowledge in Class.

4. Summative assessment

Summative assessments are end-of-unit tests, final projects or standardized tests used to assess student understanding on a broad and absolute level.

Critics of summative assessments say they're inauthentic and don't accurately reflect the learning process. But there are important benefits to using summative assessments as a teaching strategy: they motivate students to pay attention and challenges them to apply their learning. They're also a valuable source of insight for teachers, especially for those with larger classes -- allowing them to easily identify and correct any wide gaps in understanding across the classroom.

Don't be afraid to get creative when making summative assessments! Read Summative Assessment: A Comprehensive Guide for ideas on how to get students engaged with the testing process.

5. Formative assessment

Formative assessments are the opposite of summative assessments because they take place during the teaching process.
Formative Assessment Summative Assessment
Formative assessments can reduce student stress around testing. They give you the chance to course correct mid-unit if there are serious comprehension issues and to see which students might need a bit more one-on-one time.

Some examples of formative assessment techniques include:

For more examples and ideas, read 20 Formative Assessment Examples to Try [+Downloadable List].

Put students at the center of the classroom with active learning strategies - a teaching technique that increases student engagement in daily lessons. According to active learning advocate James Ballencia, the technique can also help teachers as much as it helps students:

"With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter."

7. Differentiated instruction

Differentiated instruction is a popular and effective teaching strategy that involves reacting to the diverse learning styles in every classroom with adjusted content and processes.

Carol Ann Tomlinson, a reputable thought leader on differentiated instruction, recommends analyzing teaching strategies on a constant basis to respond to needs:

"Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you."

Strategies like learning stations and the think-pair-share method are small ways that you can bring unique learning experiences to your students.

For more differentiated instruction ideas, read 20 Differentiated Instruction Strategies and Examples [+ Downloadable List].

8. Personalized learning

No two students are exactly alike. That's why personalized learning builds a learning experience that addresses the unique abilities of each student.

According to a study by the Gates Foundation, personalized learning can improve test scores when used to supplement math class:

"Students attending [schools using personalized learning] made gains in math and reading over the last two years that are significantly greater than a virtual control group made up of similar students selected from comparable schools."

Personalized learning allows students to learn without stigma and gets students involved in what they're learning.

Explore different options for bringing personalized learning to your classroom, including Edtech teaching strategies and increased student involvement. For a full list of tips, read 7 Personalized Learning Strategies and Examples.

9. Universal design for learning

Universal design for learning (UDL) is an educational framework that ensures all students have equal access to education. Use it in your classroom to give unique students flexible ways to learn and become more goal-oriented.

Some best practices for UDL:

UDL gives all students an impactful learning experience and helps teachers focus their efforts on students who need it most. For more information on how to make sure all your students succeed, read Universal Design for Learning: Principles and Examples.

10. Response to intervention

Response to intervention (RTI) focuses on early and continuous identification, assessment and assistance for students who have learning or behaviour needs. It's best used as part of a more general classroom management plan, and involves small-group or individual intervention that quickly addresses trouble spots.

The most effective RTI strategies are proactive. Start with everyday teaching and move to targeted intervention as soon as you spot a problem. When you're prepared to move quickly, you're more likely to be able to develop a tailored and effective learning plan.

For more information on RTI strategies and tips for bringing them to your classroom, read The Teacher's Response to Intervention (RTI) Guide: Tiers, Strategies and More.

11. Classroom technology

Technology is a great way to improve student engagement and get students excited for class, but it can be difficult to incorporate seamlessly into the classroom. There are an endless number of ways to make use technology to enhance lessons, including:

A virtual field trip: Use virtual reality apps to explore famous landmarks and natural phenomena. Take a trip to the Great Barrier Reef to study ecosystems, or tour Barcelona as part of a Spanish class.

Video mini-lessons: TeacherTube offers an education-only version of YouTube, with videos on a number of core subjects. This makes the learning process more engaging, especially for visual learners.

Podcasts: Give students relevant podcasts and engage auditory learners, or have older students create their own -- they'll develop research and technology skills at the same time.

For more ideas on how to use technology in the classroom, read 25 Easy Ways to Use Technology in the Classroom [+ Downloadable List].

Math teaching strategies and techniques

Similar to classroom gamification, math games can play an active role in getting students engaged in class and excited to learn. Offline or online, they're usually customizable and easy to incorporate into other teaching strategies.

Some examples of popular math games:

Bouncing Sums: Label a beach ball with integers, decimals and fractions. Each student must read the number on his or her label, adding or multiplying it by the sum from the previous student.

101 and out: Divide your class in half and give each group a die. Have groups roll the die and either keep it at face value or multiply it by 10. See which group can get closest to 101 without going over.

Math goodies: Math goodies is a free resource that provides puzzles and word problems. Students can either use this resource on their own or you can use it to create custom worksheets.

For more math games, read 20 Engaging, Skill-Building Math Games for Kids [1st to 8th Grade].

13. Math websites

There are thousands of math websites that can be used as part of a game-based learning approach or differentiation strategy. Online resources get students excited about learning math and can often be scaled based on knowledge and grade level.

Popular resources include:

TeacherVision: Looking for interdisciplinary activities? Look no further. TeacherVision gives teachers access to resources that connect math with subjects like art, history and geography.

SuperKids: SuperKids is a one-stop resource for building worksheets. Select a skill and number range, and generate a custom assignment.

Prodigy Math: Students go on adventures, collect pets and battle with friends, all while answering skill-building, targeted math questions.

Mental math is an important part of math fluency. When students have a quick recall for math facts and can do simple equations quickly, they have the confidence to attempt more difficult problems.

The Manitoba Association of Mathematics Teachers defines mental math as:

"A combination of cognitive strategies that enhances flexible thinking and number sense. It is calculating mentally without the use of external memory aids. It improves computational fluency by developing efficiency, accuracy, and flexibility." There are lots of resources available to boost mental math skills, including:

For more ways to practice mental math skills, read 12 Practices to Improve Students' Mental Math + Downloadable List.

Common Core math is a new framework that seeks to improve students' conceptual understanding of math by encouraging problem-solving, critical thinking, and discussion skills.

Since it's so new, instructors have struggled to prepare materials that align with the standards. If that's you, here are some techniques to get you started:

For a detailed explanation of the eight standards and ways to teach them, read 8 Common Core Math Standards, Explained [+ Examples].

16. Solve math problems faster

Teaching students to solve math problems quickly and without help can improve confidence and math fluency.

Provided your students have a solid grasp on the concepts behind what they've already mastered, math "tricks" can give them more confidence and get them excited about trying new problems.There are tricks for just about every basic function, including:

For a full list of math tricks, read How to Solve Math Problems Faster: 15 Techniques to Show Students.

17. How to teach multiplication

Multiplication is a big and often daunting step for learners, who feel like they've just mastered addition and are suddenly being thrown something new. Teachers also often struggle to communicate new concepts to student effectively.

What if we told you that multiplication could be one of the most rewarding lessons you ever taught?

Our six-step guide to teaching multiplication is designed to engage students in the learning processes with a clear and logical progression of ideas. There are lot of fun ways to teach multiplication and reduce student anxiety, including:

Multiplication doesn't have to be stressful -- start with basic concepts and work your way up, and your students will be multiplication masters in no time at all!

18. Multiplication games

Multiplication is a difficult concept for many students to grasp. Memorizing and understanding core multiplication facts is a key element of math fluency, and provides an essential foundation for further study.

Game-based learning can be a successful way to help students develop this understanding and can engage students on stressful topic. Some multiplication games include:

True or false?: Write a multiplication sentence on the board that's either true or false. In teams, the class has a minute to discuss and respond with "true" or "false" cards.

Beach ball toss: Write multiplication questions on a beach ball and throw it. Have students answer the question that is closest to their pinky finger.

Jeopardy!: It's a classic for a reason -- find an interactive template and fill it with questions. The team with the most points at the end of the game, wins!

For more fun multiplication games, read 15 Multiplication Games to Make Math Lessons Fun.

19. Multiplying fractions

So your unit on fractions is finished, and it's time to move on -- to multiplying fractions.

For some students, this leap is even more daunting than the switch from addition to multiplication. But not to worry! There are teaching strategies that will have your students multiplying fractions in no time at all.Some best practices for teaching your class about multiplying fractions:

For a comprehensive overview on how to teach multiplying fractions, read How to Multiply Fractions (+ 7 Engaging Activities).

20. How to divide fractions

The only thing scarier for students than multiplying fractions? Dividing them.Lucky for them, we did the research. There are three simple steps to dividing a fraction:

The best way to make sure that students understand how to solve a problem is to make sure that they understand what, exactly, is happening. Instead of just teaching the answer, teach students what the answer means. For more details on dividing fractions, read How to Divide Fractions in 3 Easy Steps.

21. Math puzzles

Math puzzles have been around almost as long as math has - for a reason. One study found that math puzzles "develop logical thinking, combinatorial abilities, strengthen the capacity of abstract thinking and operating with spatial images, instill critical thinking and develop mathematical memory."Math puzzles build foundational skills and increase math fluency, while also connecting to existing curricula and promoting problem-solving skills. Some popular math puzzles include:

Make sure the puzzles are the right level for your students and that they're being used appropriately. For more ideas on how to use math puzzles in the classroom, read 20 Math Puzzles to Engage Your Students.

Student-focused teaching strategies

22. Gamification

Classroom gamification is an effective way to take a child's love for play and turn it into a love of learning. The benefits are huge: gamification can help students focus and build essential skills. A 2011 study from South Korea also found that gamification kept students motivated and engaged in the classroom.

In order to effectively use gamification techniques in your classroom, start with your students: What do they like? Where are their learning needs? Are there any notable behaviour issues? Other tips include:

If you want more examples and techniques for gamifying your classroom, read How to Gamify your Classroom in 5 Easy Steps.

23. Convergent and divergent thinking

Convergent and divergent thinking are two terms coined by American psychologist JP Guilford in the 1950s.

Convergent thinking means understanding how separate pieces of information can be used to reach one solution. It's usually reserved for first or second depth of knowledge (DOK) levels, and can be used to answer questions that require a limited range of skills and knowledge (like multiple choice questions).

Convergent and divergent thinking are two terms coined by American psychologist JP Guilford in the 1950s.

Convergent thinking means understanding how separate pieces of information can be used to reach one solution. It's usually reserved for first or second DOK levels, and can be used to answer questions that require a limited range of skills and knowledge (like multiple choice questions).

Divergent thinking requires students to start with one prompt, then think critically about it to diverge towards to distinct answers (think essay-writing, brainstorming and creative analyzing). This takes place at the third or fourth DOK level.

While convergent thinking is an important part of building math fluency, divergent thinking allows students to understand the base concepts underlying their work. Convergent and divergent thinking are essential skills in any subject. When you understand the difference, you're better equipped to incorporate both into your classroom.

For more examples of each and how to teach them, read How to Teach Convergent and Divergent Thinking: Definitions, Examples, Templates and More.

24. Project-based learning

Students have to take an active role in their own learning, but are often disengaged from the learning process. Project-based learning allows students to be fully immersed in an authentic and nuanced problem that has real-life implications.

Project-based learning is open-ended, and allows students engaged in group work to find their own way to the solution. It doesn't look the same in every classroom -- class size, student ability and learning styles play a large role in shaping the process.

While proponents point to increased engagement, knowledge retention and improved critical thinking, there are also significant criticisms: Project-based learning can be too focused on product creation instead of learning, and assessment is often subjective.

To learn how to effectively incorporate project-based learning techniques into your classroom, read The Definitive Guide to Project-Based Learning: Definition, Debates, Ideas and Examples.

25. Experiential learning

Every classroom has a wide range of levels and learning styles, which can be difficult for any teacher to effectively address. Use experiential learning activities to counter student disengagement and get them involved in the learning process.
Traditional learning activities

Teacher-centered/focused

Fixed rubric or scoring system

Explain knowledge or skills by transferring information

Fixed structure, high degree of facilitation

Experiential learning activities

Student-centered/focused

Flexible and open learning outcomes

Develop knowledge and skills through experience

Flexible structure, minimum facilitation

Provide students with new ways of learning to help them stay focused, learn dynamically and learn faster.

Engage students in the process of inquiry and reflection! Ask them to create three to five questions (with answers) on a recent lesson. In pairs, have students quiz their partners on the questions they wrote, and watch to see which concepts students consider to be the most important from their lesson.

For more experiential learning activities, read 7 Experiential Learning Activities to Engage Students.

26. Peer teaching

Proponents have been pointing to the advantages of peer teaching since the 18th century. It's one of many teaching strategies that helps develop reasoning and critical thinking skills, and a pioneering 1988 study found it improved self-esteem and interpersonal skills.

It can be difficult, however, to bring it to the classroom -- students might have different proficiency levels or be hesitant about teaching their peers, and it can lead to confidentiality issues about which students are struggling.

Some best practices for peer teaching include:

For more ideas on how to successfully bring peer teaching to your classroom, read 15 Easy Peer Teaching Strategies to Help Students.

27. Inquiry-based learning

Inquiry-based learning has been around since the 1960s, but can still be a demanding teaching strategy to implement in the classroom.

In the inquiry-based learning classroom, teachers are responsible for guiding students through their questions - past curiosity and into critical thinking and understanding.

There are 4 main types of inquiry-based learning:

Confirmation inquiry: Students are given a question along with a way to answer it

Structured inquiry: Students are given an open question and investigation method

Guided inquiry: Students work from an open question to design investigation methods

Open inquiry: Students develop original questions that they answer through their own methods

A study from the Association for Psychological Science found that students who use inquiry-based learning are more likely to retain information from the activity and curriculum content in general.

For more benefits and examples of inquiry-based learning, as well as how to effectively use it in your classroom, read All About Inquiry-Based Learning: Definition, Benefits and Strategies.

28. Problem-based learning

Problem-based learning is a student-centred pedagogy that puts students in groups to solve open-ended problems together. This teaching strategy has its advantages and disadvantages:
Advantages Disadvantages
Even taking into account the different opinions on problem-based learning, there is an undeniable value in giving students a degree of control over their own education.

For more ideas about problem-based learning and tips for designing projects, read 5 Advantages and Disadvantages of Problem-Based Learning [+ Activity Design Steps].

30. Reciprocal teaching

Reading isn't every student's favorite subject. With reciprocal teaching techniques, you can turn even the most reluctant reader into a bookworm.

Reciprocal teaching involves students in reading and gets them excited to learn. Learners are asked to predict what a text is about, ask questions about what they don't understand, re-read for clarification, and summarize what the text is saying -- instead of just absorbing material as quickly as possible.

And the technique can even be adapted for math class: one study found that reciprocal teaching in math can improve understanding of word-based problems, and can help students understand questions better.

For more ideas about reciprocal teaching, read 4 Reciprocal Teaching Strategies to Use.

31. Blended learning

Blended learning combines online learning with traditional classroom instruction. It's a valuable tool to use in differentiation teaching strategies, and can help students learn tailored content at their own pace.

There are a number of different ways to bring blended learning to your classroom, but some common methods include implementing learning stations and putting certain lessons online in part or entirely.

With many classrooms supporting hybrid learning environments in the last two years, blended learning has become a more common teaching strategy across classrooms.

For more information on the six blended learning models and how to use them with your students, read How to Put the Six Blended Learning Models into Action [+ Examples & Download].

32. Culturally responsive teaching

Diverse classrooms are an amazing opportunity for teachers, but it can also be difficult to reach students with dramatically different backgrounds or learning styles.

Culturally responsive teaching aims to link content with students' contemporary and ancestral cultures.

Research by Geneva Gay, Professor of Education at the University of Washington-Seattle and author of Culturally Responsive Teaching, shows that when teaching is tied to lived experiences for students, those experiences are more personally meaningful, appealing and learned more easily and thoroughly.

Dr. Christy Byrd, psychologist and Associate Professor at NC State University, has also published research which found that "elements of culturally relevant teaching were significantly associated with academic outcomes and ethnic-racial identity development."

Start by getting to know your students - where do they come from? What do their parents or guardians do? What's their favorite after-school activity?

Then, take that information and connect it to your lessons. Explain how a topic relates to different cultures, and make sure the classroom is a place where all students feel empowered. Encourage students to ask questions and share unique answers.

Other options for culturally responsive teaching include:

For the full list, read 15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List.

33. Interdisciplinary teaching

Use interdisciplinary teaching strategies to encourage students to develop creative and critical thinking skills - and draw information from a number of different academic disciplines - as they solve real-world problems.

In your classroom, interdisciplinary teaching could involve collaboration with other teachers, or asking your students to make connections between different subjects. Try these activities to get your class started:

For more interdisciplinary teaching activities and tips on how to get started, read 10 Interdisciplinary Teaching Activities and Examples [+ Unit Design Steps].

34. Service learning

According to the National Youth Leadership Council, service learning is "a philosophy, pedagogy and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."

Service learning brings the classroom into the larger community and teaches students about the value of being an active citizen. Students get hands-on experience in interdisciplinary study, and often improve their academic outcomes and reduce behavioural problems.

Service learning contains five steps: Preparation, Action, Reflection, Demonstration, Celebration

Pick an issue that your class is passionate about and get them brainstorming. For more service learning project ideas and how to get started, read The Teacher's Guide to Service Learning [+5 Examples].

35. Media literacy

Students are saturated with an endless number of different media influences, from TV to social media to comic books. Students need to be educated on how to interpret and understand what they're consuming.

Media literacy allows students to recognize bias and develop critical thinking skills within the context of their existing interests. Some activities you can try in your classroom include:

There are lots of other ways to teach valuable media literacy lessons to students -- check out our Teaching Media Literacy: Its Importance and 10 Engaging Activities [+ Downloadable List] blog post for more ideas.

36. Growth Mindset

Even though it sounds more like a corporate buzzword, the philosophy of growth mindset has infiltrated the classroom. It focuses on helping students see the value of effort, persistence and risk in their learning environment, and pushes them to try new things and learn new concepts.

Since growth mindset is a relatively new teaching strategy, some teachers might struggle to use it effectively. Here are some best practices:

Give positive feedback: Instead of rewarding intellect, praise students when they try new methods and make plans.

Promote a diverse classroom: When diversity is modelled for students, they're more likely to embrace different perspectives in their future learning goals.

Encourage goal-based journaling: Ask students set goals and reflect on their progress. Have goals follow the SMART method (Specific, Measurable, Attainable, Realistic and Time-Based) for maximum effect.

For more ways to encourage a growth mindset in your classroom, read 10 Ways Teachers can Instill a Growth Mindset in Students. Your students will benefit for the rest of their lives.

37. Asynchronous Learning

Since the COVID-19 pandemic, teachers have had to deliver their usual content and teaching strategy in an entirely virtual environment. This abrupt transition was difficult for many, with challenges like technology issues and inability to support child in person.

However, while most schools are back in session and remote learning much less common, lessons learned from this experience can easily be applied to situations where students can't attend school in person.

Asynchronous learning is a good complement to your teaching strategy and can help support your students in many different ways. This includes short-term issues like student or teacher illness to longer-term ones like helping students catch up with an intervention program. Techniques for asynchronous learning include:

Resources for effectively using teaching strategies

Google

Books, scholarly articles, maps, news coverage - if there's something you need to do, there's probably a Google application for it. Use Google Forms to collect student feedback on new teaching strategies, Google Drive to store and coordinate student papers, and Google Arts & Culture to visit the Van Gogh Museum in Amsterdam - without ever leaving the classroom.

With two games - Prodigy Math and Prodigy English - the applications are endless!

Use Assignments and Plans to differentiate learning, track student growth through comprehensive reporting tools, engage students through game-based learning, or use it as part of a blended learning approach.

Students will love practising their math and English skills with these free games.

In Prodigy Math, they'll go on adventures, collect pets and earn rewards; in Prodigy English, they'll gather supplies, gain energy and create their personal village - all while answering curriculum-aligned questions tailored to their individual skill levels.

In order to know which teaching strategies will be the most effective, ask your students to provide you with some feedback: What do they like? How do they think they learn best? What do they want to learn more about? Students are more likely to be engaged in the learning process when they have a voice.

There are a couple of ways to gather feedback:

Professional development

In order to be an effective teacher, you need to have access to resources that allow you to continuously grow your skills. According to a study with teachers from eight different countries, teachers who had access to professional development were more likely to effectively use different teaching strategies in their classrooms:

"This suggests that the exchanging of ideas and experience about teaching with other teachers in the school, observing each other's classrooms and providing mutual support increases the likelihood of implementing good teaching strategies."

Teacher journal

After gathering all this amazing information from student feedback and professional development efforts, you're going to need somewhere to keep track of it all.

Consider keeping a teaching journal to track student progress, new insights, areas you think your class might need extra help in and successes you've had. Build it up as a reference for that year's class, and keep it as a reminder of everything you've accomplished. Bonus: you'll have a ready-made resource for writing stellar report card comments.

Parents

Parent involvement in student learning is a key indicator of student success and performance. Keep parents informed with a quick paper or email newsletter every month, and let them know about new things happening in the classroom. Communicate individual issues quickly and effectively to avoid any report card surprises, but don't just mention the problems -- make time to give praise or share news of an achievement.

Final thoughts on teaching practices and techniques

There are so many different types of teaching strategies available for your classroom that the options can be overwhelming.

But that's good news! Your teaching style, students and classroom are all unique - why shouldn't your teaching strategies be too?

Start small, and work your way up. Don't be afraid to try new strategies and see what works best in your classroom. Not everything's going to be a good fit, and that's OK -- keep engaging with your students and you'll build up lifelong learners with a passion for knowledge.

Create or log in to your teacher account on Prodigy - a free, curriculum-aligned game-based learning platform for math and English that's easy to use for educators and students alike.

Create your free account!

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37 Powerful Teaching Strategies to Level Up Learning in 2023

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A willingness to bring new teaching strategies into your lesson plan is one of the best qualities a teacher can have. In Effective Teaching and Learning, educational researcher Naga Subramani argues that an effective teacher: "Constantly renews himself [or herself] as a professional on his [or her] quest to provide students with the highest quality of education possible.

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This article describes what an inclusion classroom is. An inclusion classroom is filled with diverse learners. They all learn together, some with disabilities and some without disabilities.

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community (quote from Understood ):

"Inclusive classrooms are filled with diverse learners. That lets kids talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in reducing stigma for kids with learning and attention issues. It can also help kids build and maintain friendships. "

Understanding inclusion

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms .

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism .

Inclusive learning: everyone's in

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video ›

Books about inclusive classrooms

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An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students. Learn more about what inclusion is, how it can benefit all learners, and how to implement an inclusion program in your classroom and school-wide.

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This article is about the IDEA that enables parents to be involved in their child's education planning. Educators should always include the students parents or legal guardian and ensure them of their rights.

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From the best-known authors in the field of family and professional collaboration―here is a practical look at how teachers and families can empower, collaborate, and advocate for children with special needs. In this book, the authors enter the lives and tell the stories of families they consider "forces for the disability cause," and "exemplars of all that is good, decent, generous, steadfast, and optimistic." In Families, Professionals, and Exceptionality readers see how lasting partnerships can be formed between members of families and professionals in special and general education. The authors, widely recognized authorities in the field of family and professional collaboration, present strong depictions of family systems theory, the history and current status of policy, and the principles of partnership and their application by teachers and other professionals. Included is invaluable practical advice for educators―and true ways to apply these principles on the job.

0133833682 / 9780133833683 Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, Loose-Leaf Version with Pearson eText -- Access Card Package Package consists of: 0133418243 / 9780133418248 Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, Loose-Leaf Version 0133823199 / 9780133823196 Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, Pearson eText--Access Card

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Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, Pearson eText with Loose-Leaf Version -- Access Card Package

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Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, Pearson eText with Loose-Leaf Version - Access Card Package [Turnbull, Ann, Turnbull, H., Erwin, Elizabeth, Soodak, Leslie, Shogren, Karrie] on Amazon.com. *FREE* shipping on qualifying offers.

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This website is for parents and educators who needs a higher level idea for educational material for their children. It gives some great resources.

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Posted in Blog on 08/08/2017

We asked our community what websites they recommend for gifted kids. Here's what they had to say!

BASIC-256
"BASIC-256 is an easy to use version of BASIC designed to teach anybody (especially middle and high-school students) the basics of computer programming. It uses traditional control structures like gosub, for/next, and goto, which helps kids easily see how program flow-control works. It has a built-in graphics mode which lets them draw pictures on screen in minutes, and a set of detailed, easy-to-follow tutorials that introduce programming concepts through fun exercises."

The How the human brain works series was specifically recommended.

Hoagies' Gifted Education Page
"Giftedness: Everything parents, educators, administrators, counselors, psychologists, and gifted children & teens need to know, including articles and research."

What would you add to the list?
Like this post? Sign up for our email newsletter to receive more stories, information, and resources about gifted youth straight to your inbox.

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Posted in Blog on 08/08/2017 We asked our community what websites they recommend for gifted kids. Here's what they had to say! BASIC-256 "BASIC-256 is an easy to use version of BASIC designed to teach anybody (especially middle and high-school students) the basics of computer programming.

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This website is for parents and teachers. It describes ways to look for emotional behavioral disorders and where to start if you think you child may be experiencing warning signs. Also, it gives you advice on how and when you should speak to a medical professional.

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What To Look For

Among all the dilemmas facing a parent of a child with emotional or behavioral problems, the first question - whether the child's behavior is sufficiently different to require a comprehensive evaluation by professionals - may be the most troublesome of all. Even when a child exhibits negative behaviors, members of a family may not all agree on whether the behaviors are serious.

For instance, children who have frequent temper outbursts or who destroy toys may appear to have a serious problem to some parents, while others see the same behavior as asserting independence or showing leadership skills.

Every child faces emotional difficulties from time to time, as do adults. Feelings of sadness, loss, or emotional extremes are part of growing up. Conflicts between parents and children are also inevitable as children struggle from the "terrible twos" through adolescence to develop their own identities. These are normal changes in behavior due to growth and development. Such problems can be more common in times of change for the family, such as the death of a grandparent or family member, a new child, or a move. Generally, these kinds of problems tend to fade on their own or with limited visits to a counselor or other mental health professional as children adjust to the changes in their lives.

At times, however, some children may develop inappropriate emotional and behavioral responses to situations in their lives that persist over time. The realization that a child's behavior requires professional attention can be painful or frightening to parents who have tried to support their child, or it may be accepted and internalized as a personal failure by the parent.

Sometimes parents fear that their child may be inappropriately labeled. They have concerns that the array of medicines and therapies suggested are not always agreed upon by all professionals. Still others become alarmed after obtaining an evaluation for their child only to discover that the evaluator believed emotional disturbances originate in family dynamics and that "parenting skills" classes were the best way to address the problem.

While many parents will concede that they may need to learn new behavior management or communication techniques in order to provide a consistent and rewarding environment for their child, many also express deep anger about the blame that continues to be placed on families with children who behave differently.

Where To Start

Before seeking a formal mental health evaluation, parents may have tried to help their child by talking to friends, relatives, or the child's school. They may try to discover whether others see the same problems and to learn what others suggest. Parents may feel that they also need help in learning better ways of supporting the child through difficult times and may seek classes to help them sharpen behavior management or conflict resolution skills. Modifications in a child's routine at home or school may help to establish whether some "fine tuning" will improve performance or self-esteem.

If the problems a child is experiencing are seen as fairly severe and are unresponsive to interventions at school, in the community, or at home, a diagnostic evaluation by a competent mental health professional is probably in order. Evaluations provide information that, when combined with what parents know, may lead to a diagnosis of a mental health, emotional, or a behavioral disorder.

So what is that magical moment when parents should recognize their child's behavior has surpassed the boundary of what all children do and has become sufficiently alarming to warrant a formal evaluation? There probably isn't one. It is often a gradual awareness that a child's emotional or behavioral development just isn't where it should be that sends most parents on a quest for answers.

Perhaps the most important question of all for parents of school-age children to consider is, "How much distress is your child's problem causing you, the child, or other members of the family?" If a child's aggressive or argumentative behaviors, or sad or withdrawn behaviors are seen as a problem for a child, the school, or members of his or her family, then the child's behaviors are a problem that should be looked at, regardless of their severity.

While there is no substitute for parental knowledge, certain guidelines are available to help families make the decision to seek an evaluation. In Help for Your Child: A Parent's Guide to Mental Health Services, Sharon Brehm suggests three criteria to help in deciding whether a child's behavior is normal or a sign that the youngster needs help:

Duration of a troublesome behavior. Does it just go on and on with no sign that the child is going to outgrow it and progress to a new stage?

Intensity of a behavior. While temper tantrums are normal in almost all children, some tantrums could be so extreme that they are frightening to parents and suggest that some specific intervention might be necessary. Parents should pay particular attention to their child's feelings of despair or hopelessness; lack of interest in family, friends, school or other activities once considered enjoyable; or behaviors that are dangerous to the child or to others.

Age of the child. Some behavior might be quite normal for a two-year-old, but observation of other children that age may lead to the conclusion that the behavior in question is not quite right for a five-year-old. Not all children reach the same emotional milestones at the same age, but extreme deviations from age-appropriate behaviors may well be cause for concern.

Attempts at self-injury or threats of suicide, violent behaviors, or severe withdrawal that creates an inability to carry on normal routines must be regarded as emergencies for which parents should seek immediate attention, through a mental health or medical clinic, mental health hotline, or crisis center.
Parents will also want to consider whether their child's behavior could be influenced by other factors, such as:

a specific physical condition (allergies, hearing problems, change in medication, etc.) that could be affecting the behavior;

school problems (relationships or learning problems) that are creating additional stress;

experimenting with drug use or alcohol for an adolescent or older teen; or

changes in the family (divorce, new child, death) that may cause concern for the child.

Young Children

Special consideration needs to be given to identifying behaviors of concern in very young children. Their well-being is so connected with that of the family, that services must be developed with and directed to the family as a unit. The goal in evaluating and providing services to a young child should include helping families to articulate their own stresses and strengths. It is in the context of family that a child first explores his or her world, and learns to adapt to the varied demands of families and the world at large.

Historically, many professionals have been cautious to have a child "labeled and judged" at an early age because children are in a developmental period. On the other hand, the earlier that parents and professionals can intervene in the life of a young child with delays in emotional and behavioral development, the better it is for both the child and the family.

Early evaluation and intervention requires that parents be involved in both giving and receiving information about their child's development. Interviews with families and observations of their child to assess how well he or she communicates, plays, relates to peers and adults, and is able to self-regulate behavior is useful in deciding whether the child has a developmental problem that needs attention.

Most often, the first indications that an infant may be experiencing significant problems will be delays in normal development. An infant who is unresponsive to his or her environment (doesn't show emotion such as pleasure or fear that is developmentally appropriate, doesn't look at or reach for objects, or doesn't respond to environmental changes such as sound or light), who is over responsive (easily startled, cries), or who shows weight loss or inadequate weight gain that is not explainable by a physical problem (failure to thrive), should have a thorough evaluation.

If parents have questions about their child's development, they should call their child's pediatrician or family physician. Many doctors who include young children in their practice will have materials available for parents on normal childhood development.

Toddlers may have a tremendous range of behaviors that would be considered developmentally appropriate. However, any significant delays (six months or more) in language development, motor skills, or cognitive development should be brought to the attention of the child's pediatrician.

Children who become engrossed in self-stimulating behavior to the exclusion of normal activities or who are self-abusive (head banging, biting, hitting), who do not form affectionate relationships with care providers, such as regular babysitters or relatives they see often, or who repeatedly hit, bite, kick or attempt to injure others should be seen by their pediatrician or family physician and, if indicated, by a competent mental health professional.

Especially with a first child, parents may feel uneasy, uncomfortable, or even foolish about seeking an evaluation for their very young child. While sorting out problems from developmental stages can be quite tricky with infants and toddlers, early identification and intervention can significantly reduce the effects of abnormal psychosocial development. Careful observation of infants and toddlers as they interact with caregivers, their family, or their environment is one of the most useful tools that families or physicians have, since many mental health problems cannot be diagnosed in any other way.

The Individuals with Disabilities Education Act of 2004 (IDEA) requires states to provide services for children from ages 3 through 21 who have disabilities. The section of the law that covers children birth through 2 is called Part C and recognizes the importance of families in meeting the needs of their young children. It requires that each state plan to provide early intervention services in collaboration with the main service providers for young children: human services, health, and education.

As of this writing, all states are receiving funds to provide services to infants and toddlers. Parents who have questions related to preschool or early intervention programs should call their local school district offices or their state Department of Education or Department of Health or Human Services for guidance.

Cultural Considerations

Evaluation of a child's mental or emotional status is the key to developing appropriate school or mental health services. For children who are from diverse cultures, parents will want to know how, or if, those differences will affect evaluation results.

Tests, by their very nature, have been developed to determine differences between one child and another. If everyone taking a test scored the same, then the test would be of no use. What's important, though, is that tests are used only in those areas they were designed to measure - such as depression or anxiety.

If the professional who is responsible for evaluation is not of the same cultural background as the child, parents should feel free to ask what his or her experiences have been in cross-cultural assessment or treatment. Professionals who are sensitive to issues of bias related to language, socioeconomic status, or culture in formal evaluation tools should willingly share such information with parents.

One way of minimizing the effects of cultural bias in obtaining an appropriate diagnosis is to use a multidisciplinary approach to evaluation involving persons from different backgrounds (teacher, therapist, parent, and social worker) in completing the evaluation. Several questions to consider are:

Do the data and conclusions from various professionals agree?

Did the professionals use family information about the child's functioning at home and in the community to aid in making a diagnosis?

Does the family believe the evaluation is accurate?

When a multidisciplinary approach is not practical or available, the person providing the evaluation should give the battery of tests following the procedures to reduce the effects of bias when making a determination that a child needs mental health services.

If children from specific ethnic or cultural groups appear to be overrepresented in a school or treatment program that has been selected or recommended for a child, parents should carefully examine the procedures for determining their child's placement.

If parents decide that the placement decision was not influenced by racial or cultural bias, that perspective can increase confidence in the program selected for their child.

Seeking a Diagnostic Evaluation From a Medical Professional

Once parents have decided that their child or adolescent has behaviors that deserve at least a look by a medical professional, the question then becomes where to turn for a diagnostic evaluation.

A family doctor can rule out physical health issues, perform a basic mental health screening, and refer families to an appropriate child or adolescent psychologist, or psychiatrist. Also, many hospitals and most community mental health centers offer comprehensive diagnostic and evaluation programs for children and adolescents.

School districts also do mental health screenings during kindergarten roundup, and the results from that screening might help you decide to move forward with contacting your child's pediatrician or another medical provider for a diagnostic evaluation.

Evaluations can be costly, but there are some supports available for families. Check with your insurance company to see if they will cover all or a portion of the costs of an evaluation, or Medical Assistance (Medicaid) may cover costs for eligible families.

Under the Affordable Care Act, marketplace health plans must cover preventative services for children at no charge, which includes behavioral assessments. For children eligible for Medicaid (Medical Assistance in Minnesota), the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program provides preventive health care, including screening (evaluation), diagnosis, and appropriate mental health services.

Under EPSDT, a screening is a comprehensive health evaluation, including the status of a child's emotional health. A child is entitled to periodic screenings, or an inter-periodic screening (between normal screening times), whenever a physical or emotional problem is suspected, and to receive health services to address such problems from any Medicaid provider (public or private). Check with your state Medicaid office to get current information about the services under the EPSDT program.

Other parents, particularly those in rural areas, may want to first approach their county's public health nurse, or family and human services agency. Either may be able to direct them to an evaluation program available in their area.

Community mental health centers are also a good source of help, and can be less expensive than seeking out a private doctor or mental health professional. Parents will want to ask for professional staff with experience in evaluating the mental health needs of children. If in doubt, ask for the credentials and expertise of the professional who is assigned to work with the child. Credentials should be offered and displayed in the professional's workplace.

Children and youth in Minnesota may have access to mental health supports at school through school-linked mental health services. It is not a requirement in Minnesota for schools to provide these services, but a grant program from the Children's Mental Health Division at the Minnesota Department of Human Services has given some schools the opportunity to partner with community-based mental health providers so that students can have access to services at school. This partnership offers easier access for early intervention and treatment to prevent more serious mental illness, and offers students support in a natural, non-stigmatizing setting.

School-linked mental health services

Seeking a Free Comprehensive Special Education Evaluation for Services at School

There are federal and state laws that require certain services in school for children who have disabilities. The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that addresses early intervention services for young children, as well as for school-age children who have disabilities. If your child needs more supports or services to help them be a successful learner, consider requesting an evaluation for special education from your school administrator.

The process of evaluation starts with Child Find, a process that requires schools to identify, locate, and evaluate students with disabilities who may need special education services and supports. An evaluation for special education is not the same as a diagnostic evaluation. A comprehensive special education evaluation determines if the student is in need of special education services (specially designed instruction and related services, and any necessary accommodations) due to their disability.

If the child is determined to meet the criteria as a child with a disability under IDEA, the school will put together a team, which includes the parent, to develop and write an Individualized Education Plan (IEP). This is a legal agreement between the school district and the child and their parent(s) for the provision of special education services.

If the child is not determined to meet the criteria as a child with a disability under IDEA, parents may want to consider a 504 Plan. Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that says it is not legal to discriminate against people with disabilities in any program receiving federal funds.

In school, Section 504 can help children and youth who have a mental health or emotional disorder but are not eligible for special education. Schools must first determine whether the child's impairment substantially limits their ability to learn, and then provide accommodations for that child. Accommodations can include such things as giving extra time to complete work, using headphones or going to a quiet place to help screen out noise. Section 504 helps children to succeed in the activities that are available to all students.

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Does My Child Have an Emotional or Behavioral Disorder? - Children's Mental Health and Emotional or Behavioral Disorders Project

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What to Look for: Among all the dilemmas facing a parent of a child with emotional or behavioral problems, the first question-whether the child's behavior is sufficiently different to require a comprehensive evaluation by professionals-may be the most troublesome of all.

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This website describes what ADHD (Attention-Deficit Hyperactivity Disorder) is and how its treated and all of the resources that are out there for ways of dealing with it and coping with it for parents and teachers.

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This website is describes what disabilities are and the common learning disabilities and how experts lack the differences in the screening protocols. Learning disabilities don't include those difficulties that are primarily due to a student’s intellectual or physical disabilities.

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Solving word problems is a large part of algebra coursework and statewide testing. However, solving secondary mathematics word problems is difficult for most students and extremely challenging for...

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Students with learning disabilities (LD) have difficulty acquiring basic skills or academic content due to difficulty using or understanding spoken or written language. These difficulties may impact a student's ability to read, write, spell, think, speak, listen, or do mathematics.

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This website is for parents and teachers that explains to you what to look for and how to identify if the child is gifted or not. There are different ways to go about the situations.

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Identification - National Association for Gifted Children

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While some commonalities exist across giftedness, one size does not fit all. Gifted learners exhibit different characteristics, traits, and ways to express their giftedness. Various issues must be considered for identification:

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Teaching & Certification in Special Education

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Teaching & Certification in Special Education

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This educational website provides information and ensures that teachers have all of the tools and resources they need to be successful. Also, the site provides the steps to follow and how to maintain your teaching certification. Teachers create an account to comply with each state. This website is resourceful to teachers and parents.

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Special Education Teaching Assignments and Certification

The following table shows the certification required for various types of special education teaching assignments. The types of teaching assignments are described on the Continuum of Special Education Services for School-Age Students with Disabilities webpage. Certification requirements are available on the Search Certification Requirements webpage.

Effective July 1, 2021, all special education teachers who teach one or more subject areas in a special class (self-contained class) in grades 7-12, with some or no students under alternate assessment, must either:

Please note that teachers who hold any of the special education certificates listed in the following table can teach students who are under alternate assessment at any grade level.

For questions about teaching assignments that are not answered in the following table, please contact the Office of Special Education at speced@nysed.gov. For questions about certification requirements, please contact the Office of Teaching Initiatives at tcert@nysed.gov.

A printable version can be found at: Special education teaching assignment by certificate
Severe or Multiple Disabilities Annotation
Special education teachers who hold the Severe or Multiple Disabilities Annotation can teach a special class where all students are under alternate assessment and all students have severe cognitive disabilities. Students can be at any developmental level (birth-grade 12).

Last Updated: October 26, 2023

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Special Education Teaching Assignments and Certification : Educator Resources:OTI:NYSED

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This website article explains what physical disabilities can be defined as and gives evidence based strategies to follow. Secondly, this article stresses the importance of safety when assisting individuals with physical disabilities. This website is resourceful to teachers and parents.

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About physical disabilities

Physical disability affects a child's ability to move, or to control their body movements. Children differ in how much their movement is impacted as there are many different types and causes. This includes paralysis (inability to move one or more limbs), problems with muscle tone, reduced balance, reduced ability to make larger or gross motor movements (e.g. challenges with walking and running), and reduced ability to make smaller or more precise movements (e.g. challenges with writing and doing up shoe laces). Common causes of physical disability include acquired brain injury (e.g. after a stroke), spinal cord injury, cerebral palsy, spina bifida, loss of limbs and muscular dystrophy. Some children with physical disability will walk independently, while others will use mobility aids (e.g. ankle supports, crutches or wheelchairs).

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Educator Strategies for Physical disability | AllPlay Learn

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Learn about physical disability in young children, understand common strengths and use evidence-based strategies to support children with physical disability, consider the Early Years Learning and Development Outcomes, and view relevant resources that can help to create an inclusive environment at early childhood education and care settings.

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This website describes communication disorders and how they can effect a variety of things like daily tasks. Speech and language impairments can attribute to environmental factors. Also, this site has advice on what to do and look out for if you come into contact with a individual who has a speech and language impairment. This website is resourceful to teachers and parents.

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Communication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders.

Niccolo Fontana Tartaglia (1500-1557), a famous mathematician, was the first to work out a general solution for equations of the third degree. Although his last name was Fontana, he was given the nickname "Tartaglia," which means "stutterer" or "stammerer."

Speech and language impairments and disorders can be attributed to environmental factors, of which the most commonly known are High Risk Register problems, which include drugs taken during pregnancy, common STD's such as syphilis, and birthing trauma to name a few. Communication disorders can also stem from other conditions such as learning disabilities, dyslexia, cerebral palsy, and mental retardation.

General Strategies

1. treat the student with a disability as you would any other student.

2. Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

3. Students with communication disorders should be encouraged to discuss their functional difficulties and needs in private during the first week of classes and to talk about ways to compensate.

4. When it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.

5. Encourage classmates to accept the student with communicative problems.

6. Be a good speech model. This will indicate to all that good communication is desirable.

7. An atmosphere conducive to easy and good interactive communication should be established and maintained in the classroom.

8. Consult a Speech Language expert concerning each child with a communicative disorder in your class and work with him/her throughout the class.

9. Keep up-to-date on the student's accomplishments in therapy.

10. Give students with speech impairments opportunity to speak in class.

11. Give them time to express themselves, do not interrupt or try to fill in gaps for them.

12. Speak to them naturally.

Teacher Presentation

1. Maintain contact with student.

2. Allow students to tape lectures.

3. Provide an interpreter (signed English or American Sign Language) to those who require another form of communication.

4. Encourage and assist in facilitation of participation in activities and discussions.

5. Be patient.

6. Be a good listener.

Laboratory

Joseph Priestly (1733-1804), the scientist credited with the discovery and isolation of oxygen, also stuttered.

1. Allow more time for the student to complete activities.

2. Place the student within reasonable distance from the instructor to meet their needs.

3. Anticipate areas of difficulty in access and involve the student in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity.

4. For students who cannot use the computer because of other physical limitations in their hands or arms, explore avenues for obtaining adaptive access software (including Unicorn keyboards), special switches, Power Pads, eye controlled input systems, touch screens, footmice, and other special equipment.

5. If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

6. Use a peer-buddy system when appropriate.

7. Lastly, consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Group Interaction and Discussion

1. Encourage classmates to accept the student with communicative problems.

2. An atmosphere conducive to easy and good interactive communication should be established and maintained in the classroom.

3. Encourage and assist in the facilitation of participation in activities and discussions.

4. Allow more time for the student to complete activities.

5. Allow for multiple means of presentation and expression.

Research

1. Review and explain to the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate lab and field strategies according to the nature of the research.

3. Allow more time for the student to complete activities.

4. With the student, work out alternate procedures which do not disengage the student from the activity.

5. Anticipate areas of difficulty in access and involve the student with a communication disability in doing the same. Together, work out alternate procedures while trying to disengage the student from the activity.

6. If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

Field Experiences

1. Discuss with the student any needs, problems or alternatives he/she anticipates in the field learning environment.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Make special advance arrangements with curators during passive visiting field trips.

4. When information gathering involves a physical action that the impaired student cannot perform, try a different experience yielding the same information.

5. In the field, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

Testing

1. Allow more time for the student with communication impairments to complete tests in their optimal mode of communication.

2. Design tests that are appropriate for the student's disorder (written, drawn, or oral.)

3. Writers could be provided for test taking if the individual requires such assistance.

4. Check to be sure that test instructions are completely understood by the child and provide any additional assistance that may be needed.

Communication Disability Organizations

American Speech-Language-Hearing Association
The mission of this association is to promote the interests of and provide services for professionals in audiology, speech-language pathology, and speech and hearing science. It also promotes advocacy for persons with communication disabilities.

Developmental Delay Resources
Developmental Delay Registry (DDR), a nonprofit organization dedicated to meeting the needs of those working with children who have developmental delays in sensory motor, language, social, and emotional areas.

Hanen Centre
The Hanen Centre is an non-profit charitable international organization dedicated to providing early speech - language intervention to all young children with special needs and speech language delays.

National Aphasia Association
The National Aphasia Association is a nonprofit organization that promotes public education, research, rehabilitation and support services to assist people with aphasia and their families.

Communication Disability Resources

Aphasia
This site contains excellent web sites, organizations, general informations and chat lines.

Apraxia
This site contains excellent web sites, organizations, general informations and chat lines concerning apraxia.

Communication Aids for Language and Learning
The CALL team is dedicated to serving those in Scotland with severe communication difficulties; physical disabilities; and mobility problems.

Communication Disorders
This site contains excellent web sites, organizations, general informations and chat lines dealing communication impairments.

General Information about Speech and Language Disorders
This is a fact sheet that gives definitions, characteristics, and other information.

National Institute on Deafness and Other Communication Disorders
NIDCD facilitates and enhances the dissemination of information in the following areas: hearing, balance, smell, taste, voice, speech, and language.

Net Connections for Communication Disorders and Sciences
This site provides many useful links.

Stuttering
This site contains excellent web sites, organizations, general information and chat lines about stuttering.

"What to Do and What to Know When Speaking with a Person who Stutters"
This site provides general information about stuttering.

Assistive Software for Communication Disorders

Kurzweil 3000 for Macintosh by Kurzweil Educational
The Kurzweil 3000 for Macintosh is helping to meet the challenge of reading caused by dyslexia, attention deficit disorder and other disorders. Kurzweil 3000 reads scanned books or electronic text aloud using synthetic speech. This patented auditory and visual presentation of information helps measure reading accuracy, speed and comprehension for struggling readers.

Availability: Freeware
Contact: Kurzweil Educational USA
Phone: +1-800-894-5374
Fax: +1-781-203-5033
E-mail: info@kurzweiledu.com

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Communication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders.

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This article about autism explains what autism is defined as. Individuals with autism may need a lot of support on a daily basis and some may require little to no support. The website also states that at the ages of 2 and 3 you can start to notice the signs of autism. Lastly, this site gives several resources to look at. This website is resourceful to teachers and parents.

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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This website PDF link clarifies all of the different bilingual special education programs along with the curriculum and instruction aspect. Also, how BSE programs are based on the IEP (Individualized Education Program) that determines weather or not the student is eligible for placement or not. This is a great resource for educators and parents.

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This website explains what testing accommodations are and all of the different accommodations that could be used. Also, it states how to determine if your students need accommodations with certain subjects.

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This website explains the purpose of an IEP goal and how it's written. Next, the site explains how to choose a goal depending on the situation of your student. Lastly, it addresses how IEP progress is monitored.

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This website gives ideas on the best educational games for kids to keep them engaged in learning. Secondly, this site explains what you should look out for while choosing a game to play.

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This website explains what assistive technology is and how it can be used in many ways to individuals who need it. Also, it explains how and when assistive technology may be used in the classroom, community or at home.

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This website shows/ explains New York State laws and regulations on Special Education students and individuals with disabilities.