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What is Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom's Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. We have updated this pyramid into a "cake-style" hierarchy to emphasize that each level is built on a foundation of the previous levels.

You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website.
How Bloom's can aid in course design

Bloom's taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning:

Before you can understand a concept, you must remember it.

To apply a concept you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation.

However, we don't always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. That approach would become tedious-for both you and your students! Instead, start by considering the level of learners in your course:

1. Are lots of your students freshman? Is this an "Introduction to..." course? If so, many your learning outcomes may target the lower order Bloom's skills, because your students are building foundational knowledge. However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals.

2. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes. You may need a few, for any radically new concepts specific to your course. However, these advanced students should be able to master higher-order learning objectives. Too many lower level outcomes might cause boredom or apathy.

How Bloom's works with learning outcomes

Fortunately, there are "verb tables" to help identify which action verbs align with each level in Bloom's Taxonomy.

You may notice that some of these verbs on the table are associated with multiple Bloom's Taxonomy levels. These "multilevel-verbs" are actions that could apply to different activities. For example, you could have an outcome that states "At the end of this lesson, students will be able to explain the difference between H2O and OH-." This would be an understanding level outcome. However, if you wanted the students to be able to "... explain the shift in the chemical structure of water throughout its various phases." This would be an analyzing level verb.

Adding to this confusion, you can locate Bloom's verb charts that will list verbs at levels different from what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom's Taxonomy level.

Bloom's Level

Key Verbs (keywords)

Example Learning Outcome

Evaluate
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
How Bloom's works with Quality Matters

For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy. Quality Matters also requires that your course assessments (activities, projects, and exams) align with your learning outcomes. For example, if your learning outcome has an application level verb, such as "present", then you cannot demonstrate that your students have mastered that learning outcome by simply having a multiple choice quiz.

Course level and lesson level outcomes

The biggest difference between course and lesson level outcomes is that we don't directly assess course level outcomes. Course level outcomes are just too broad. Instead, we use several lesson level outcomes to demonstrate mastery of one course level outcome. To create good course level outcomes, we need to ask ourselves: "what do I want the students to have mastery of at the end of the course?" Then, after we finalize our course level outcomes, we have to make sure that mastery of all of the lesson level outcomes underneath confirm that a student has mastery of the course level outcome-in other words, if your students can prove (through assessment) that they can do each and every one of the lesson level outcomes in that section, then you as an instructor agree they have mastery of the course level outcome.

How Bloom's works with course level and lesson level outcomes:

Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.

Because the lesson level outcomes directly support the course level outcomes, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level outcomes. Use Bloom's Taxonomy to make sure that the verbs you choose for your lesson level outcomes build up to the level of the verb that is in the course level outcome. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning outcomes:

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. If an outcome has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level outcome are at least at the highest Bloom's Taxonomy as the highest lesson level outcomes that support it. (Because we can't verify they can evaluate if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.

When you are ready to write, it can be helpful to list the level of Bloom's next to the verb you choose in parentheses. For example:

Course level outcome 1. (apply) Demonstrate how transportation is a critical link in the supply chain.

1.1. (understand) Discuss the changing global landscape for businesses and other organizations that are driving change in the global environment.

1.2. (apply) Demonstrate the special nature of transportation demand and the influence of transportation on companies and their supply chains operating in a global economy.

This trick will help you quickly see what level verbs you have. It will also let you check that the course level outcome is at least as high of a Bloom's level as any of the lesson level outcomes underneath.

Before you begin constructing your outcomes:

Please read our Learning Outcome : Before and After Examples page.

Additional External Resources:

For a longer list of Bloom's Verbs - TIPS tip: You can also use the "find" function (press: Ctrl-f or command-f on a mac) in your browser to locate specific verbs on this list.

To see how Bloom's can be applied specifically to distance education: Digital Approaches to Bloom's Taxonomy

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Using Bloom's Taxonomy to Write Effective Learning Outcomes

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Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.

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Student Learning Objectives (SLOs) are measurable, long-term, academic goals, informed by available data that a teacher or teacher team sets at the beginning of the year for all students.

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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We’ve compiled an extensive list of 75 digital tools that can help teachers use formative assessment to elicit evidence of student learning.

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10 Effective Assessment Methods Every Teacher Should Use

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Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

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Instructional Strategies: The Ultimate Guide for Professors

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Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

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When I think back on my time in school, I have memories of things like the lunchroom, the gymnasium, the hallways and the general flow of students between periods.

I remember my friends, and I remember the kids I didn't get along with.

Most of all, I remember moments. Points in time when teachers would say something good or bad, leaving an indelible impression on me for the rest of my life.

I remember Mrs. Bulloch telling me to come out of my shell, that I had something important to share with the world that needed to be said. She got me to do things I never would have done, and I often go back to that day to find courage and inspiration.

Unfortunately, I also remember some not-so-great things teachers said that would have a lasting effect on me.

Instances come up every day when the words we use and the manner in which we say them make a tremendous long-term impact on our students' lives.

More and more, teachers must communicate with finesse and clarity to address issues and challenges. As anxiety and depression increase in our schools, the stakes are higher than ever.

I believe the next shift in education will be toward the integration of social and emotional programs and strategies into the normal class schedule. Social and emotional skills are increasingly being recognized as important for child development.

Furthermore, I'm also convinced that technology will play even more of a role in teaching at a management level. For example, there is already software that makes being a teacher a little easier. If you're a teacher struggling to keep in touch with parents, perhaps due to administrative issues, it might be worth looking in to digital communication logs for teachers and parents. A lot of schools are finding that data analytics platforms like School Status are changing the game when it comes to being able to contact parents.

A recent Time Magazine article discusses an analysis of 213 schools who have implemented SEL programs, and the resulting improvements they've seen in students' emotional skills, pro-social behaviors, relationships with others and attitudes about school.

This trend will necessitate that educators improve their capabilities in helping students develop competencies like self-awareness, self-management, social awareness, altruism, risk-taking, gratitude, relationship skills, and responsible decision-making.

It will require our teachers to gain comfort and insight when talking with students about their feelings.

In essence, it will require them to become therapists.

Over the years, we've worked with many amazing teachers who could effectively teach subject matter as well as connect with their students and benefit them well beyond the basics of reading, writing and arithmetic.

These key approaches represent critical professional development for teachers in light of social emotional learning:
1. Grow individuals vs. teaching subjects
I remember an old basketball commercial where Charles Barkley claimed he was not a role model. He seemingly did not take his responsibility seriously. The sad fact is that he was a role model, just not a very good one.

We are role models (whether we like it or not), and everything we do leaves a fingerprint on the students we teach.

Teachers can and should have a positive impact far beyond simply teaching the required curriculum. Great teachers take this seriously and are constantly seeking ways to reach their students and develop non-cognitive skills such as self-esteem and self-advocacy. All educators can benefit from developing new skills and techniques that foster a growth mindset in students and provide a foundation not just for success in school, but happiness in life.
2. Be the guide by the side, not the sage on the stage
The great teachers I've seen are real and genuine. They know how to be a little vulnerable and human with their students. By sharing openly and honestly and by being creative and goofy, they enable their students to do the same and get the most out of their time in the classroom.

I think vulnerability training could be a powerful force in our school system. Brené Brown once said, "When we are vulnerable, we are beautiful." The development of such techniques and execution of some strategies in this area could really transform our classrooms by opening up the hearts and minds of our students.
3. Build community vs. managing a classroom
More than ever, our students are detached at school. In fact, a recent study showed that 40% of students are chronically disengaged.

The antidote to disengagement is connection. By building a sense of community in the classroom, teachers can make classes into rich and emotionally rewarding environments where all their students can thrive.

There are many techniques that great teachers use to foster a safe and nurturing environment. These strategies and techniques should be taught and shared in every classroom throughout the country. It will benefit each and every student in your class by creating an environment where more students can thrive.
4. Perform therapy vs. discipline
One of the great lessons I got from the late Steven Covey, author of The 7 Habits of Highly Effective People, was to seek first to understand, and then to be understood. As a parent, I have learned that I am much more effective when I ask questions of my children versus simply giving commands.

For example, when my son is critical of his sister, I feel I get a much better result when I ask him why he said what he said. Through a time-tested Socratic method, I am able to build a much better understanding, allow my child to feel respected, but also take the most informed action to benefit him in the long run.
5. Facilitate a process vs. teach curriculum
A few years ago, I took a stand-up comedy class. At the end of the class, we actually had to perform live on stage for four minutes. Trust me when I tell you that I was paralyzed with fear. Our instructor had one rule: "If you get the crowd to laugh, never interrupt the laughter with the next joke." Laughter is the gold of comedy, and by interrupting it, you're actually training your audience not to laugh. The instructor said he would pull us off the stage if any of us did this.

Like laughter in comedy, student discussion and sharing is the foremost goal we educators should seek, as it is critical to helping our students manage through the stresses and social challenges they face at school and at home. This dialogue is precious and central to any social emotional program.

As teachers, we are taught to teach. But we need to learn to become facilitators, and to participate in the process of growth with our students. Numerous new programs are about facilitating open-ended discussion rather than skills mastery. We should embrace this by incorporating the specific tactics and skills into our arsenals to become good facilitators of sharing and discussion. Both educators and students will benefit tremendously from our doing so.

I believe education is the most important profession in our society. When we positively impact the life of a child, we make the world a better place forever. Every educator I know got into this field for the purpose of helping young people.

Unfortunately, with compliance and administrative pressures, many teachers are struggling just to stay caught up, and most are missing out on the gold of teaching - that feeling of impacting their students.

Social emotional teaching skills can foster environments in which better connections are made and relationships are solidified. This critical professional development for teachers will allow them to shine and experience the wonderful sense of gratification they deserve for all the work they do.

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When I think back on my time in school, I have memories of things like the lunchroom, the gymnasium, the hallways and the general flow of students between periods. I remember my friends, and I remember the kids I didn't get along with. Most of all, I remember moments.

# data[].attributes.attachment_link.readable_text
Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you.

Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward and effective classroom management approaches you can implement by yourself. These approaches can enhance prosocial student behavior and academic engagement, establishing an orderly learning environment.

Available as a downloadable list to keep at your desk, below are 20 research-backed classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

Universal classroom management strategies for educators

These 20 classroom management techniques have shown to improve classroom behavior, build relationships for a better classroom community, and foster a positive classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a happier, more effective teacher.

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language

Maintain eye contact

Keep phones in your pockets

Let one another speak uninterrupted

Raise concerns about one another's statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Encourage all students to help you build classroom expectations and rules, as you'll generate more buy-in than just telling them what they're not allowed to do.

This is especially essential for new teachers. Near the start of the school year or during the first day of a semester, start a discussion by asking students what they believe should and shouldn't fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels during lessons?

This may seem like you're setting yourself up for failure, but -- depending on the makeup of your class -- you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations for your classroom culture.

3. Document rules
Don't let your mutually-respected guidelines go forgotten.
Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it'll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom - if you haven't already - for occasional reference. If you're feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

"Do you have a question?", not "Stop talking and disrupting other students"

"Do you need help focusing?", not "Pay attention and stop fooling around while I'm talking"

This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.

5. Encourage initiative

Promote growth mindset, and inject variety into your lessons, by allowing students to work ahead and deliver short presentations to share take-away points. Almost inevitably, you'll have some eager learners in your classroom. You can simply ask them if they'd like to get ahead from time-to-time.

For example, if you're reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral performance, according to a recent research review and study.

When it is sincere and references specific examples of effort or accomplishment, praise can:

Inspire the class

Improve a student's self-esteem

Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let's say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you'll motivate other students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations -- divided sections of your classroom through which students rotate -- allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins.

8. Hold parties

Throw an occasional classroom party to acknowledge students' hard work, motivating them to keep it up.

Even if it's just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you're holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.

9. Give tangible rewards

Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

Let's say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week -- from candy to being able to choose a game for the next class party.

10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They'll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child's learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching.

11. Build excitement for content and lesson plans

This one works well no matter the grade level: elementary school, middle school or high school. Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

As the bell rings and students settle, go through an agenda of the day's highlights for the whole class. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, "Throughout the day, you'll learn about:"

How to talk like you're a teacher (sentence structure)

Why you don't know anyone who's won the lottery (probability)

What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.

12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

Providing audiobooks, which can play material relevant to your lessons

Maintaining a designated quiet space for students to take notes and complete work

Creating a station for challenging group games that teach or reinforce standards-aligned skills

Allowing students to work in groups while taking notes and completing work, away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

13. Write group contracts

Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class's thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you've written the contract, encourage students to come up with consequences for violating expectations.

By having them sign a fresh version of the contract before each group task and project, you're empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don't demand a specific product -- to allow them to demonstrate knowledge in ways that inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they'll:

Work and learn at their own paces

Engage actively with appropriate content

Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

Recall a time you saw a big "F" in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.
So, consider avoiding standard marks on informal and formative assessments.
Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn't meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

Classroom management strategies for individual students

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a given student's skill deficits, serving him or her content to help overcome them. For example, Prodigy Math Game is a game that adjusts its content to help students address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers. More than one million teachers currently use Prodigy, as it's aligned with curricula across several English-speaking countries.
Try the free platform by signing up below:

17. Interview students

Interview students who aren't academically engaged or displaying prosocial behavior to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

What helps them focus

Who they work well with

Their favorite types of lessons

Their favorite in-class activities

Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

Avoid hesitation when you must address inappropriate or off-task behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between students or you and a student -- won't fester. Failure to act can result in more poor behavior, leading to needlessly-difficult conversations.

But keep in mind: It's usually best to talk to the student in private. Research shows that punishing students in front of peers has "limited value."

19. Consider peer teaching

Use peer teaching as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial for students who suffer from low confidence and poor interpersonal skills.

Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize benefits because they can ask questions and receive immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you'll likely find the benefits are worth the work.

20. Gamify personal learning plans

Motivate students on personal learning plans by gamifying those plans, as studies -- such as recent research from South Korea-- indicate this will continuously engage and incentivize them.

Consider gamification strategies such as:

Adjusting your scoring system -- Give experience points (XP) -- along with traditional scores -- on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.

Using stages -- Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they're gamers, they'll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.

If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.

Downloadable list of classroom management strategies for teachers

Click here to download a simplified list of the above classroom management strategies and techniques to print and keep at your desk.

Classroom management strategies infographic

Below is an infographic based on this article, helping you deploy these classroom management strategies at your own school!

Click to expand! Created by Venngage Infographics that recently launched its own banner maker.

Classroom management FAQs

What is the best classroom management style?

According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles, some educators believe an authoritative classroom management style may the best one. This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective. So you may wish to review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a variety of solutions that can be easily implemented. Every group of students has varying needs and will likely need a unique approach to help every student bring his or her best self to the classroom and be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will set you and your students up for success all year long. They are:

Classroom design - be intentional about how you set up your desk, your students' desks, bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment.

Rules/discipline - to create a safe and caring school community, develop classroom rules your students understand and - hopefully - respect. While it may not be fun, be sure to communicate that breaking classroom rules will have concrete yet fair consequences.

Scheduling/organization - being on time, keeping on task and staying organized will help set up your lessons (and your students' learning) up for success.

Instructional technique - while you may not have the flexibility you'd like when it comes to content and curriculum, you should have the freedom to choose how you teach. For example, 8th grade students may prefer a lecture-style lesson with small group discussions while 3rd grade students may prefer learning math with a digital game-based learning platform. Observe how your students learn best and use the classroom management strategies and techniques to teach your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons. It:

1. Creates and sustains an orderly learning environment in the classroom

2. Improves meaningful academic learning and fosters social-emotional growth

3. Increases students' academic engagement and lowers negative classroom behavior

Final thoughts about these classroom management strategies

These class-wide and one-on-one approaches to classroom management largely work across subjects and grade levels. Implementable without admin and parent support, they should empower you to establish an orderly -- yet friendly and engaging -- environment.

Look forward to better teacher-to-student and student-to-student interactions as a result. Create or log in to your free teacher account on Prodigy. Aligned with curricula across the English-speaking world, it's loved by more than a million teachers and 100 million students.

Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you.

Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward and effective classroom management approaches you can implement by yourself. These approaches can enhance prosocial student behavior and academic engagement, establishing an orderly learning environment.

Available as a downloadable list to keep at your desk, below are 20 research-backed classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

Universal classroom management strategies for educators

These 20 classroom management techniques have shown to improve classroom behavior, build relationships for a better classroom community, and foster a positive classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a happier, more effective teacher.

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language

Maintain eye contact

Keep phones in your pockets

Let one another speak uninterrupted

Raise concerns about one another's statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Encourage all students to help you build classroom expectations and rules, as you'll generate more buy-in than just telling them what they're not allowed to do.

This is especially essential for new teachers. Near the start of the school year or during the first day of a semester, start a discussion by asking students what they believe should and shouldn't fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels during lessons?

This may seem like you're setting yourself up for failure, but -- depending on the makeup of your class -- you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations for your classroom culture.

3. Document rules
Don't let your mutually-respected guidelines go forgotten.
Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it'll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom - if you haven't already - for occasional reference. If you're feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

"Do you have a question?", not "Stop talking and disrupting other students"

"Do you need help focusing?", not "Pay attention and stop fooling around while I'm talking"

This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.

5. Encourage initiative

Promote growth mindset, and inject variety into your lessons, by allowing students to work ahead and deliver short presentations to share take-away points. Almost inevitably, you'll have some eager learners in your classroom. You can simply ask them if they'd like to get ahead from time-to-time.

For example, if you're reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral performance, according to a recent research review and study.

When it is sincere and references specific examples of effort or accomplishment, praise can:

Inspire the class

Improve a student's self-esteem

Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let's say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you'll motivate other students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations -- divided sections of your classroom through which students rotate -- allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins.

8. Hold parties

Throw an occasional classroom party to acknowledge students' hard work, motivating them to keep it up.

Even if it's just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you're holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.

9. Give tangible rewards

Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

Let's say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week -- from candy to being able to choose a game for the next class party.

10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They'll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child's learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching.

11. Build excitement for content and lesson plans

This one works well no matter the grade level: elementary school, middle school or high school. Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

As the bell rings and students settle, go through an agenda of the day's highlights for the whole class. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, "Throughout the day, you'll learn about:"

How to talk like you're a teacher (sentence structure)

Why you don't know anyone who's won the lottery (probability)

What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.

12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

Providing audiobooks, which can play material relevant to your lessons

Maintaining a designated quiet space for students to take notes and complete work

Creating a station for challenging group games that teach or reinforce standards-aligned skills

Allowing students to work in groups while taking notes and completing work, away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

13. Write group contracts

Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class's thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you've written the contract, encourage students to come up with consequences for violating expectations.

By having them sign a fresh version of the contract before each group task and project, you're empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don't demand a specific product -- to allow them to demonstrate knowledge in ways that inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they'll:

Work and learn at their own paces

Engage actively with appropriate content

Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

Recall a time you saw a big "F" in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.
So, consider avoiding standard marks on informal and formative assessments.
Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn't meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

Classroom management strategies for individual students

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a given student's skill deficits, serving him or her content to help overcome them. For example, Prodigy Math Game is a game that adjusts its content to help students address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers. More than one million teachers currently use Prodigy, as it's aligned with curricula across several English-speaking countries.
Try the free platform by signing up below:

17. Interview students

Interview students who aren't academically engaged or displaying prosocial behavior to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

What helps them focus

Who they work well with

Their favorite types of lessons

Their favorite in-class activities

Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

Avoid hesitation when you must address inappropriate or off-task behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between students or you and a student -- won't fester. Failure to act can result in more poor behavior, leading to needlessly-difficult conversations.

But keep in mind: It's usually best to talk to the student in private. Research shows that punishing students in front of peers has "limited value."

19. Consider peer teaching

Use peer teaching as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial for students who suffer from low confidence and poor interpersonal skills.

Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize benefits because they can ask questions and receive immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you'll likely find the benefits are worth the work.

20. Gamify personal learning plans

Motivate students on personal learning plans by gamifying those plans, as studies -- such as recent research from South Korea-- indicate this will continuously engage and incentivize them.

Consider gamification strategies such as:

Adjusting your scoring system -- Give experience points (XP) -- along with traditional scores -- on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.

Using stages -- Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they're gamers, they'll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.

If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.

Downloadable list of classroom management strategies for teachers

Click here to download a simplified list of the above classroom management strategies and techniques to print and keep at your desk.

Classroom management strategies infographic

Below is an infographic based on this article, helping you deploy these classroom management strategies at your own school!

Click to expand! Created by Venngage Infographics that recently launched its own banner maker.

Classroom management FAQs

What is the best classroom management style?

According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles, some educators believe an authoritative classroom management style may the best one. This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective. So you may wish to review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a variety of solutions that can be easily implemented. Every group of students has varying needs and will likely need a unique approach to help every student bring his or her best self to the classroom and be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will set you and your students up for success all year long. They are:

Classroom design - be intentional about how you set up your desk, your students' desks, bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment.

Rules/discipline - to create a safe and caring school community, develop classroom rules your students understand and - hopefully - respect. While it may not be fun, be sure to communicate that breaking classroom rules will have concrete yet fair consequences.

Scheduling/organization - being on time, keeping on task and staying organized will help set up your lessons (and your students' learning) up for success.

Instructional technique - while you may not have the flexibility you'd like when it comes to content and curriculum, you should have the freedom to choose how you teach. For example, 8th grade students may prefer a lecture-style lesson with small group discussions while 3rd grade students may prefer learning math with a digital game-based learning platform. Observe how your students learn best and use the classroom management strategies and techniques to teach your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons. It:

1. Creates and sustains an orderly learning environment in the classroom

2. Improves meaningful academic learning and fosters social-emotional growth

3. Increases students' academic engagement and lowers negative classroom behavior

Final thoughts about these classroom management strategies

These class-wide and one-on-one approaches to classroom management largely work across subjects and grade levels. Implementable without admin and parent support, they should empower you to establish an orderly -- yet friendly and engaging -- environment.

Look forward to better teacher-to-student and student-to-student interactions as a result. Create or log in to your free teacher account on Prodigy. Aligned with curricula across the English-speaking world, it's loved by more than a million teachers and 100 million students.

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20 Classroom Management Strategies and Techniques [+ Downloadable List]

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Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you. Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

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Use these tried and true active engagement strategies to strengthen motivation, increase achievement and infuse fun into any classroom: 1. Think-Pair-Share:

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Students zoning out during instruction? Here are 9 FREE engagement strategies to use with students in your daily lessons.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Today, teachers play a multifaceted role that goes beyond traditional classroom instruction. They're mentors, councilors, curriculum designers, technology integrators, examination experts, and more- all in a bid to support students' holistic development.

To meet the diverse needs of students and navigate through the intricacies of modern education systems, teachers must embrace professional development( PD) .

Professional development courses offer a pathway for you to continually refine your skills, adapt to emerging trends, and, ultimately, provide a superior learning experience for your students. You remain current with the evolving educational methods, technology, and pedagogical research.

In this comprehensive guide, we will explore the best professional development for educators to empower you at every stage of your teaching career.

What Are Professional Development Courses?

Professional development (PD) courses encompass a wide range of structured learning experiences designed to enhance a teacher's proficiency in various aspects of education. PD courses go beyond traditional academic training and focus on practical skills, pedagogical strategies, and innovative approaches that you can directly apply in the classroom.

Professional development can take various forms, including workshops, seminars, online courses, conferences, mentorship programs, etc. The goal is to equip educators with the knowledge and tools they need to foster a conducive learning environment and support the academic growth of their students.

That said, professional development is not a one-size-fits-all endeavor. It is highly adaptable and can be tailored to suit individual teachers' specific needs and aspirations.

Whether you're a seasoned educator looking to stay at the cutting edge of educational practices or a novice teacher eager to build a strong foundation, there's a professional development course suited for you. You can take a PD course online, enroll in an in-school program, study while you work, or even take a break from the classroom and advance your education with a course.

Taking a professional development course offers you benefits even beyond your teaching career. These include:

You enhance your teaching skills and become more effective in the classroom, leading to better student outcomes.

You become more adaptable to new technologies and more innovative.

PD gives you personal and professional growth, giving you a sense of accomplishment and fulfillment.

You can network and collaborate with your peers, gaining better insights, resources, and best practices in education.

You get career advancement opportunities within the field of education.

Professional development requirements can vary significantly from one state or school district to another. What may be considered a valid PD activity in one region may not carry the same weight in another. It's important to familiarize yourself with your preferred state's requirements for professional development.

Additionally, you should note that completing professional development courses differs from certification.

Research the licensure and certification requirements for your state career goals and local conditions to ensure you're on the right path toward achieving your professional aspirations. Find out how long you'll need for a certain course or how many courses you need to take, and continuously check the changes in your school district that may involve PD courses.

Best Professional Development Courses

Selecting the right professional development course can be a daunting task, given the abundance of options available. To ease your decision-making process, we've compiled a list of highly recommended professional development courses for teachers.

Here are the ten best professional development courses for teachers:

is a leading provider of online professional development skills for educators. The institution offers a diverse range of courses covering topics such as technology integration, classroom management, and differentiated instruction.

Here's what makes Simple K12 stand as a preferred provider for PD courses for educators:

Conveniently accessible PD courses that are available online.

Certificates on completion.

Specialized in education technology, which is crucial in today's digital age.

Wide range of topics to cater for different levels of expertise and subject areas.

Experienced instructors and experts in the field of education, ensuring the quality and relevance to their courses.

Interactive learning experiences such as webinars, forums, and discussions.

A great community for networking, sharing ideas, and collaborating with peers.

Simple K12 offers over 1,500 on-demand training courses across various topics, K-12 grade levels, and subject areas. Their training options include virtual workshops, on-demand training sessions, virtual sessions, and other learning resources. You learn in an engaging and interactive way and collaborate with your peers across the world.

Examples of courses offered by Simple K12 include classroom management, Gamification & game-based learning, Career and Technical Education, etc.

2- 40 Hour Teacher Workweek

Created by Angela Watson, a former classroom teacher, the 40-Hour Teacher Workweek program focuses on time management and productivity strategies for educators.

This course provides practical solutions to help teachers reclaim their work-life balance, reduce stress, and increase their effectiveness in the classroom.

Here's what makes the 40 Hour Teacher Workweek program standout:

The 40-Hour Teacher Workweek offers training in PDF and audio formats. You can read or listen to their course content. You also get a library of resources in printable material and templates to help you with your learning.

Examples of skills you can learn with this course include time-blocking for teachers, stress-reduction strategies for educators, and classroom organization.

EdWeb offers a vibrant online community and professional learning network for educators. Their platform hosts a wide array of webinars, discussions, and courses on diverse educational topics.

Here's what makes EdWeb stand out:

A collaborative learning environment for educators.

Teachers can connect with peers, share insights, and gain valuable perspectives from a global community of educators. E.g., you can collaborate with teachers in Germany, Switzerland, and the UK and broaden your scope.

Flexible EdWebinars that can be viewed either live or as recordings at any time, providing learning flexibility.

EdWeb offers training in different options such as webinars, courses, workshops, and professional learning communities. You can get live and on-demand webinars and collaborate with their online community of educators.

Some notable courses on EdWeb include "Creating a Positive School Culture" and "Innovative Strategies for Student Engagement."

4. Negotiating Learner Differences

This course, offered by Dr. William Cope of the University of Illinois at Urbana-Champaign, focuses on inclusive teaching strategies to address diverse learning needs in the classroom. It equips educators with practical tools and techniques to create an inclusive and supportive learning environment. By understanding and accommodating various learning styles and preferences, you can enhance the educational experience for all students.

Here's what makes the Negotiating learner differences stand out:

It only takes 15 hours, enabling you to complete it fast.

The course is available online and can be taken conveniently at your own pace.

A certificate is offered after completion.

The Negotiating Learner Differences is offered through Coursera, and the format is online. Therefore, you have to log in to the platform to access the course content and material.

5- Teaching Practical Science in Secondary/High School

Teaching Practical Science is a valuable resource for enhancing the delivery of practical science lessons for science teachers. Participating in this course gives you the expertise to create engaging and memorable science lessons.

The very practical and hands-on nature of this course is a welcome break from most educational approaches, which are heavy on theory and light on practice, leaving the students raw and unprepared for the organizational demands of the world out there.

Teaching Practical Science in Secondary/High School course stands out against its competition because it offers:

The course covers effective lab management, hands-on experiments, and strategies to foster a love for science among secondary/high school students.

6- Becoming a Better Teacher

Becoming a Better Teacher is offered by the British Council. The course is designed to empower educators with comprehensive teaching skills. It takes about 6 weeks, and a certificate is provided on completion.

Here's what makes the Becoming a Better Teacher: Exploring Professional Development course stand out:

This course is offered through a platform in written and video format.

The course covers pedagogical techniques, classroom management strategies, and innovative approaches to instruction.

7- Teaching in University Science Laboratories

Teaching in University Science Laboratories is a specialized course that focuses on improving science laboratory teaching in higher education. This specialized course caters to educators involved in university-level science education.

It provides insights into effectively managing laboratory sessions, facilitating hands-on experiments, and promoting a safe learning environment. By mastering the art of teaching in science laboratories, educators can inspire a new generation of scientists and researchers.

Here's what makes the course stand out:

The course offers a comprehensive content of 7 modules that cover various aspects of improving laboratory classes in higher education.

Provides practical strategies to enhance student engagement and probe their understanding of laboratory practices.

It emphasizes professional development and was developed by ECTN (European Chemistry Thematic Network, making it highly relevant for educators in the field.

The Teaching in University Science Laboratories is offered through Coursera in different formats like video content and reading material.

Class Central is a valuable platform that aggregates a wide range of online courses from various providers, including renowned universities and educational organizations.

Teachers can explore courses on subjects ranging from STEM education to language instruction.

Here's what makes Class Central unique in professional development courses for teachers:

Class Central courses are offered in video format, which is accompanied by explainer written content, helping you to learn conveniently.

Some PD courses for teachers on the platform include the Uncommon Sense Teaching, the Bridging Distance and In-School Learning - Blended Learning, and much more.

Ed2Go is an online education platform offering a diverse online course catalog for educators seeking to expand their skill sets.

From instructional design to classroom technology integration, Ed2Go provides a comprehensive selection of professional development options. With flexible schedules and expert-led instruction, teachers can enhance their teaching practices at their own pace.

Some key features that set Ed2Go apart include:

Ed2Go offers training in an online, self-paced format, which includes videos and other formats.

Some noteworthy courses from Ed2Go include "Effective Classroom Management Strategies" and "Integrating Technology in the Classroom for Beginners.

10- The Foundation of Teaching for Learning

This course, offered by Professor John Macbeath, is a foundational resource for educators at all stages of their careers. It delves into the principles of effective teaching, covering topics such as lesson planning, assessment strategies, and student engagement techniques.

The Foundation of Teaching for Learning PD course is available on Coursera, and you can log in to the platform to access the pre-recorded content.

This course helps you master the core elements of teaching and can create a positive and impactful learning experience for your students.

How to Choose the Right Professional Development Course

Professional development is a continuous process that helps you refine your skills, adapt to new educational paradigms, and, ultimately, make a lasting impact on your students. You should actively look out for PD courses to stay up-to-date and relevant in your field.

Professional development can include training courses, degree programs, certifications, or even connecting with a mentor who can help you navigate your teaching career.

Here are tips on how you can choose the right professional development course for you:

Identify your professional goals to help you narrow down to the most relevant courses and programs.

Consider your teaching context. Consider factors such as grade level, subject area, and any unique challenges you face in your teaching environment.

Look out for reviews and recommendations.

Examine the course content and format to ensure it resonates with your learning preferences. Do you prefer online lessons, hands-on workshops, or instructor-led lessons?

Verify accreditation and certification by your state's board of education.

Evaluate the expertise of the instructors and consider courses led by knowledgeable educators or subject matter experts with a track record of success in their education.

Consider accessibility and flexibility to avoid disrupting your day-to-day schedule. Also, check if the course materials and resources are easily accessible and user-friendly.

Compare the cost of the course with the value you expect. How comprehensive is the content, and what level of expertise does it offer?

With professional development courses, you improve your teaching skills, remain updated with emerging trends in education, and improve your job satisfaction.

Improve Your Teaching Career With Teachers of Tomorrow

As an educator, investing in your professional development demonstrates a commitment to personal growth and a dedication to giving your students the best possible learning experiences.

For the last 18 years, we've helped thousands of individuals become teachers with alternative teacher certification. If you don't have a teaching degree, you can become a teacher with the alternative route within a shorter duration.

We can also help you enhance your teaching skills, meet the set regulatory requirements, and adapt your skillset to diverse needs. For example, you'll learn topics like inclusion, cultural competency, differentiated instructions, and much more.

Join Teachers of Tomorrow now, get your certification, and also network with your peers and our alumni to share resources and exchange and improve your job satisfaction.

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10 Best Professional Development Courses for Teachers in 2023 | Teachers of Tomorrow

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Today, teachers play a multifaceted role that goes beyond traditional classroom instruction. They're mentors, councilors, curriculum designers, technology

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Grades 6-8

Students reflect individually on a question or prompt, giving them time to gather their thoughts without pressure.They then discuss their ideas with a partner, allowing for peer feedback and other perspectives. Selected pairs can then share their thinking with the whole group which wraps up this three-phrase structures and reduces any anxiety about individual sharing and students have had time to process the content before public speaking.

This concept increases Engagement and Motivation by:

1) Providing multiple ways to participate (individual, partner, small group, whole group).

2) Allows introverted learners to rehearse before sharing publicly.

3) Builds confidence through peer validation before whole class contribution.

4) Increases likelihood of participation across all ability levels.

Special populations: Good for EL students (peer support), students with social anxiety, and students with processing delays.

How to Implement:

Pose a clear, open-ended question and give students 2-3 minutes to think silently. Then, strategically pair students and give them 4-5 minutes for discussion. Lastly, invite pairs to share key ideas collectively and record responses visually.

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View printable Think, Pair, Share (PDF)
What

Think-Pair-Share (TPS) is a cooperative learning activity that can work in varied size classrooms and in any subject. Instructors pose a question, students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR). Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues. Students get time to think critically, creating a learning environment that encourages high quality responses (Rowe, 1972). TPS provides an opportunity for students to work in groups toward a common goal, increasing their own and others' understanding in a safe environment to make mistakes (Johnson & Johnson, 1999).

Introduction

TPS was for described in 1982 by Frank Lyman and is an active-learning technique in which students are motivated to participate even if they have little intrinsic interest in the topic (Lyman, 1982; Marzano & Pickering, 2005). Students not only process the topic but practice their communication and problem-solving skills. Preparation is simple and implementation has shown success by increasing student engagement, and improving student learning outcomes across learning environments (Fitzgerald, 2013; Goodwin, 1999; Raba, 2017; Razak, 2016; Sampsel, 2013). Questions posed are typically related to higher order thinking skills. TPS can be a 5-minute activity or something that takes 30 minutes or more. The key to a successful TPS activity is alignment; the question posed must be challenging and align with the instructional goal of the day/week (Wiggins & McTighe, 1998).

Implementation

1. Describe TPS to your students, why you are doing it (how it helps learning) and acknowledge that it may be out of a student's comfort zone to participate.

2. Pose an open-ended question for students to answer (aligned with instructional goal) and ask them to think to themselves for about a minute and write down their thoughts. Alternative - have students turn in a copy of their thoughts prior to pairing.

3. Ask them to turn to the person next to them (groups of 2 or 3 only) and share their thought process/answer with each other. Alternative - have students take notes on their partner's process/answer.

4. Let students know how they should be spending the time throughout: Let them know it is time they should be switching who is talking if they haven't already, let them know when they should be finishing up their thoughts.

5. Prompt students to report out on "behalf" of their group. Summary could include differences in thought process and whether or not the group was in agreement.

Frequently Asked Questions
My students are not talking to each other, how do I get them to start talking and engage in the activity?

You could do an ice-breaker, add an incentive (points for participation), mention that these TPS questions could be on the exam, or demonstrate and practice what they should do. More information can be found by reviewing the techniques within the starting conversations document.
Discussion could go on for the entire class, how do we get back to the lecture?

It sounds like your students are engaged and that is something to celebrate. Limiting the scope of the question and putting time boundaries on the conversation can help. A quick, "one last point... this has been a useful conversation and it relates directly to ___"
How could I use TPS as an assessment?

You could have students turn in their responses written during the THINK time, the group's answer from the PAIR time or a reflection following the SHARE time. These can be considered low-stakes if graded for completion or something more substantial if you evaluate their responses in more depth.
I feel like I want to do more with the PAIR time, is it appropriate for students to use their phones and computers to answer questions?

TPS can be as simple and as complicated as you care to make it. If you want students to be able to use resources to look up something online or even go to the library to work on something, just be sure this complication is necessary and useful for the learning objective.

Other Resources

Central Michigan University TPS and Variations Implementation Guide

Brown University
and further into that site SERC info
U Texas at Austin UC Berkeley
References

Johnson, D., Johnson, R. (1999). Making Cooperative Learning Work: Theory into Practice, 38 (2), 67-73. Fitzgerald, D. (2013). Employing think-pair-share in associate degree nursing curriculum. Teaching & Learning in Nursing. 8, 3, p 88-90.

Goodwin, M. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in School & Clinic, 35 (1), 29.

Lyman, F. (1981). The responsive classroom discussions: the inclusion of all students. A. Anderson (Ed.), Mainstreaming Digest, College Park: University of Maryland Press, pp. 109-113.

Marzano, R., Pickering, D. (2005). Building academic vocabulary. VA: Association for Supervision and Curriculum Development. McTighe, J., Lyman, J. (1988). Cueing thinking in the Classroom: the promise of theory-embedded tools. Educational Leadership, 45 (7), 18.

Raba, A. (2017). The Influence of Think-Pair-Share (TPS) on Improving Students' Oral Communication Skills in EFL Classrooms. Creative Education, 8, 12-23.

Razak, F. (2016). The Effect of cooperative learning on mathematics learning outcomes viewed from students learning motivation. Journal of Research and Advances in Mathematics Education.

Rowe, M. (1972). Wait time and rewards as instructional variables: their influence on language, logic and fate control.

Sampsel, A. (2013). Finding the effectives of think-pair-share on student confidence and participation. Bowling Green State University, Honors Project.

Cite this resource: Lightner, J., Tomaswick, L. (2017). Active Learning - Think, Pair, Share. Kent State University Center for Teaching and Learning. Retrieved [today's date] from https://www.kent.edu/ctl/think-pair-share

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Think, Pair, Share Center for Teaching and Learning | View printable Think, Pair, Share (PDF)

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Grades: K-2

Teachers create 3-4 hands-on learning stations around the classroom, each featuring different materials, activities, or themes related to current content. Students rotate through stations in small groups, choosing which station to visit during designated times or following a structured rotation.

This strategy increases Engagement and Motivation because it allows students to choose and this increases intrinsic motivation. It provides kinesthetic and tactile learning opportunities for young learners and allows differentiation and a chance to offer different complexity levels.

How to implement:

1) Design stations with clear, visual directions (pictures, simple words).

2) Establish routines for transitions.

3) Rotate groups every 7-10 minutes.

4) Include open-ended materials alongside structured tasks (blocks, art supplies).

Special Populations: Highly effective for students with ADHD, visual learners.

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The flexibility of online education makes it an ideal alternative to traditional, in-person education and the "stand and deliver, sage on a stage" style of teaching. Having a voice in setting their school day schedule allows them to blend their interests into the learning.

Connections Academy® schools believe that no two students learn alike, which is why it's a priority for families to make decisions around courses and scheduling to meet a student's needs and embrace each student's unique qualities and dreams.

For instance, online schools encourage learning outside the box. Literally. Is your student interested in animals? Interest-based learning activities might include taking your student to the zoo to connect their biology lessons with future patients.

In addition to a dedicated learning area for online schoolwork, create a Maker Space. Kids like to see how things work. And when they're coached to make things that are connected to what they are learning, they nurture their natural creativity, practice critical-thinking skills, challenge their imaginations, and come up with effective solutions to real-world problems.

If your teen is interested in community service or volunteering, the scheduling flexibility of remote learning lets them shape their school day to accommodate volunteer activities, which include virtual opportunities to give back. And, flexible scheduling enables parents and students to build time for those activities into the learning day.

Interest-based learning is all about identifying students' interests, stoking their curiosity to know more about them, and guiding them to satisfy that curiosity. When students start asking questions, regions of their brains associated with reward, memory, and motivation actually "fire up" with activity. In other words, curiosity can be a great motivator that makes the brain sincerely want to learn.

Discover how Connections Academy can help you create a safe, interest-based learning environment for your elementary student, middle- or high-schooler, request the free eGuide, visit the Resource Hub or join an online information session.

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How Do Interest-Based Activities Support Learning?

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Guide your student's curiosity about their interests into an expanding cycle of inquiry and discovery that fires up their desire to learn.

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Grades: 3-5

Teachers intentionally select literature that reflects the cultural backgrounds, experiences, and perspectives of their students. During the read-alouds, teachers pause to make personal connections, ask questions that invite student reflection, and encourage students to see their own identities mirrored in texts.

How it increases Engagement and Motivation:

1) Students feel validated and accepted.

2) Personal connection to content increases retention.

3) Validates diverse perspectives.

4) Builds classroom community.

This strategy can be implemented by pausing during read-alouds to allow students to share and make connection to their lives. Teachers can also ask students to share their own stories or cultural practices.

Special Populations: Students with underrepresented backgrounds, EL students.

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Four-year-old Yasmin, who is Black, walks into the dramatic play area, enjoying the sound of the beads in her braids clicking to the rhythm of her steps. Her teacher, Ms. Cindy, who is White, and her friend Alexis, who is Black, are sitting on the floor, talking and braiding the dolls' hair. Ms. Cindy and Alexis take turns choosing beads to put in the dolls' braids.

Recognizing this familiar scenario, Yasmin picks up a doll anddeclares, "I'm Auntie Doreen." She sits down to join the play. Thinking about how carefully her mother brushes her hair, Yasmin picks up a plastic banana and tells another child, "My baby likes this brush because it is the softest."

Later, Ms. Cindy reads aloud I Love My Hair (Tarpley 2001) and talks with the children about the things adults do to help childrentake care of their hair. Children share their experiences: "My mother washes my hair every night and dries it with the little blue towel," says Tatiana; "I sit on a chair in the backyard while my grandpa shaves my head," states Delavan. Ms. Cindy reiterates that children have different types of hair and there are different ways adults care for children's hair, but these actions all show love. She asks the children whether they have noticed that differences in their hair are related to differences in their races and ethnicities.

Showing children that we see and value all aspects of them-including attributes related to race and culture-is a critical step in helping them feel welcome and connected to their teachers and peers. In the preschool classroom in the vignette, Yasmin sees others engaging happily in a familiar routine that is part of her family life. When her teacher intentionally participates in this play and follows up with a book about it, she is sending the message to Yasmin and her peers that this classroom is a place where all children-no matter their culture or ethnicity-can feel comfortable being themselves. Yasmin not only expresses aspects of her racial and cultural identity through her play, but she also takes pride in sharing them with others. Moments like this help convey to Yasmin that she is accepted in this classroom and can safely build a strong relationship with her teacher. This feeling of trust is crucial because it sets the stage for Yasmin to engage freely in exploration and learning.

Addressing race in early education classrooms

Early childhood educators are well versed in the importance of building relationships with children of diverse backgrounds, but many try to do so using a color-blind approach-that is, they do not directly talk about race or race-related experiences (Husband 2012). This approach, although not intended to be harmful, may send the negative message to children of color that their teachers do not recognize or feel comfortable acknowledging a salient and influential part of their identity: their race. Researchers and practitioners are still figuring out how best to address race so young children can develop their own positive racial identity, build relationships across races, and recognize and stand up to race-related injustices. There are a number of ways early childhood educators can approach race in the classroom. We refer to these practices as race-related teaching practices (RRTPs). In this article we begin to address the need for these practices by offering categories for thinking about RRTPs and suggesting ways teachers can use children's literature to welcome related conversations.

Children's literature offers an engaging vehicle for generating these conversations, as depicted in the opening vignette. We see these discussions about race in relation to children's books as part of a larger effort to revise conceptualization of high-quality early childhood education to include teaching practices that intentionally address race. As Ladson-Billings (1995) stated, addressing race in our teaching practices "challenge[s] us to reconsider what we mean by 'good' teaching" (163).

Children see race, and so should we

Children's ideas about their own race and others' races are forming in early childhood, regardless of whether the topic of race is directly addressed, completely ignored, or actively suppressed in their classrooms (Derman-Sparks & Edwards 2010). Each approach sends a message, intentional or not, about how children should think about and understand racial differences at a time in their lives when they are beginning to notice and respond to race. Children as young as 3 months are aware of racial differences, and by the time they are preschoolers, they make choices, based on race, about with whom to play and how (Katz & Kofkin 1997; Van Ausdale & Feagin 2001; Hirschfeld 2008; Quintana & McKown 2008). In the absence of intentional teaching, children are left to come to their own conclusions about how to think about their own race and others' races. Research suggests that the common practice of ignoring race in early childhood classrooms is not satisfactory and that educators must take a more active, anti-bias approach to addressing issues of culture and race if they are to enact positive change (Derman-Sparks & Edwards 2010).

In the United States, the majority of early childhood teachers are White (Saluja, Early, & Clifford 2002). Classrooms-and the educational materials chosen, like children's books-often reflect the values and beliefs prevalent in a traditional White ethos. When educators do not notice this and do not attempt to counterbalance the primacy given to White early childhood experiences, they miss opportunities to teach children that all races should be valued. As a result, White children may subconsciously learn that their race holds a privileged status compared to others, and non-White children may learn that their race does not (Clark & Clark 1950; Van Ausdale & Feagin 2001). The good news is that there are opportunities to teach children that we value all cultures and aim to be fair to people of all races. By shifting classroom practices, early childhood educators can positively impact children's acceptance of their own race and others' races.

Race-related teaching practices in classrooms

For adults working with young children, RRTPs may include helping children to develop positive racial identity, the ability to build relationships across races, and the awareness of race-related injustices and the inclination to take action to stop them (Durden, Escalante, & Blitch 2015).

We propose thinking about three categories of RRTPs-color-blind, color-aware, and social justice approaches. As mentioned earlier, the color-blind approach is a common but ineffective and potentially harmful method in which adults do not directly talk about race with children, yet the absence of an intentional message about race sends a powerful message in itself. Children are left to develop their own understandings about race, and if they ask questions, they may be met with adults declining to talk about race at school.

An improvement on the color-blind approach is a color-aware approach. To be color aware is to intentionally teach children about race and tell them that we see and value their race because it is an important part of who they are. Adults in color-aware classrooms bring up race in direct and positive ways, take advantage of teachable moments, and respond to children's race-related questions and interactions with books and activities to advance the conversation.

One step beyond color awareness is a social justice approach to teaching about race. This RRTP is considered ideal because it empowers children to play a role in acting against discrimination. Teachers using this approach to help children learn how to actively recognize and act on race-related injustices. Taking a social justice approach means seeking out teachable moments that specifically have to do with unfairness or discrimination, such as suggesting children write a letter to a company that makes "flesh-colored" bandages to let them know that their products do not match all skin tones and to propose that the name or the colors should be changed.

Ultimately, educators can look for opportunities to infuse all aspects of children's learning with color awareness and social justice connections. Although addressing all aspects of classroom practice is ideal, teachers who are new to RRTPs may find it easiest to begin with children's literature, an accessible medium for early childhood educators.

Racially relevant children's literature

Children's literature has enormous potential for helping children develop positive racial identity. In 1965, Nancy Larrick wrote passionately about the "all-White world of children's books," noting that the body of children's literature overwhelmingly featured characters who were White and that the books were aimed at a White readership. Some 50 years later, children's book author Walter Dean Myers (2014) posed a question in the New York Times: "Where are the people of color in children's books?" The question remains a sound one. Many scholars have examined the topic of diversity in children's literature, noting that the majority of publications continue to portray a homogeneous, White, middle-class existence as the norm (Horning, Lindgren, & Schleisman 2013; Boyd, Causey, & Galda 2015). These portrayals are not consistent with the lives of many children and their families.

Books can be mirrors in which children see and savor images and representations similar to their own lives and experiences. They can also be windows that enable young readers to gain new cultural perspectives by peering into others' worlds (Bishop 1990; Botelho & Rudman 2009). Teachers and other caring adults can make the most of these mirrors and windows by selecting literature that represents the diverse experiences of children and using it effectively to develop culturally responsive classrooms that promote color awareness and social justice (Paley 1998; Laminack & Wadsworth 2012). (See "Tips for Selecting Diverse Children's Literature.") Note that although it is important to share, explore, and learn about all cultures and races, in the limited space this article provides, the authors focus on children's literature that mainly highlights the African-American experience.

Choosing high-quality, diverse literature

Children need access to books that reflect their own race, culture, experiences, and context. Literature should include representations of different aspects of daily life within a culture, with particular attention given to aspects of setting and racial relevance (Yenika-Agbaw & Napoli 2011). Ezra Jack Keats, for example, was among the first picture book creators to portray a cast of Black characters in an urban setting. More than a half century later, children still enjoy reading The Snowy Day (Keats 1962), which follows Peter, a young Black child, as he plays in the snow. The story is one that unites a child's sense of excitement with the warmth of family love-all situated in an urban setting. Another example is Tap Tap Boom Boom (Bluemle 2014), which provides a lyrical look at a rainstorm and the way it plays out in the streets of a diverse city. The rain sends everyone ducking for cover, resulting in chance meetings and the beginning of new relationships, including interracial ones. Readers might also seek poetry grounded in the daily lives of Black children in varied settings, such as Thanks a Million by Nikki Grimes (2006), Brothers & Sisters: Family Poems by Eloise Greenfield (2009), and Honey, I Love, also by Greenfield (2002). (See "Selected Children's Literature With Racially Diverse Characters and Themes," for more suggestions.)

It is important to look carefully at unique issues of racial relevance. Physical aspects, for example, are addressed in Jabari Asim's companion board books Whose Toes Are Those? (2006) and Whose Knees Are These? (2006). These joyful, rhyming texts celebrate Black and Brown bodies. Likewise, I Love My Hair by Natasha Tarpley (2001), Big Hair, Don't Care by Crystal Swain-Bates (2013), and Emi's Curly, Coily, Cotton Candy Hair by Tina Olajide (2014) reinforce the beauty of thick, curly hair more typical of Black children.

Using literature as an entry point to discussions about race

Books that provide readers with opportunities to see different aspects of themselves, their communities, and the people they love can serve as material tools that affirm their sense of racial identity (Bishop 1990; Yenika-Agbaw & Napoli 2011). Such books can serve as springboards for teachable moments and meaningful conversations reflecting the teacher's color awareness and orientation toward thinking and acting from a social justice perspective. It is important to remember, however, that no book can fully represent a group or a complex issue. Rather, it is helpful to think in terms of text sets, or collections of connected books, that address different perspectives on topics.

Consider the following scenarios-one in which a teacher uses a color-aware approach and the other in which a teacher uses a social justice approach.

Tasha comes to kindergarten, excited to share news that her baby brother has been born. Other children want to share stories about what happened when their siblings joined their families. Ms. Franklin asks the children to describe what babies look like and then reads Happy in Our Skin, by Fran Manushkin (2015), a poetic celebration of different skin tones:

Bouquets of babies
sweet to hold:
cocoa brown,
cinnamon,
and honey gold.

Ginger-colored babies,
peaches and cream, too-
splendid skin for me,
splendid skin for you!

These words prompt the children to describe their own skin. "My skin is cinnamon," one child offers. "Mine is more cocoa," says another. Ms. Franklin affirms their observations: "Each of us is unique. We are different in lots of ways, including our races." She then takes out multicultural paint and guides the children as they mix colors to match their own skin.

In this snapshot, Ms. Franklin, using a color-aware approach, reads to the children from high-quality literature that addresses concepts related to racial differences in a positive manner. Second, she encourages them to respond to the text. Finally, she uses the opportunity to extend children's consideration of their racial identity by giving them the time, materials, and pedagogical support to extend their learning through an appropriate activity.

Let's look at another example of effective use of RRTPs and children's literature. Before story time, a first grade teacher has planned ways to help the children think about different aspects of the text, including issues related to race.

Mr. Harkins gathers the children for a read-aloud of Mr. George Baker by Amy Hest (2007), the story of a friendship across both age and race. In the text, young Harry is mesmerized by Mr. George Baker. At age 100, George has accomplished many things-he is a talented musician with a loving wife and a warm home. Yet he has never learned to read-a problem that he indicates "must be corrected." Harry and George are bound together in their pursuit of learning-Harry in the first grade and George in adult education.

Afterward, individual children comment on different parts of the story. One child mentions his relationship with an older neighbor to whom he and his mother take treats. Another says, "George could really play!" He then stands and taps out his own rhythm, just as Mr. Baker does in the book. "It's too bad George never learned to read, but he's going to now-even though he's old," says another. Mr. Harkins smiles and says that they really noticed a lot. Then, he adds, "It's great that Mr. Baker is learning to read. Hmm . . . I wonder why he waited. Does anyone have thoughts on why he didn't learn to read before?"

Through his question, the teacher has opened up a social justice teaching moment. The children can consider possible reasons why Mr. Baker did not learn to read. Could it have been because he didn't finish school? Was he doing other things, like working or helping at home? Could it be that Mr. Baker was not welcomed at school? Did race play a part in this? By introducing important issues that might not be readily apparent, teachers provide children with opportunities to become critical readers who can move beyond the text of a book to read between the lines. They can use a social justice lens to view and discuss sensitive historical and current events.

Introducing RRTPs to colleagues and families

As is the case for any new practice, it is always wise to first stop and reflect on the perspectives of colleagues and other important adults in children's lives. This is especially necessary when teaching about race. Many of the strategies described here may not be considered controversial, but some will. It may be useful to speak to other teachers about what they feel is appropriate for the children you serve. If everyone is not on the same page, consider beginning a book study group to talk about the role of RRTPs in early childhood classrooms. In addition, you might engage families by asking if and how they talk about race at home. ("Examples of How to Use Literature to Discuss Race," p. 13, may be helpful to families as well as teachers.) Many will be happy to hear that you are starting this conversation at school, but some may have concerns.

As educators begin thinking more about RRTPs, the early childhood field will generate more examples of using materials-children's literature, the classroom environment, free play scenarios, outdoor play, and other interactions and experiences-to bring the subject of race into the classroom. Now is the time to begin this work to ensure that educators are offering children guidance in this important aspect of their development.

Tips for Selecting Diverse Children's Literature

Base your selection on quality. Books should not just teach a lesson but should have a good story, high-quality text, and engaging illustrations.

Choose books that help children see themselves. Include books that mirror different aspects of identity (e.g., race, setting, beliefs) of children in the class, so that they can imagine themselves in the story.

Choose books that help children expand their understanding of others in this multicultural world. Include books that introduce children to new people, places, and concepts that they may not yet have encountered.

Look widely for texts. Be alert to new titles related to diversity. In addition, the library can be a great source for out of print titles that appeal to children and relate to urban issues and diversity.

Use text sets. Expose children to different perspectives. These book collections may be organized by theme or may feature the work of a highly accomplished author or illustrator of color. Great picks for books by Black writers and artists include those by Christopher Myers, Floyd Cooper, Jacqueline Woodson, Ashley Bryan, Jerry Pinkney, Brian Pinkney, and E.B. Lewis.

Selected Children's Literature With Racially Diverse Characters and Themes

Beautiful Moon (2014), by Tonya Bolden. Illus. by Eric Velasquez.

Black Cat (1999), by Christopher Myers.

Brothers & Sisters: Family Poems (2008), by Eloise Greenfield. Illus. by Jan Spivey Gilchrist.

Goggles (1969), by Ezra Jack Keats.

Honey, I Love and Other Love Poems (2002), by Eloise Greenfield. Illus. by Jan Spivey Gilchrist.

The Hula-Hoopin' Queen (2014), by Thelma Lynne Godin. Illus. by Vanessa Brantley-Newton.

Magic Trash (2015), by J.H. Shapiro. Illus. by Vanessa Brantley-Newton.

Subway (2008), by Anastasia Suen. Illus. by Karen Katz.

Thanks a Million (2006), by Nikki Grimes. Illus. by Cozbi A. Cabrera.

Those Shoes (2007), by Maribeth Boelts. Illus. by Noah Z. Jones.

Examples of How to Use Children's Literature to Discuss Race

Last Stop on Market Street By Matt de la Peña, illus. by Christian Robinson, 2015

When CJ and his nana ride the bus home, he wonders why the street where they get off does not seem as beautiful as some of the others.

Purpose for RRTPs: Highlights finding beauty in difficult life circumstances. Invites readers to ask questions about how economic limitations can impact specific racial groups.

Happy Like Soccer By Maribeth Boelts, illus. by Lauren Castillo, 2014

A young girl from the city loves to play soccer, but her aunt (and guardian) can't attend the games due to her work schedule. The girl bravely asks that the game be moved into the city on a day her aunt can attend.

Purpose for RRTPs: Presents a portrait of economic disparities between poorer urban areas and higher income suburbs-and their impact on practical social and emotional factors in children's lives.

Amazing Grace By Mary Hoffman, illus. by Caroline Binch, 1991

When Grace wants to be Peter Pan in a school play, her classmates tell her she can't because Peter is not Black and is not a girl.

Purpose for RRTPs: Provides a model for ways children can discuss and deal with negative, discouraging, and inaccurate comments about racial limitations.

The Other Side By Jacqueline Woodson, illus. by E.B. Lewis, 2001

Set in an era of segregation, two little girls want to become friends despite physical and social barriers.

Purpose for RRTPs: Presents a model of interracial friendship during a difficult time. Offers a springboard for considering ways to bridge the real and metaphorical fences that divide people.

"More, More, More," Said the Baby By Vera B. Williams, 1997

Three intergenerational vignettes depict the loving rituals of children in racially diverse families.

Purpose for RRTPs: Invites children to discuss their family's racial composition and describe the ways their family shares love.

Happy in Our Skin By Fran Manushkin, illus. by Lauren Tobia, 2015

A lyrical celebration of skin of every color.

Purpose for RRTPs: Offers a jumping-off point for children to use positive, descriptive language to describe their own skin color.

References

Asim, J. 2006. Whose Knees Are These? New York: Little, Brown.

Asim, J. 2006. Whose Toes Are Those? New York: Little, Brown.

Bishop, R.S. 1990. "Multicultural Literacy: Mirrors, Windows, and Sliding Glass Doors." Perspectives: Choosing and Using Books for the Classroom 6 (3). www.psdschools.org/webfm/8559.

Bluemle, E. 2014. Tap Tap Boom Boom. Somerville, MA: Candlewick.

Botelho, M.J., & M.K. Rudman. 2009. Critical Multicultural Analysis of Children's Literature: Mirrors, Windows, and Doors. Language, Culture, and Teaching series.New York: Routledge.

Boyd, F.B., L.L. Causey, & L. Galda. 2015. "Culturally Diverse Literature: Enriching Variety in an Era of Common Core State Standards." The Reading Teacher 68 (5): 378-87.

Clark, K.B., & M.P. Clark. 1950. "Emotional Factors in Racial Identification and Preference in Negro Children." The Journal of Negro Education 19 (3): 341-50.

Derman-Sparks, L., & J.O. Edwards. 2010. Anti-Bias Education for Young Children and Ourselves. Washington, DC: NAEYC.

Durden, R., E. Escalante, & K. Blitch. 2015. "Start With Us! Culturally Relevant Pedagogy in the Preschool Classroom." Early Childhood Education Journal 43 (3): 223-32.

Greenfield, E. 2009. Brothers and Sisters: Family Poems. New York: HarperCollins.

Greenfield, E. 2002. Honey, I Love. New York: Amistad.

Grimes, N. 2006. Thanks a Million. New York: Greenwillow.

Hest, A. 2007. Mr. George Baker. Reprint ed. Somerville, MA: Candlewick.

Hirschfeld, L.A. 2008. "Children's Developing Conceptions of Race." In Handbook of Race, Racism, and the Developing Child, eds. S.M. Quintana & C. McKown, 37-54. Hoboken, NJ: Wiley.

Horning, K.T., M.V. Lindgren, & M. Schliesman. 2013. "A Few Observations on Publishing in 2012." CCBC Choices 2013. ccbc.education.wisc.edu/books/choiceintro13.asp.

Husband Jr., T. 2012. "'I Don't See Color': Challenging Assumptions About Discussing Race With Young Children." Early Childhood Education Journal 39 (6): 365-71.

Katz, P.A., & J.A. Kofkin. 1997. "Race, Gender, and Young Children." Chap. 3 in Developmental Psychopathology: Perspectives on Adjustment, Risk, and Disorder, eds. S.S. Luthar, J.A. Burack, D. Cicchetti, & J.R. Weisz, 51-74. New York: Cambridge University Press.

Keats, E.J. 1962. The Snowy Day. New York: Viking.

Ladson-Billings, G. 1995. "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy." Theory Into Practice 34 (3): 159-65.

Laminack, L.L., & R.M. Wadsworth. 2012. Bullying Hurts: Teaching Kindness Through Read Alouds and Guided Conversations. Portsmouth, NH: Heinemann.

Larrick, N.G. 1965. "The All-White World of Children's Books." Saturday Review 48:63-65.

Manushkin, F.2015. Happy in Our Skin. Somerville, MA: Candlewick.

Myers, W.D. 2014. "Where Are the People of Color in Children's Books?" New York Times. www.nytimes.com/2014/03/16/opinion/sunday/where-are-the-people-of-color-in-childrens-books.html?_r=0.

Olajide, T. 2014. Emi's Curly, Coily, Cotton Candy Hair. Charleston: CreateSpace.

Paley, V.G. 1998. The Girl With the Brown Crayon: How Children Use Stories to Shape Their Lives. Cambridge, MA: Harvard University Press.

Quinn, P.C., K. Lee, O. Pascalis, & J.W. Tanaka. 2015. "Narrowing in Categorical Responding to Other-Race Face Classes by Infants." Developmental Science. Advance online publication.

Quintana, S.M., & C. McKown, eds. 2008. Handbook of Race, Racism, and the Developing Child. Hoboken, NJ: Wiley.

Saluja, G., D.M. Early, & R.M. Clifford. 2002. "Demographic Characteristics of Early Childhood Teachers and Structural Elements of Early Child Care and Education in the United States." Early Childhood Research and Practice 4 (1). http://ecrp.uiuc.edu/v4n1/saluja.html.

Schrodt, K., J.G. Fain, & M. Hasty. 2015. "Exploring Culturally Relevant Texts With Kindergartners and Their Families." The Reading Teacher 68 (8): 589-98.

Swain-Bates, C. 2013. Big Hair, Don't Care. Atlanta: Goldest Karat.

Tarpley, N.A. 2001. I Love My Hair. Reprint ed. New York: Little, Brown.

Van Ausdale, D., & J.R. Feagin. 2001. The First R: How Children Learn Race and Racism. Lanham, MD: Rowman & Littlefield.

Yenika-Agbaw, V., & M. Napoli, eds. 2011. African and African American Children's and Adolescent Literature in the Classroom: A Critical Guide. 2nd ed. New York: Lang.

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Reading Your Way to a Culturally Responsive Classroom

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Showing children that we see and value all aspects of them-including attributes related to race and culture-is a critical step in helping them feel welcome and connected to their teachers and peers.

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Grades: 6-8

Teachers create a menu of 6-9 learning activities (3x3 grid format) related to a learning objective. Students choose which activities to complete, often with the requirement to complete a certain number or pattern ("tic-tac-toe"). Activities vary in format and difficulty.

This strategy increases Motivation and Engagement by increasing intrinsic motivation, allowing differentiation, accommodating different learning styles, and increasing student ownership of learning.

How to implement:

1) Create a 3x3 grid.

2) Ensure variety.

3) Provide clear explanation and instructions for each.

4) Allow students to choose and track their own selections.

Special Populations: Students with disabilities, gifted students, EL students.

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Grades: K-2

Teachers establish consistent daily rituals that build community and connection: greeting students at the door individually, conducting morning meetings where students can share and listen, and developing structure and consistency in routine. RELATIONSHIPS MATTER!

This increases Engagement and Motivation by establishing positive student-teacher relationships from day one. It creates safe, predictable routines and classroom culture. This also gives students voice and validates their experiences.

How to implement:

1) Greet every student at the door (handshake, hug, hi-five).

2) Conduct 10-15 minute morning meetings.

3) Use sentence starters, "today I am feeling...").

4) Rotate who shares or leads discussions.

Technology can be used in many different ways for this strategy. Many things can be displayed on the IFP: weather channels (daily weather check), YouTube songs to sing, follow along movement breaks. Also, websites for students to share how they are feeling are very useful!

https://www.readingrockets.org/resources/literacy-apps/touch-and-learn-emotions

Special Populations: Students with trauma or anxiety, students who thrive on routine, EL learners.

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Morning Meeting:  Handshake Greeting And Bubble Activity

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Flexible Grouping & Differentiated Tasks

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Flexible Grouping & Differentiated Tasks

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Grades: 3-5

Rather than assigning students to fixed ability groups, teachers can use flexible grouping- changing group membership frequently based on formative assessment data, learning needs, interests, or social dynamics. Each group works on the same concept but at differentiated complexity levels and different modalities.

How it increases Engagement and Motivation:

1) Prevents students to feel stuck in a "low group."

2) Allows all students to experience challenge and success.

3) Reduces stigma associated with ability grouping.

4) Recognizes that students have different needs in different areas.

This strategy can be implemented by assessing students frequently (exit tickets, quizzes), and by changing groups every 1-2 weeks. Telling students, "we group based on what you need right now, not forever," can help them feel motivated and comfortable. This also ensures that all groups work on meaningful, rigorous tasks.

Special Populations: Students with disabilities and gifted students.

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Inclusivity is necessary for all students to feel as though they have the opportunity to succeed.

This is the focus of the new Forward Together: School Leader's Guide to Creating Inclusive Schools, which offers tips to administrators needing to help teachers implement essential strategies such as flexible grouping, collaboration, and culturally responsive teaching to support inclusivity.

What Is Flexible Grouping?

Inclusive classrooms work on the assumption that students come with varying levels of strengths and needs, which shift constantly depending on the content area, the objective, or even the time of day. Flexible grouping supports these varying levels of learning ability.

Why It's Important

Flexible grouping allows the 1 student in 5 with a disability to get the right support, in the right way, at the right time. It not only allows for inclusion in the general education classroom, but also tailors support and intervention to the areas each student needs the most.

When flexible grouping is a daily routine, "needing" to meet with the teacher for small-group work becomes the expectation. And since groups change frequently, flexible grouping avoids the static nature of grouping students based on ability level alone-something that can increase the stigma that the 1 in 5 often feel in fixed school groupings.

Steps for Teachers

As the school leader, you can support teachers as they implement flexible grouping practices in classrooms. The School Leader's Guide to Creating Inclusive Schools focuses on a four-step approach:

Clearly define the learning objective for each lesson. The clearer teachers are on what students need to master by the end of the lesson, the more intentional they can be about the groups created.

Determine what type of group is necessary to meet the objective. In flexible grouping, groups stay together for only the length of time necessary for students to develop an identified skill, master a specific concept, or accomplish a task.

Review data to consider the grouping strategies specific students might need. It's common to see a variety of grouping strategies and sizes. In elementary grades, students might rotate among different learning stations. In upper elementary and middle levels, students might engage in collaborative learning structures with clearly defined roles.

Plan a whole-group debrief. At the end of a lesson, students return to connect their learning and the learning target. They also engage in debriefs of the group learning process itself.

Principal Support of Flexible Grouping

The School Leader's Guide to Creating Inclusive Schools consolidates key practices, steps, and resources to get schools started on flexible grouping-or to build upon efforts they already have underway. An Inventory for Action helps principals identify their schools' attributes of flexible grouping and where they might focus and prioritize the school's efforts next.

If your school has a policy against ability tracking, establish and communicate a policy for effective grouping. Flexible grouping is designed to avoid having students "tracked" into one group for the year or semester.

If teachers create a learning environment that is responsive to student needs, establish a community of learners in which taking academic risks is normal and expected.

If your teachers understand and communicate about student learning needs, establish weekly or monthly data meetings for grade-level teams.

If teachers frequently assess student learning, establish routines for collecting and analyzing formative assessment data and create a common assessment calendar that includes data analysis meetings.

If teachers provide rigorous instruction aligned to student needs, help them establish routines for providing remediation and enrichment during instruction.

Download the full report -which includes information, resources, and tools for action on 10 mindsets and strategies.

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Flexible Grouping for Inclusivity - NAESP

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Inclusivity is necessary for all students to feel as though they have the opportunity to succeed.

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Grades: 3-5, 6-8

Teachers use digital platforms (ClassDojo, Google Classroom, Schoology) to award badges, points, or progress tracking for academic achievement, positive behaviors, or skills mastery. Students can see their progress visually, and work toward earning badges or unlocking new content.

https://www.classdojo.com/

This strategy increases Engagement and Motivation because it provides immediate feedback, taps into extrinsic motivation and intrinsic goals, creates a sense or achievement, and allows students to track their own growth.

How to implement:

1) Define clear criteria for earning each badge.

2) Communicate badge system to students AND families.

3) Award badges consistently and fairly.

4) Celebrate badge achievements publicly (class announcements and displays).

Special Populations: Students who respond well to visual tracking, can be adapted for students with disabilities, and students with low confidence.

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Why Gamify with Badges in the Classroom - Teacher Tech with Alice Keeler

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Why gamify with badges? Providing a visual display of student achievement can be fun and motivating.

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Skill: Understanding that print carries meaning and follows directional conventions (left-to-right, top-to-bottom. Students recognize spaces between words, punctuation, and that text progresses through a book sequentially.

Age/Grade Range: Ages 3-6 (Pre-K to Grade 1)

Assessment:

Informal observation checklists during read-alouds

Clays Concepts About Print (CAP) Assessment (standardized, individual)

Running records noting directional tracking behaviors

Evidence-Based Instruction: Use explicit finger/pointer tracking during shared reading to model left-to-right directionality and return sweep. Research shows multisensory modeling combined with student participation significantly improves print concept understanding (Justice & Sofka, 2010).

Differentiation:

Tactile tracking with colored arrows or textured paths (supports dyslexia)

Bilingual anchor charts with visual demonstrations (supports ELs)

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Print awareness (also called concepts of print) is the understanding that print carries meaning, that books contain letters and words. Print awareness also includes an understanding of what books are used for and how a book "works" - how to turn pages, how to find the top and bottom of a page, and how to identify the title and the front and back covers.

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Skill: Recognizing and manipulating sound structures of language (rhyming, syllable segmentation, onset-rime, initial/final sounds) without letter-sound knowledge.

Age/Grade Range: Ages 2-6 (Toddler through Grade 1)

Assessment:

Quick screeners (PAST or similar) administered 3x yearly

Informal observations during circle time sound play

Individual sound play tasks in game-based contexts

Evidence-Based Instruction: Use rhythmic syllable segmentation with movement and sound. Students clap syllables while saying words aloud (example: ¨el-e-phant¨). Multisensory movement-based instruction engages multiple neural pathways and maintains engagement (Yopp & Yopp, 2009).

Differentiation:

Multilingual sound play incorporating home languages (supports ELs)

Multisensory sound stations with listening, tactile, and movement options (supports dyslexia)

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Skill: Identifying and manipulating individual phonemes (smallest sound units). Students isolate, blend, segment, delete, and substitute sounds in words.

Age/Grade Range: Ages 5-8 (Late Kindergarten through Grade 2)

Assessment:

DIBELS Phoneme Segmentation Fluency (PSF) or similar CBM (weekly/bi-weekly)

Individual phoneme isolation and manipulation tasks

Elkonin boxes (letterless sound boxes) to represent phonemes

Evidence-Based Instruction: Use Elkonin boxes to teach phoneme segmentation. Say a word slowly, pushing a counter into a box for each sound heard. Visual representation combined with kinesthetic manipulation significantly improves phonemic awareness and decoding (Blachman, 1991).

Differentiation:

Color-coded Elkonin boxes (supports dyslexia)

Bilingual phonemic awareness instruction addressing sound differences across languages (supports ELs)

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Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - Reach Out and Read

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Skill: Recognizing and naming all 26 uppercase and lowercase letters, understanding letter-sound correspondence, and sequencing letters alphabetically.

Age/Grade Range: Ages 2-6 (Early Pre-K through Grade 1)

Assessment:

Letter-Naming Fluency (LNF) CBM administered bi-weekly (1-minute fluency probe)

Alphabet Recognition Inventory identifying known/unknown letters

Alphabet sequencing and uppercase/lowercase matching tasks

Evidence-Based Instruction: Provide explicit, multisensory letter instruction focusing on frequently confused letter pairs. Use tactile letter exploration (tracing, sandpaper letters) combined with verbal naming to build automatic recognition.

Differentiation:

Tactile letter exploration with varied textures and sizes (supports dyslexia)

Multilingual alphabet instruction connecting to home language (supports ELs)

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Developing letter recognition skills is essential for early childhood literacy development. Children's knowledge of letter names, shapes, and sounds sets them up for success as they learn to read and write.

This is an important skill for educators to teach and families to reinforce at home. This article outlines the important pre-literacy skills that support all future learning as well as simple and engaging activities to teach children letter recognition skills and the alphabet.

What is letter recognition?

Letter learning has four components-letter recognition, letter naming, letter-sound knowledge, and letter writing.

Letter recognition, also known as alphabet recognition, is the ability to identify letters by name, shape, and sound.

Letter naming is recognizing letter shapes and associating them with a letter name.

Letter-sound knowledge, or the alphabetic principle, is understanding that letters represent the sounds of spoken language.

Letter writing refers to the ability to write or trace a letter.

Letter recognition skills

All children develop at their own pace and don't acquire letter recognition skills at the same time, however most children know the alphabet by the time they start kindergarten. Around age two or three, children begin to recognize the letters in their name. Children at this age sometimes scribble what looks like the first letter of their name.

Letter recognition skills don't begin to fully develop until preschool. By age four, children can often identify all letters of the alphabet and start to connect letters to their sounds. Children struggling to recognize letters in preschool often experience challenges in elementary school, highlighting the importance of teaching this essential skill at a young age.

Letter cognition skills start to develop when children express interest in the alphabet. Most children's interest develops when they see older children or adults reading books or doing homework.

Letter recognition and mastery depend on other skills like visual perception, auditory perception, visual-motor skills, and memory. Below, we elaborate on these skills and how to develop them.

1. Visual perception

Visual perception is how a child's brain makes sense of what their eyes see. In this context, it's how children see and interpret different alphabet letters. Shape and case type are the primary ways children can recognize letters through visual perception.

The following activities are excellent for developing visual perception skills:

Puzzles

Playing memory

Magic eye books

Sorting things

Using flashcards

2. Auditory perception

Auditory perception in letter recognition refers to perceiving and understanding the difference between letter sounds. Some activities for improving children's auditory perception skills include:

3. Visual-motor skills

Visual-motor skills in letter recognition refer to the ability to see, interpret, and write or trace alphabet letters. Letter tracing and writing are the best activities to promote visual-motor skills in letter recognition. You can also use fine motor activities like lacing and building puzzles.

4. Memory

Memory is a cognitive skill children acquire while growing. Memory is the ability to remember past experiences, facts, and skills. Memory skills in letter recognition refer to remembering different letters of the alphabet by name, shape, and sound. Some activities to promote children's memory skills include:

Sing-a-longs

Identifying noises

Practicing the alphabet

Practicing shapes and colors

Why is learning the alphabet important for early literacy development?

Early literacy development refers to everything that children learn as they get ready to read and write. Early literacy skills include vocabulary building, playing with the sounds of language through things like songs, learning how to hold books, learning to write through drawing and scribbling, and understanding letter-sound connections. Learning the alphabet supports these early literacy skills and establishes a strong foundation for literacy development.

Some ways to promote early literacy skills include, reading aloud, asking questions, naming objects, challenging children to describe events, making rhymes, and singing songs. All of these activities help build children's reading, writing, and language skills.

How to teach letter recognition

Teaching letter recognition can be simple, fun, and inexpensive. Below are some ways to teach young children letter recognition skills.

Letter sequence

The best practice is to start with frequently used letters, like the letters in their names. Children are more familiar with these letters, making them the best starting point for letter learning. You can introduce them to one or two letters at a time and introduce more as they learn.

Letter casing

Distinguishing between capital and lowercase letters is critical in developing early literacy skills. You'll need to introduce the children to both as they learn the alphabet. Start with capital letters, since they're more distinctive, and teach their lowercase equivalent once they've mastered the capital letters.

Teach confusing letters one at a time

Some letters like "W" and "M" may be confusing for children. It's best to identify all letters that may be confusing for children and teach them one at a time. You can reinforce this lesson by incorporating activities like letter sorting.

Literacy activities for preschoolers

Literacy activities promote letter recognition skills. Here are some creative and easy preschool letter activities teachers can use to teach children how to recognize letter names, shapes, and sounds.

1. Kick the letter cup

This activity is an excellent way to teach letter recognition while incorporating some physical activity. You'll need a stack of plastic cups, a marker, and a soccer ball. Write single letters on cups and then line them up in a row. Give the child a soccer ball and ask them to kick it toward the cups. Instruct the child to identify the letter on the cup that the ball hits.

2. I spy

The classic "I Spy" game can be played with children of all ages. Spot something in the classroom and tell the children what sound or letter it starts with. Children must look around the room and try to figure out what you "spied".

3. Letter scavenger hunt

Ask children to search for objects that start with a specific letter, like finding a crayon for the letter "c".

4. Alphabet songs

Preschool songs like, alphabet songs or rhyming songs, are an easy and interactive way to reinforce letter sounds, alphabetical order, and letter names.

5. Color sorting letters

You'll need a marker, printable rainbow worksheet , and colored dot stickers for this literacy activity. Write a letter on each dot sticker using a marker and have children match each dot sticker to the correct rainbow color.
Source
6. Alphabet pillow jumping

For this activity, you'll need a stack of paper plates, packing tape, a marker, and some pillows. Write a single letter on each paper plate. Next, use the packing tape to stick each plate on a pillow, then spread the pillows on the floor. Instruct the children to jump from one corner of the room to another and call out the letter on the paper plate or its sound.

7. Alphabet ball
Source
For this early literacy letter recognition activity, you'll need an inflatable beach ball and a marker. Write letters of the alphabet evenly on the ball using the marker. Instruct the child or children to throw the ball up in the air, then shout the letter facing them when they catch it.

Conclusion

It's easy to incorporate letter recognition in everyday activities in the classroom or at home. Exposing children to a variety of reading, writing, and other early literacy activities will provide a solid foundation for future learning success.

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How to Teach Letter Recognition in Early Childhood

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Letter recognition is a predictor of reading success and the foundation for literacy skills. Read on to learn how to teach letter recognition in early childhood.

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Additional Resources For Early Reading Instruction 

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Additional Resources For Early Reading Instruction 

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Free Phonics Sites & Resources for K-2 Teachers, Parents, and Homeschool Families

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2/8/2023

During the past decade, there has been increasing pressure placed on students and teachers to show early reading progress, and the COVID-19 pandemic has only exacerbated these effects. Studies have shown a direct correlation between the pandemic and decreasing levels of literacy, with other statistics revealing a decrease in reading scores across the majority of states between 2019 and 2022.

With each student having their own unique set of strengths and weaknesses, teaching literacy in a way that works for every student can be difficult-especially when educators don't have enough time or resources readily available. Many students require early intervention as they work toward literacy. This support typically includes lessons about phonemic awareness, phonics, fluency, vocabulary, and comprehension. For many students, especially those with reading disabilities like dyslexia, explicit instruction in these early intervention activities is crucial.

What Are Reading Intervention Activities?

While reading intervention typically refers to one-on-one or small-group instruction targeted toward specific students, there are also plenty of activities that can be done within the classroom that will help students of all levels to strengthen their reading skills.

One of the more popular forms of in-class reading activities is "round robin" or "popcorn" reading, which half of K-8 teachers report using. Despite their popularity, these exercises are ineffective in helping students with word comprehension, increased fluency, or word decoding. Instead of "round robin" reading techniques, we've compiled a list of a variety of in-class activities that make learning to read fun and community-based. A 2014 post in the online journal Edutopia, " 11 Alternatives to 'Round Robin' (and 'Popcorn') Reading " shares a variety of classroom reading strategies, several of which we've highlighted here.
1. Choral Reading
In this activity, the teacher and students all read aloud together, minimizing the anxiety that comes with solo read-alouds. Choral reading is a much-loved way to get the whole class reading along together, while also helping less confident readers learn to recognize frequently used words in a more relaxed and community-based way.

In another version of this exercise, the teacher reads aloud and pauses on certain words, prompting the students to fill in the blanks together. This classroom reading strategy actively helps students with decoding and fluency.
2. Peer-Assisted Learning Strategies (PALS)
Peer-Assisted Learning Strategies (PALS) is a peer-tutoring activity where students are broken into pairs, each one alternating between the tutor and the tutee. Not only does this exercise allow students to practice reading with their peers, but it also improves their literacy, decoding, and comprehension skills.

For this activity to work best, teachers should pair students based on their individual strengths and weaknesses. Where one student might be great at pronunciation but struggles with comprehension, their partner would fill in the gaps for them-and vice versa.
3. Teacher Read-Aloud
When teachers read aloud with students following along in their own books, they are able to emphasize intentional pauses, expressive reading, and word pronunciation. Through this activity, students are able to directly develop their fluency and comprehension skills. Playing audiobooks in the classroom or at home achieves similar results, as well.
4. The Crazy Professor Reading Game
You can find examples of this reading comprehension game on YouTube, and it is broken into four stages:

Stage 1: Students individually read aloud from their portion of the text, reading with as much verbal expression as possible.

Stage 2: Students reread their section with the same amount of verbal expression as Stage 1, adding dramatic hand gestures as they read.

Stage 3: Teach your neighbor. Students will be partnered with someone who had a different reading than they did, each of them taking turns describing their reading.

Stage 4: The student pairs then play "crazy professor" and "eager student," with the "professor" giving a hyped-up overview of the text and asking the "student" questions about the text.

This is a high-energy activity for the class that helps facilitate reading comprehension, as well as critical thinking skills.

Fluency-Oriented Reading Instruction (FORI)

Fluency-Oriented Reading Instruction (FORI) is when students read the same section of text during the course of a week. This process is broken into five steps:

The teacher reads aloud in class while students follow along in their books

Students echo read, repeating after the teacher

Students choral read

Students partner read, each student takes turns reading aloud

Finally, the text can be taken home if more practice is needed, and extension activities can be integrated throughout the week

Implementing Evidence-Based Reading Intervention Activities

As mentioned, teaching students how to read can be a complex process considering each student has their own unique set of needs and preferred learning style. When implementing these classroom reading strategies, make sure to keep this in mind while also considering the five pillars of literacy:

Phonemic awareness (being able to identify the sounds that make up speech)

Phonics (matching sounds to letters)

Vocabulary

Fluency (being able to read accurately and quickly)

Comprehension (an understanding of what is being read)

Prior to introducing supplemental reading games to the classroom, teachers should also ensure their students are getting clear and cumulative instructions about the concepts being practiced. This can be done through introductory mini lessons about literacy concepts being covered and continued in smaller groups based on individual needs. Literacy programs can also be used to provide explicit, systematic instruction. Care should be taken to ensure these programs are evidence-based, adaptive, and provide truly differentiated instruction for effective reading intervention.

Alongside instruction, students should also have the opportunity to explore reading independently. This can be done in a multitude of ways, whether it's allowing students to choose what book they read, placing them in book clubs based on their reading abilities, or assigning creative book reports on a story of their choice.

There is a great deal of evidence to support the idea that students who cannot read well by the time they are 8 or 9 years old-when the emphasis in school becomes reading to learn and not learning to read-often struggle to catch up both academically and socially with their peers. Fortunately, research and shared best practices available today help teachers develop many different paths to intervention, from creating literacy-rich classrooms to utilizing essential whole-group and direct instruction strategies to incorporating adaptive blended learning programs which can help students become confident, capable, independent readers.

At Lexia®, our goal is to make literacy a reality for every student. See how we can support your school's RTI or MTSS programs for effective reading interventio n at any grade.

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Five Early Reading Intervention Activities for the Classroom | Lexia

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Research has shown a direct correlation between the COVID-19 pandemic and the recent decrease in literacy levels. To counter this trend and better support our students, Lexia® has compiled a list of five fun, evidence-based, in-class activities for early reading intervention.

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12 Literacy Resources for Early Childhood Education

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Recognizing the crucial role of early literacy in young learners’ development, this curated list from Heggerty provides valuable resources to enhance literacy skills and set children on a path to academic success.