Whether we consider the effect size of teacher efficacy or annual state testing results, the bottom line is, if students don’t buy into our practice or the belief that they can be successful in our classroom, what else matters? Justin Stygles, teacher and author of the new book, I Hate Teaching, suggests three questions you should be asking your students to build trust and credibility with your students.
Research shows PLAY WORKS in #EarlyChildhoodEducation—but what makes it most effective? The Visible Learning in Early Childhood authors share how you can use play to accelerate learning.
Jennifer Rogers, author of The SEL Coach, reflects on the need for effective SEL implementation in schools, plus shares her insights into six roles that the SEL coach can play in your school.
In this post by Edutopia, author Cathleen Beachboard shares how educators can help students who have experienced trauma.
In this blog, author Arran Hamilton describes the problem of the "implementation gap" and how the 5D Methodology can be used to bridge it.
"As students returned to in-person instruction, their behavioral needs have intensified; the impact of trauma from the pandemic on students and teachers, as well as the increase in educator burnout, has resulted in some schools reverting back to traditional, exclusionary practices..."
Douglas Fisher and Nancy Frey, co-authors of The Restorative Practices Playbook, explore the benefits of restorative practices for the educator.
The PLC+ Activator's Guide co-author Dave Nagel shares the importance of the role of activators that can support and ensure the “L” in PLC really does occur for both students and teachers.
How Learning Works co-authors John Almarode, Douglas Fisher, and Nancy Frey discuss productive struggle, which occurs when the complexity and difficulty of the task or experience is challenging enough so that the learner must devote significant cognitive resources to make progress in that task or experience, but is provided the necessary supports and scaffolds to prevent frustration or discouragement.
How Learning Works co-authors John Almarode, Douglas Fisher, and Nancy Frey break down retreival practice--the act of “going and getting” declarative, procedural, and conditional knowledge from long-term memory.
How Learning Works co-authors John Almarode, Douglas Fisher, and Nancy Frey discuss six Visible Learning big ideas that provide a starting point in motivating students to engage in the learning experiences and tasks in classrooms.