This set of cards provides students with sentence stems to use during classroom conversations. Educators can print off this document to create tangible cards for students to reference. Some teachers laminate the deck and hang it from a hook in the classroom so students can easily access the material. These cards can also be printed in multiple colors to allow more strategic use during daily activities.
This website maps out seven reasons to use interactive notebooks in an engaging and translatable manner. Interactive notebooks may help teach students to synthesize their thoughts, take ownership of their learning, and even build communication between teachers and families.
This sample standards map for Food Chains (TX Science Standard 3.9B) is used as a pretest in Ms. Scroggins’ 3rd grade blended science class. The data are used to set SMART goals which drive students’ learning.
In this video installment of IgnitED Research, a series that aims to build stronger connections between learning science and instructional practice, we look at retrieval and how it affects the process of learning.
Explore this free comprehensive personalized learning guide for educators, administrators, and parents from Education Elements. These resources will help you discover:
Students benefit from working on a skill or learning target in small groups with others who are at different ability levels in that skill, likely through developing a growth mindset around the target skill and through gaining a better understanding of their own strengths. In this installment of IgnitED Research, we investigate the power of grouping students who are at different levels on an academic skill.
This sample scope and timeline for a research-practitioner partnership was co-developed by TLA and Leadership Public Schools.
It seems to be common (and accepted) knowledge that effective feedback is timely and relevant. In other words, receiving a simple grade on a test two weeks after it was given is unlikely to improve learning. But learning science has also shown that feedback, even when timely and relevant, can still be ineffective, or even harmful. In this installment of IgnitED Research, we take a closer look at feedback.
Did you know that learning styles do not exist? Watch the inaugural video in The Learning Accelerator’s new series, IgnitED Research, to dive into the research and hear from a practitioner about the myth of learning styles.
This strategy, created by Unlocking Time, captures how schools utilize formative assessment data to re-group students based on the goals of the activity and the needs of students.
