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Description: Begin each day with greetings, sharing, and community-building routines.

Grade Band: K–2

Engagement Impact: Creates belonging, sets a positive tone, encourages communication.

Reference: Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.

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Description: Use picture sequencing cards or digital storyboards for retelling.

Grade Band: K–2

Engagement Impact: Builds comprehension and language skills for English Learners.

Reference: Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson.

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Description: Students pick from a menu of assignments (e.g., art, writing, digital research).

Grade Band: 3–5

Engagement Impact: Encourages autonomy and intrinsic motivation.

Reference: Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

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Description: Pair students to support one another with tasks or skills.

Grade Band: 3–5

Engagement Impact: Builds confidence, reinforces concepts, and supports students with diverse needs.

Reference: Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172

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Description: Students investigate real-world issues (e.g., environmental projects, community service).

Grade Band: 6–8

Engagement Impact: Builds collaboration, problem-solving, and intrinsic motivation.

Reference: Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

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Description: Students reflect weekly on their learning through digital journals.

Grade Band: 6–8

Engagement Impact: Encourages ownership, self-reflection, and writing practice.

Reference: Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

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Inside, you’ll find strategies for different grade levels (K–2, 3–5, and 6–8) that foster active learning, build positive relationships, and promote collaboration.

The toolkit highlights ways to support diverse learners, including English Learners and students with disabilities, while also integrating technology to enhance instruction. Each strategy includes a brief explanation, suggested grade bands, and resources you can use right away in both physical and digital learning environments.

My goal is to share tools that help teachers nurture intrinsic motivation, encourage growth mindset, and create inclusive communities where all students can thrive academically, socially, and emotionally.

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Description: Use quizzes with live competition and instant feedback.

Grade Bands: 3–5, 6–8

Engagement Impact: Fun, fast-paced learning with extrinsic motivation.

Reference: Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045

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Description: Students share reflections, questions, or media posts in a collaborative board.

Grade Bands: 6–8

Engagement Impact: Encourages collaboration and digital literacy.

Reference: Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. International Review of Research in Open and Distributed Learning, 18(6), 79–99. https://doi.org/10.19173/irrodl.v18i6.3126

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Description: Students think individually, discuss with a partner, then share with class.

Grade Bands: K–2, 3–5

Engagement Impact: Builds confidence, ensures diverse voices, fosters positive peer interaction.

Reference: Lyman, F. T. (1981). The responsive classroom discussion. In A. S. Anderson (Ed.), Mainstreaming digest (pp. 109–113). College Park: University of Maryland.

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Scaffolded Assignments with Technology (Disability Focus)

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Scaffolded Assignments with Technology (Disability Focus)

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Description: Use tools like Google Read&Write to provide text-to-speech, highlighting, and scaffolds.

Grade Bands: 3–5, 6–8

Engagement Impact: Supports students with disabilities by improving accessibility and equity.

Reference: Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. Prentice Hall.

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How AI in Assistive Technology Supports Students and Educators with Disabilities - Every Learner Everywhere

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Where AI Meets Accessibility explores AI in assistive technology and looks at current applications as well as future possibilities.

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Description: Quick digital questions at the end of a lesson (Google Forms, Mentimeter, Padlet posts).

Grade Bands: 3–5, 6–8

Purpose: Provides formative assessment, builds reflection, and encourages student voice.

Tool: Mentimeter

Reference: Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

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Collaborative Mind Mapping (Digital or Physical)

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Collaborative Mind Mapping (Digital or Physical)

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Description: Students co-create mind maps on concepts using chart paper or digital tools (like MindMeister or Canva).

Grade Bands: K–2 (teacher-led), 3–5, 6–8

Purpose: Supports visual learners, enhances critical thinking, and encourages peer interaction.

Tool: MindMeister

Reference: Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Institute for Human and Machine Cognition.

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Description: Students write personal or academic goals on sticky notes or digital cards, then post them to a “goal wall” that is revisited throughout the year.

Grade Bands: 3–5, 6–8

Purpose: Builds accountability, self-reflection, and visible progress tracking.

Reference: Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

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Student Reflection Journals (Physical or Digital)

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Student Reflection Journals (Physical or Digital)

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Description: Students reflect daily or weekly on their learning process, struggles, and progress.

Grade Bands: K–2 (drawings/writing), 3–5, 6–8

Purpose: Encourages metacognition, intrinsic motivation, and ownership of learning.

Reference: Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059