The modern K-12 classroom is a vibrant, complex ecosystem. Our students are digital natives, wired to a world of instant information, dynamic visuals, and constant interaction. The old model of the teacher as the sole source of knowledge, standing at the front of the room and delivering a lecture, no longer captivates their attention.

To truly reach and teach our students, we must evolve our methods. We must become facilitators of discovery, curators of content, and architects of meaningful learning experiences.

Active Learning: Transform Passive Reception into Dynamic Participation

Active learning is the foundational shift from a teacher-centered to a student-centered classroom. It’s about moving beyond rote memorization and direct instruction to engaging students in the learning process.

How to Implement:

• Think-Pair-Share: Pose a question, give students a minute to think and jot down their ideas, have them discuss with a partner, and then share with the larger group. This simple strategy gives every student a voice.
• Quick Writes: At the end of a lesson segment, ask students to write for 2-3 minutes on a specific prompt, summarizing a key concept or asking a question about a confusing point.
• Four Corners: Label the corners of your room with different opinions or categories. Present a statement and have students move to the corner that best represents their viewpoint, then discuss their rationale within their group.

There are multiple other active learning strategies you can implement alongside the ones listed above.

Differentiated Instruction: Meet Every Learner Where They Are

No two students are the same. They come to our classrooms with different backgrounds, prior knowledge, and learning styles. Differentiated instruction curriculum is the practice of tailoring instruction to meet the diverse needs of all students.

How to Implement:

• Provide Choice: Offer multiple pathways for students to demonstrate their understanding. Instead of just a research paper, allow for a video presentation, a podcast, or a diorama.
• Tiered Assignments: Create different versions of an assignment based on student readiness. All versions focus on the same core content and skills, but they vary in complexity.
• Use Diverse Media: Incorporate a mix of video, audio, hands-on activities, and traditional text to present information. This caters to auditory, visual, and kinesthetic learners.

Integrate Technology Purposefully: From Tool to Transformational Catalyst

The classroom is no longer confined by four walls. Smart use of technology can transform learning into engaging learning strategies that are interactive, collaborative, and globally connected.

How to Implement:

• Gamification: Turn lessons into friendly competitions using platforms like Kahoot!, Quizizz, or Blooket. The instant feedback and competitive element are powerful motivators.
• Collaborative Digital Tools: Use Google Docs, Padlet, or Miro to allow students to brainstorm, share ideas, and create projects in real-time. This promotes teamwork and peer-to-peer learning.
• Virtual Field Trips: Take your students to the Amazon rainforest, the Louvre, or the surface of Mars with virtual reality (VR) or 360-degree videos. This makes abstract concepts tangible and exciting.

Project-Based Learning (PBL): Connect Lessons to Real-World Problems

Project-Based Learning goes beyond simple “projects.” It’s a dynamic instructional approach where students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

How to Implement:

• Define a Driving Question: Start a unit with an open-ended question that sparks curiosity, such as, “How can we design a sustainable garden for our school?”
• Incorporate Community Partners: Invite local experts or non-profits to serve as mentors or audience members for student presentations. This adds a layer of authenticity and relevance.
• Facilitate, Don’t Dictate: Your role is to guide students as they research, collaborate, and problem-solve. Let them struggle a little to build resilience and critical thinking skills.

Collaborative Learning: The Power of Peer Interaction

Learning is a social process. When students work together within collaborative learning, they develop critical communication skills, practice conflict resolution, and deepen their understanding by explaining concepts to one another.

How to Implement:

• Jigsaw Method: Divide students into small groups to become “experts” on a specific topic. Then, reshuffle the groups so that each new group has one expert from each topic, and they teach the content to their new peers.
• Peer Tutoring: Pair students with different readiness levels to work through a problem or concept together. The student who is teaching a concept often solidifies their own understanding in the process.
• Group Discussions and Debates: Structured discussions encourage students to listen actively, articulate their thoughts clearly, and consider different perspectives.

Inquiry-Based Learning: Nurture Natural Curiosity

Instead of simply giving students the answers, inquiry-based learning empowers them to ask their own questions and find the answers through research and exploration. This approach fosters a growth mindset and builds problem-solving skills.

How to Implement:

• Start with a “Wonder Wall”: At the beginning of a new topic, have students write down everything they wonder about on sticky notes and post them on a designated wall. Revisit these questions throughout the unit.
• Student-Led Research: Provide resources and guidance but allow students to choose a sub-topic they are passionate about investigating and presenting their findings.
• Conduct Hands-On Experiments: Whether it’s a science experiment or a mock trial in history class, let students discover the “why” and “how” through hands-on, authentic experiences.

Formative Assessment: Check for Understanding in Real-Time

Formative assessment isn’t just a pop quiz; it’s a continuous process of checking for student understanding during a lesson. This feedback allows you to adjust your instruction on the fly and ensure no student is left behind.

How to Implement:

• Exit Tickets: Ask a simple question at the end of class for students to answer on a slip of paper before they leave. This gives you instant data on who understood the lesson and who needs extra support.
• Digital Polls: Use tools like Google Forms or Pear Deck to ask quick, anonymous questions that let you gauge understanding without putting students on the spot.
• Hand Signals: A quick “thumbs up, thumbs in the middle, or thumbs down” can tell you at a glance how the class is feeling about a new concept.

Gamification: Make Learning a Rewarding Adventure

When learning feels like a game, students are more likely to be motivated and engaged. Gamification is the application of game-design elements and game principles in a non-game context.

How to Implement:

• Create a Point System: Award points for participation, collaboration, or mastering a skill. Students can “redeem” these points for classroom rewards.
• Badges or Trophies: Create digital badges or physical trophies to recognize student achievement in specific areas, like “Problem-Solving Pro” or “Creative Storyteller.”
• Leaderboards: A friendly, visible leaderboard can motivate students to participate and excel.

Build a Positive Classroom Culture: The Foundation for All Learning

No engaging teaching strategies can succeed without a safe, inclusive, and supportive classroom environment. Students must feel seen, heard, and valued to take the risks necessary for deep learning.

How to Implement:

• Community Circles: Start or end the day with a circle where students share their thoughts or feelings. This builds empathy and strong peer relationships.
• Student-Generated Rules: Work with your students at the beginning of the year to create a set of classroom norms and expectations. When they have ownership, they are more likely to follow them.
• Model Vulnerability: Share a time you made a mistake or struggled with a concept. This shows students that it’s okay to not know everything and that learning is a continuous process.

Make Learning Relevant: Connect the Content to Their Lives

The most common question a student asks is, “When will I ever use this?” When we can answer that question authentically, we unlock a powerful source of motivation.

How to Implement:

• Real-World Connections: When teaching fractions, use recipes or budgeting. When teaching history, connect past events to current headlines.
• Problem-Based Scenarios: Present students with a real-world problem they need to solve using the skills you’re teaching. For example, “Your school is planning a new mural. How can you use your knowledge of geometry to scale the design and calculate the cost of materials?”
• Invite Guest Speakers: Bring in professionals from your community—a local architect, a scientist, a journalist—to talk about how they use the skills you’re teaching in their daily work.

The modern classroom is a dynamic space, and as educators, we have the incredible opportunity to shape it. By embracing these engaging teaching strategies, we can move beyond simply delivering content to creating unforgettable learning experiences that prepare our students not just for tests, but for life. The goal isn’t just to teach them, but to inspire them—to show them the joy of discovery and the power of their own potential.

You’ve got important career goals — we have the graduate program to get you there. Check out our available graduate degree programs to advance your career today!

The post 10 Engaging Teaching Strategies for the Modern Classroom appeared first on Graduate Programs for Educators.

Critical Thinking Skills That Elementary Students Should Learn

In the elementary years, students are beginning to learn how to problem-solve, make choices, and assess information. Here are some skills students at this stage should be working on.

Problem-Solving

Problem-solving is a process of considering different options, testing ideas, and reflecting on what worked and what didn’t. When students encounter a problem, they think is difficult, they should be encouraged to keep trying new strategies and reflect on the steps they took to solve the problem. It’s not just about getting the “right” answer but understanding the process of finding it.

Decision-Making

Learning how to make informed decisions is a key aspect of critical thinking. It is also especially important as students grow older and face more complex decisions. Giving students the tools to make responsible choices boosts their confidence. It prepares them for future challenges, and they feel more control over their actions.

Analyzing Information

Another important component of critical thinking is the ability to break down information and analyze it. Whether students are trying to solve a math equation or conduct a science experiment, understanding how to evaluate details carefully is essential.

Asking Questions

Fostering a sense of curiosity helps students go beyond just getting an answer to their question; it pushes them to uncover multiple layers of meaning. By promoting students’ inquisitiveness, you are showing them the world isn’t just made up of clear-cut answers. Asking questions allows students to dig deeper into their interests and become active participants in their learning.

Teaching Critical Thinking in the Elementary Classroom

Now that you know the essential skills elementary school students should be working on, now it’s time to incorporate critical thinking into your classroom curriculum. Here are a few ideas.

Use Real-World Problems

Students become more engaged in their learning when they see the relevance of what they’re studying. By showing them real-world problems, you give them a chance to apply their thinking skills in meaningful ways.

For example, let’s say you’re working on a unit about recycling. Instead of just discussing recycling’s importance, challenge students. Ask them to find ways to reduce waste at their school. Let them brainstorm, analyze options, and come up with a plan. This teaches critical thinking while also promoting collaboration and creativity.

Ask Open-Ended Questions

A simple way to encourage critical thinking in elementary school-age children is by asking open-ended questions. These are questions that don’t have a single correct answer. Instead of asking, “What’s 2 + 2?” ask “What are some different ways we could make 4?” This shifts the focus from getting the answer to exploring possibilities.

Encourage students to explain their thought processes. Why do they believe what they do? How did they reach their conclusion? What might happen next? This approach can be applied across subjects. For example, in reading, ask students why they think a character made a certain decision or how they would have reacted in the same situation.

Encourage Peer Collaboration

Group work can be a powerful tool for critical thinking. When students work together, they share ideas, listen to others, ask questions, and are exposed to different viewpoints. This kind of collaborative environment helps students practice their communication skills, explain their reasoning, and learn to negotiate their ideas. It also helps to foster a sense of teamwork and build their social and cognitive skills.

How Critical Thinking Skills Help Elementary Students Advance

Developing critical thinking skills in elementary school doesn’t just help students perform well academically but also gives them the tools to navigate real-life situations. Here are a few ways critical thinking helps students in the classroom and beyond.

Stronger School Performance

Critical thinkers excel at grasping complex ideas and solving problems. They can connect different subjects. They’re also more adept at tackling higher-order thinking questions on tests and assignments.

Increased Confidence

A critical mind boosts students’ confidence. It helps them tackle challenges. They understand that even if they don’t know the answer right away, they have the tools to figure it out. This way of thinking also encourages a growth mindset where students see a challenge as an opportunity to learn and grow.

Ability to Problem-Solve in Everyday Life

Critical thinking helps students assess situations, weigh their options, and make informed decisions. Whether they’re resolving disagreements with their friends or figuring out how to manage their time, these skills are essential for navigating everyday challenges.

Effective Communication

Strong critical thinking skills help students articulate their thoughts and opinions clearly, consider different perspectives, and engage in respectful, thoughtful discussions. Whether in the classroom or a social setting, students learn how to communicate in meaningful ways and actively listen to others.

Lifelong Learning

Critical thinking nurtures a love of learning. When students are asked to be inquisitive, analyze, and explore all possibilities, they develop a growth mindset. This not only helps them be open to new experiences but also teaches them to become more resilient when they face any setbacks.

Teaching critical thinking in the elementary school classroom isn’t just about students getting better grades. It’s about preparing them to make well-educated, informed decisions, communicate effectively, and problem-solve in creative ways. By incorporating these skills into the curriculum, we equip students with the tools they need to face real-world challenges confidently.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

The post Teaching Critical Thinking in the Elementary Classroom appeared first on Graduate Programs for Educators.

A lot has happened in ten years including the evolution in education. In 2013, the Boston Marathon bomb attack occurred, President Barack Obama began his second term in office, the Boston Red Sox won the World Series, The Big Bang Theory was the number one non-sports show on TV, Time Magazine’s Person of the Year was Pope Francis, and I had just completed my first year in administration after ten years of teaching.

As you can see, much has changed in ten years, and what does it mean for the classroom? Below is a list of the top changes in the last decade a group of educators with over ten years of teaching experience has lived through.

Technology

When I left the classroom in 2012, I left behind ten years of teaching technology applications at the middle school level in a larger-than-average district in Texas. At the end of the semester, my students and others in the district at my level were producing short videos of their own, building basic budgets in Microsoft Excel, and definitely knew how to save and find documents on the computer. There are many districts now across the country that would laugh and scoff at this as now many eighth graders are making short animations and coding on a regular basis. This is just one example of how technology in the classroom has changed.

Mobile Classroom Games

The access to using technology in the classroom has changed dramatically. Many one-to-one districts now exist; the internet is at millions of students’ fingertips daily. Many games and programs used daily in the classroom (Kahoot, Gimkit, etc.) have allowed teachers to add content to online games for student learning. These games can be played on Chromebooks and every teacher’s favorite: the students’ cell phones.

iPads, LCD Projectors, and Smart Boards

Ten years ago, we thought iPad carts, LCD projectors and Smart Boards were the wave of the future. Schools spent countless dollars putting iPads in the hands of our students. We downloaded apps that students could use for exploration and apps they could use for remediation. The problem with iPads was that students had a lot of temptation of using them for gaming more than education purposes. Also, iPads are not super sturdy on their own (in many states, they are classified as consumables). Lastly, younger students often needed help typing on the spaced-out keypads. There are ways that have been developed to improve these issues over the years.

Smart Boards and LCD projectors allowed teachers to project computer screens on touchscreens so anyone could manipulate the visuals. The problem was that the bulbs did not last long, the boards would need calibration on a regular basis, and only a few students at a time could actively participate in the lesson.

Chromebooks

Now we have interactive flat panel monitors and Chromebooks. The interactive flat panels (IFPs) do not need calibration since the display comes from inside the monitor and not from a projector. In fact, many of the IFPs have internal CPUs so they do not even need to be hard wired to a desktop computer. Multiple sources and visuals can be pulled up on the screen at one time and students can use their Chromebooks to interact with the monitor by logging onto sites such as Pear Deck.

Chromebooks have benefited from the invention of the Cloud for storage purposes. Much like the iPads, Chromebooks do not contain a hard drive so saving information on them is not an option, but students can use virtual storage to save important work assignments and resources. In fact, using the Cloud is an excellent storage option because students can now log on to different computers and continue their work because they can access the Cloud from anywhere.

Chromebooks really proved their worth during the pandemic. With millions of students learning from home, many districts equipped the kids with Chromebooks so school could continue through distance learning. Teachers could use learning management systems like Schoology and Canvas to create classroom pages with Zoom links, resources, and student assignments. This practice allowed classes to continue to meet virtually so the school could continue even if our buildings were closed.

In the classroom, teachers are now thrust into helping students apply, measure the validity of the information, and process the information coming at them at all angles. In some ways teachers have moved from providing the information to allowing students to find the information on their own and then facilitating the processing of said information.

Every teacher that was included in this non-scientific survey and many articles on Google covering this topic had technology as the number one factor in the evolution of the classroom in the last decade.

School Security/Mental Health

From 2009 to 2018, American schools saw 356 shooting victims. Since 2018, there have been even more. This has brought about the redesign of many schools, practices, and school budgets as school safety has become more of a concern for many good reasons.

How schools, parents, legislators, and communities look at the practice of providing safety for staff and students has evolved into more of a priority than ever before.

This also relates to the mental state of our students. America’s Health Rankings of Women and Children report that suicides in adolescents ages 15-19 have risen 29% over the previous decade.

Our school counselors, administrators, and staff likely have all now had some training on how to spot mental health issues and then how to discuss those issues with students…and sometimes even between staff members.

Schools have had to become first responders to mental issues and develop their own protective measures for physical and mental safety.

COVID-19 Pandemic

A ten-year review of education is not complete without a discussion on the effects of COVID-19 pandemic. One positive effect of the pandemic was that after students went home for a few months, the value of the in-person teacher was raised exponentially. Data from around the nation showed that students without a teacher in the classroom were nowhere near as successful as when the students were in the classroom. Many states went as far as to pass legislation to help curb the “COVID slide.”

A negative impact of the COVID-19 pandemic was the number of teachers that left the classroom and have not yet been replaced by new teachers coming into the profession. In the past three years every state in the nation has seen less teachers apply for jobs and finding them in some cases simply just has not happened. In the last three years, more schools have opened the school year with more long terms than in recent history. Granted the access to online school has helped students stay on track for graduation, but nothing has fully replaced the in-person teacher.

On that note, the access to online school has pulled more students away from the classroom, and some have not come back as some parents have chosen to keep their students at home online to complete their schooling. A few of these students have benefited from less anxiety at home, but many others have capitalized on the convenience factor of on-line education.

Student Collaboration

Nothing sends shivers down the spines of high-performing students like the words “group work.” When I started teaching 23 years ago, I loved coming up with assignments that required my students to get together in a group and work on a large project. In my naive mind, I thought the students would come together, divide the workload, and end up with a product that really represented the hard work of each member of the group.

What happened all too often was that one or two students would end up doing the work for the whole group. They knew all members would receive the same grade and did not want a poor work ethic from some to doom the grade for all. I was very creative in my Social Studies class with these assignments.

Some of my group work activities required students to assemble as a news team and report on a historical event or they would find a way to solve a problem in the real world such as low voter turnout. Not to say these ideas were bad, but I was missing the boat when it came to the structure. This problem has long plagued classroom teachers. As I awkwardly tried to coax students into getting along and working together, Dr. Spencer Kagan was literally writing the book on cooperative learning.

He and his colleagues had come up with several different structures that required students in groups to be held accountable for their roles and responsibilities. Over the last ten years, we have seen a remarkable shift from group work to cooperative learning.

More Student-Centered Classrooms

I mentioned earlier that in 2013, I had completed my first year as an administrator. At the same time, the state of Texas rolled out a new evaluation system, T-TESS.

T-TESS was an improvement on the PDAS system that existed before in that T-TESS is focused on continual improvement and finding specific ways teachers can find to help students grow based on learning standards.

But another improvement was the evaluation of how much a teacher was involving student talk and activities in the class. One educator in our discussion cited the decline of the lecture due to evaluation systems, more information at students’ fingertips, and more project-based learning.

What a ride it has been for the last ten years…makes one wonder what the next ten years will bring. We can know for sure that in education, changes are constant. That is why we as educators must never forget that the goal is the continuous education of our students every year. That is why we are here in the first place!

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

The post Ways Teaching Has Evolved in the Last Decade appeared first on Graduate Programs for Educators.

Educators in today’s fast and changing world are presented with the challenge of reaching students inside the classroom each and every day. I dare state that reaching students was easier to achieve before advancements in technology and the creation of interactive multimedia, but now teachers must compete with those developments to ensure students are accomplishing academic success at the same rate and beyond. One way that educators can combat these ongoing difficulties is to implement various strategies that are proven to capture student attention and bring enhanced engagement into the classroom. Whole brain teaching is an instructional method that aims to do just that by activating multiple parts of the brain at once.

What does whole brain teaching look like? It’s actually quite simple to picture this type of classroom. Imagine students actively participating in a fast-paced learning environment where their attention is constantly being called upon. For instance, teachers employing this teaching method may ask students to respond verbally at numerous points in a lesson, earn points as a class via game-like activities and simulations, perform various body movements, and move quickly from activity to activity. Students in this type of classroom are stimulated from multiple sources in a high-paced manner to ensure their engagement and attention.

How Do You Implement Whole Brain Teaching?

Whole Brain Teaching Strategies

According to the official whole brain teaching website, there are five key patterns to model lessons after to begin its implementation in the classroom:

Attention Getter

First, teachers must establish how to capture student attention quickly and efficiently. Through this method, an attention getter is recommended. This requires students to copy a particular phrase/word or join in a call-and-response type ritual when the teacher speaks it to the class. For example: If the teacher says “class, class,” the students respond in unison with “yes, yes.”

Manners

One of the special elements of whole brain teaching is the utilization of manners. Much like the attention-getter described previously, this method also employs the use of call-and-response phrases. To make use of this element within the classroom, teachers engage with students by saying “thank you” while students respond with “you’re welcome.” This process is accompanied by hand/body movements to further catch student attention.

Brain Engager

This portion of the pattern requires teachers to identify how they will present the topic or content. Teachers may ask students to mirror their words with accompanying body movements. Teachers may also have students engage in content with gestures (large or small), use different voices, talk in slow motion, and many other ideas deemed appropriate.

Direct Instruction

Teachers have to teach in chunks to introduce or build on content using the whole brain teaching method. This means that during direct instruction, teachers must only focus on one new piece of information. This allows students time to digest the current learning at hand before adding to it. During this portion, teachers should employ the use of gestures through body movement to further solidify the new knowledge and create a more memorable learning experience.

Collaborative Learning

Students must be presented with an opportunity to work with their peers to ensure they have thoroughly understood the new topic introduced during direct instruction. Students should pair and share with others to demonstrate the gestures for the newly acquired topic. This moment in the lesson also allows the teacher to visually assess how students are progressing with the content.

The more students are exposed to the whole brain teaching strategies and patterns, the easier it will be to effectively implement the method and enjoy its benefits; thus, teachers must use repetition and consistency in each lesson to establish the necessary structure for whole brain teaching success.

Does Whole Brain Teaching Have Rules?

Classrooms who prescribe to the whole brain teaching method practice a particular set of classroom rules that the creators of the method established.

Whole Brain Teaching Rules:

1. Follow directions quickly.
2. Raise your hand for permission to speak.
3. Raise your hand for permission to leave your seat.
4. Make smart choices.
5. Make our team stronger.

These five rules help to ensure student and teacher success. Teachers must first introduce the rules to students to begin the process of implementation. For each rule, teachers must use gestures for students to follow along with. The goal is for students to have enough exposure to the rules to memorize the rules and gestures and be able to recite them without teacher assistance. When and if a student displays behavior that is contradictory to the classroom rules, the teacher may say the rule number to the class that is being broken, and the students will recite the rule in unison. As with the whole brain teaching pattern identified above, the rule process is also completed through consistent repetition.

What are the Benefits?

There are many advantages and benefits to students when this is utilized. Teachers find that students are much more engaged in their learning. It is also extremely common that students retain more knowledge due to the addition of gestures, repetition, and fast-paced activities.

Another advantage of implementing this method is the built-in support for student behavior and classroom management. Although the methods and patterns are unique and unlike traditional teaching strategies, whole brain teaching serves as an excellent instructional approach for increasing student engagement and overall student achievement in the classroom.

Teachers never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

The post Does Whole Brain Teaching Work? appeared first on Graduate Programs for Educators.

At the end of their academic careers, there is a notable achievement of graduating from high school and earning a diploma. This milestone leads to endless opportunities and possibilities as a graduate ready to go out into the real world. However, there is one time period in students’ lives that is often seen as a negative, stereotypical time of angst, drama, rebellion, and misunderstanding. That time period is identified as “middle school,” and can often strike fear in the hearts of educators and parents alike. To combat this and reverse the stigma towards middle school, several teaching strategies exist for the middle school classroom.

First, to define “middle school,” one must identify which grades are being discussed. Middle schools can take on several different constructs. Most are grades sixth, seventh, and eighth. Others may only be in seventh and eighth grades, sometimes called “Junior High.” Others may include grades fifth, sixth, seventh, eighth, and ninth, but those are rare. As a former middle school teacher who taught eighth grade in a building with grades sixth, seventh, and eighth-grade students, I learned quickly that middle school students are a unique type of student. Additionally, as a former middle school assistant principal, I saw firsthand the unique experiences and challenges that middle school students bring to the table.

There is countless research that exists chronicling all the intricacies of middle school learners. Research that ranges from dealing with adolescent behaviors to addressing different learning styles and modalities for the teen student, to the social and mental health components of students aged 11-14. Middle school teachers face some of the most unique and challenging students but will often say that they teach in one of the most rewarding areas. Because of their varying behaviors and changes in their brain and body compositions, teachers implore a number of strategies for student success.

Clear Plan of Instruction

The number one top teaching strategy for any level, especially middle school, is to provide a clear plan of instruction daily. Middle school students crave structure and routine, and teachers are destined to fail without a clear plan. A poor plan can lead to classroom management issues, which can lead to disciplinary matters, and an overall sense of a negative classroom environment that isn’t conducive to learning. Masterful middle school teachers plan a variety of engaging and challenging activities that promote several other top strategies. Next, middle school students crave positivity and interaction. This age is already one that promotes very sociable behavior, and great teachers harness that energy and use it to promote a positive and active atmosphere.

Promote Positive Interactions

Classrooms are communities. And in those communities, students have various roles. These roles promote positive interactions with one another and allow for teachers to build up and praise students that need more of that validation during this age more than any other group. This strategy can be combined with two other successful strategies, which are active participation and student movement.

Brain Breaks

Middle school students have an abundance of energy! Master teachers are able to successfully take that energy and channel it into positive interactions and participation that is helpful, not hurtful. Research shows that students perform better with a series of “brain breaks,” which can include activities that involve students in getting up and out of their seats, role playing, or other team-based activities that make learning fun and engaging, while allowing energy to be spent productively. Simple tips like allowing students to stand up while reading a passage, answering a question, or participating in a gallery walk of exemplary work are easy ways to promote student movement and motivation.

Feedback

Finally, middle school is one of the first times that grades heavily emphasize them. In some middle schools, students are earning units for high school credit, meaning that there is greater pressure and stress on performance. Masterful teachers utilize feedback as a powerful tool to lead to high-quality work and student achievement. Master teachers understand that not every assignment needs to be graded, but evaluating student work is paramount. Students appreciate the feedback they receive, and value the opportunity to be better. This strategy is one that will behoove students in their high school careers as well.

For students to be successful in their learning, they must be actively engaged in relevant, meaningful learning experiences. Students that experience these types of classroom experiences are more likely to achieve at higher levels. This is especially true at the middle school level, a particularly difficult time period for young adults often in the 11-14 age range. Middle school often carries a specific stigma and can generally scare teachers away because of the horror stories about student behavior, hormones, and other challenges.

However, those that master the art of teaching middle school are effective practitioners of many of the strategies mentioned in this article. Middle school teachers will often say that their experiences with their students are some of the most rewarding and fondest memories of their teaching careers, and as a former teacher and assistant principal at the middle school level, I can agree.

Interested in advancing your career with a graduate degree? Check out our middle and secondary education graduate programs which cover teaching strategies, assessment methods, educational technologies, and diversity management to help you create engaging and supportive classroom environments and experiences.

The post Top Teaching Strategies for the Middle School Classroom appeared first on Graduate Programs for Educators.

By embracing the concept of neurodiversity, educators can acknowledge that every individual is unique by celebrating and supporting the strengths and needs of all students. We can also lean into the most rewarding and exciting part of our profession: helping each student find their way to growth. When discussing teaching strategies to help neurodiverse students engage, it’s important to remember what we are really talking about are strategies to help all students engage.

You may be reading this hoping to find something to help one particular student, but in my experience when one better supports one student, one better supports all students. As such, for the rest of this article when we make reference to “teaching neurodiverse students,” please know we mean neurodiverse students because all students are neurodiverse.

Creating a Personal Connection

Cultivating a personal connection with students ensures that they feel “seen” in a classroom. Building a rapport with students also allows for the development of a learning partnership in which students feel safe and empowered to ask questions, seek out assistance, and express how they are feeling or what they are thinking. Teachers can create personal connections with students in a variety of ways. Still, the key component is to make sure that the connection is established with each individual in the classroom.

Perhaps the simplest way to establish a connection is to stand at the door and greet each student by name and say something encouraging or positive to them as they enter the classroom. This may or may not be accompanied by a handshake, a high-five, or a hug, and the diverse experiences and comfort levels of students should determine whether physical touch is something that helps them feel connected or something that disrupts their emotional state.

As with all the ideas discussed here, this is about what the student needs, not what the teacher wants. Once inside the classroom, some teachers spend the first five minutes or so of class walking around as students work on a warm-up activity just checking in with each student. They just talk to their students and get to know them as people. Students are far more likely to engage in a classroom in which they feel they are valued as a person.

Providing Sensory Opportunities

Providing opportunities for sensory input or deprivation can also help keep students engaged. Students who seek sensory input can often be seen fidgeting, tapping their pencils, or engaging in negative behaviors that soothe them. While others who require sensory deprivation might be seen putting their fingers in their ears or yelling to cancel out the input that is overwhelming them. In some classrooms, teachers establish a sensory corner lined with a crashmat or pillows and blankets, a body sock or weighted blanket, and even noise-reducing earmuffs.

Here, students can take a break and calm themselves as they block out the sensory input that is overwhelming them or causing them anxiety. For those who seek stimulation, sensory bins are an easy way to provide a variety of sensory experiences for students. Simple sensory bins include putting plastic eggs with small items inside and burying them in plastic grass, mixing rice or bird seed with small items for students to either scoop out with a tool or find with their hands. By allowing students to meet their sensory needs, teachers can increase the likelihood of students staying engaged in class.

Focusing on Executive Functioning

Executive functioning skills such as organization and time management can be difficult for students. Providing explicit, non-judgmental instruction in these areas along with time for children to organize and clean as a class is a necessary part of teaching children how to organize their thinking and learning. Clean out desks, bookbags, cubbies, and lockers periodically as a class and help students who struggle with organization to establish good habits and systems for keeping themselves organized.

When establishing expectations for the class, teachers can help reduce anxiety and keep students engaged by avoiding setting hard and fast time expectations for activities. Instead, allow the class to get started and check in frequently with students who struggle to see how much time they need to complete a task. Consider modifying the directions so that if a student is taking longer than needed on a section, but has already demonstrated mastery of the concept, they can move on to the next section without penalty.

Also, think about the way learning activities are introduced, instead of saying, “This should only take 5 minutes,” or “This is easy” consider saying, “We’ve seen this before” or “If you get stuck on one part, it’s OK to go to the next part and then if there’s time, we can come back to the other one.”

Presenting Instructions as Content

When giving instructions to students, presenting the information in various formats (just as we would with content instruction) can be extremely effective in ensuring students remain engaged in the learning task. Tell students the instructions, write them on the board, and follow up with individuals to ensure comprehension of the instructions. Never assume; verify comprehension!

Special education teachers never stop learning; check out our available special education graduate degree programs to hone your skills in research, instructional design, individualized education program (IEP) development and behavioral management.

The post Strategies for Neurodiverse Students’ Engagement appeared first on Graduate Programs for Educators.

A student need not have a documented disability, an established Individual Education Plan (IEP), or be in a special education classroom to benefit from effective teaching strategies. What works for a student with a disability will likely benefit their non-disabled peers. It’s also important to remember that what works one day with one set of learning tasks may not work another day with different content. Flexibility is critical in teaching, and the strategies described below represent only a few of the many strategies that might work in any given situation with a student.

Break Learning Tasks Down into Smaller Parts

Students with disabilities of any kind, including those with processing disorders, learning disabilities, developmental delays, other health impairments including ADHD, or emotional disabilities, can have a difficult time with multi-step directions and concepts with lots of parts. It is critical to student success to break concepts down into the smallest possible parts to ensure mastery of each sub-concept (even if you think a student should know it) before they move on to the next.

Sometimes this means breaking a complex task into finite steps, and other times chunking content so that fewer concepts are being practiced at once. The key when a student is stuck is to find the next smallest step forward that they can complete successfully and then build on that.

Present Information in a Variety of Ways

Students’ brains process information differently and their background and experience can influence their understanding of new concepts. To accommodate these differences, it is important to present information in various ways, including verbally, in writing, visually, and kinesthetically.

For instance, discussing a new topic, writing down the key concepts together, creating a graphic anchor chart that can be referenced in the classroom, and then acting out the new concept can all help students make connections and deepen their understanding.

Assess Frequently and Provide Specific Feedback 

Because the risk of misunderstanding or confusion is greater with students with disabilities, and they often have difficulty self-assessing their need for assistance, teachers must build in frequent opportunities to assess student understanding and give low-risk specific feedback. These assessments should be informal and provide growth opportunities, not just for grading. Students with disabilities need to know what they are getting right and what’s not working.

Providing students with examples and non-examples can also be helpful in developing a schema for the learning. Students should be explicitly told how to fix mistakes and should be included in the feedback conversation by asking questions such as:

• How is that strategy working for you?
• Do you know what comes next?

By establishing a continuous feedback loop with students, the focus becomes the learning, not the mistake.

Eliminate Distractions Proactively

Classrooms are often busy places, and students with disabilities can be especially prone to distraction. It is, therefore, important to be highly organized as a teacher to ensure that transitions between activities and tasks do not allow for unstructured time. Tools such as visual timers can help students self-regulate and stay on task, especially if the time is broken down into smaller chunks that feel manageable to them. Allowing students to work in different areas of the room and remove themselves from distractions can also be helpful.

Build Relationships and Resilience

It is essential to build a positive relationship in which the teacher clearly demonstrates that they respect and believe in their student. Students with disabilities commonly experience failure and behavioral issues at school and can feel as if they don’t belong or that their teacher or peers do not like them. That feeling can be a distraction from learning and lead to further unhelpful coping mechanisms such as acting out or disengaging from learning. Finding ways to reestablish a positive relationship when a student has experienced failure builds resilience in students and helps them develop a growth mindset.

Focus on Strengths

Because students with disabilities are often hyper-aware of their own shortcomings in the classroom, identifying their strengths (and yes, every student has strengths!) can open new avenues for learning. Once a strength is identified, a teacher can capitalize on that feeling of success by empowering the student to use that strength to create new successes. Creating a snowball effect of success is often the key to re-engaging students with disabilities. It also reinforces the growth mindset and their place among their peers when they are valued and understood for their positive traits.

Be the Adult

I have often told people, “Parents do not keep the “good” students at home.” It is a teacher’s duty and responsibility to try to find a way for every student in their classroom to learn. This is not something we should shy away from. Rather it is to be embraced as the highest form of teaching. If students come to a class fully grasping the concepts and completing all the learning tasks without much intervention from the teacher, then little learning and even less teaching has taken place. If the adult in the room can find joy in the pursuit of knowledge even in the face of challenges, then the students are much more likely to do the same, and in the end, everyone will have won.

Ready to make your next career move and dive into special education? Explore our wide variety of programs and get started today!

The post Strategies for Teaching Students with Disabilities appeared first on Graduate Programs for Educators.

Interleaving is a term that refers to mixing various educational topics together. It is sometimes called Mixed Practice. Using interleaving in the classroom means providing students with opportunities to work through various ideas and concepts as opposed to limiting them to one topic or skill at a time. This allows students to make connections and form patterns regarding educational subject matter.

Examples of Interleaving

Interleaving can be done in virtually any subject area. Let’s take interleaving in vocabulary as an example. Let’s say that your students are studying vocabulary words related to geography. In this unit, rather than spending an entire lesson on the meaning of a select group of vocabulary words, you could mix up the learning by breaking the lesson into sections. At the beginning of the lesson you may spend 10 minutes focusing on the selected vocabulary terms, then spend 5  minutes practicing memorization of the terms, then 10 minutes reading and discussing a passage including the terms, and lastly ten minutes creating writing that include the vocabulary terms. By doing this, you are engaging students in different ways to approach subject matter while also mixing in language arts, reading, and writing.

What are the Benefits of Interleaving?

There are several benefits of Interleaving. Firstly, when students are exposed to Interleaving, their brain becomes accustomed to tackling a mix of related concepts and topics. This requires the brain to activate prior knowledge, make new connections and think more critically about subject matter.

Furthermore, a study by Nate Kornell, psychologist at Williams College, revealed that when compared to students learning various paintings of artists in a row, students who explored paintings in mixed order were better at matching the artist to the correct painting than those who had studied in a more conventional way. According to the study, when materials are mixed up, students begin to notice both similarities and differences within subject matter, giving students a deeper understanding of objectives.

Additionally, Interleaving is thought to aid students in retention of new information. This is done by helping students build on prior knowledge and create connections between subject matter. It also allows students to think more globally and consider connections between subject matter that they may otherwise not have made.

Tips for Interleaving in Education

Interleaving is a different way to approach subject matter with students that can be very beneficial. The following tips can be helpful in incorporating Interleaving into the classroom.

Keep practice problems to a minimum

For example, when assigning mixed math problems with various operations (addition, subtraction, multiplication, and division) assign a small number of problems so that students do not become overwhelmed.

Incorporate Interleaving into Centers or Small Groups

Using Interleaving in small groups and center rotations can be a good way to try out interleaving by allowing students to rotate through various subject matter and ways of learning (teacher led, virtual instruction, collaborative activities). 

Use Interleaving in Units and Projects

Take advantage of utilizing themed units and fun projects to integrate subject matter. For example, have students complete a research project on any country of their choosing in which students can explore a variety of information about the country from the country’s currency and financial status, to the country’s government, to cultures and geographical descriptions. This mixes in a variety of topics while staying focused on the assigned unit/project.

Consider Pacing

Remember that district pacing guides will still need to be followed when using Interleaving learning. This will mean that mapping out the pacing of curriculum will be key in determining what material to interleave so that all objectives are addressed and none are left out or rushed through.

Relate Content in Some Way

Interleaving is most beneficial when the content of lessons are in some way related. Using similar content, such as types of reptiles and types of mammals is more likely to help learners compare and contrast information in a meaningful way.

Differentiate

Don’t forget to differentiate when Interleaving content. Be on the lookout for students who struggle with a specific topic or content and be ready to intervene when needed.

Interleaving is a great way to mix up the content students are receiving and to help students build connections. Keep in mind that Interleaving effectively will take time and that it may not work for all students. Some students may need intervention and a focus on one topic/skill at a time if they are struggling with subject matter. It is important to always reflect on one’s practice and use data to drive instruction. Don’t be afraid to branch out and try something new. Interleaving may just be the thing your students need to make the connections they have not yet made!

The post The Benefits of Interleaving appeared first on Graduate Programs for Educators.

What is Transformative Teaching?

Transformative learning (and teaching) is a relatively new view of the learning process coined in the early 70s by Jack Mezirow. It was originally termed “constructivism”, referring to how learners interpret their experiences thus making meaning out of new information. Transformative learning focuses primarily on adult and young adult learning and the idea that learners can change their thinking based on new information. Mezirow’s theory claimed that students had important learning and teaching opportunities that connected with their past experiences. He found that reflection and review of these experiences could lead to a change, or transformation, of their understanding (WGU, 2020).

In the theory of transformative learning, Mezirow found that adult learning requires taking things we learned and believed as a child and letting new information, coupled with reflection, transform our thinking into what we believe and understand presently. Mezirow’s theory says that there are two basic focuses in transformative learning: instrumental learning and communicative learning. Instrumental refers to task-oriented problem solving and communicative learning refers to how people communicate their wants, needs, and feelings. Both of these focuses are important in transformative learning as students need to be able to focus on various types of their understanding and be able to form new perspectives that are logical and meaningful to them.

By understanding the theory of transformative learning, educators can become transformational teachers. Transformational teachers create educational environments where teaching is both an art and a science, meaning that students are exposed to important subject matter in a way that taps into their emotions and previous experiences. In this role, teachers are the “transmitters” of educational knowledge while the students receive, reflect upon, and store this new knowledge. By providing students with critical thinking opportunities and hands-on experiences, teachers are allowing students to to construct new meaning and perspectives.

So, what does transformative teaching look like?  The following are suggestions for what may take place in a transformative classroom (Finley, 2015).

• Students are presented with real world problems and are given ample opportunities to ask questions.
• Facilitator designs questions that inspire students to think critically about the problems they are presented with. Students should be asked to analyze, synthesize, create, empathize, interpret, refer to prior knowledge, explain their thinking, and determine what they can further learn on the topic.
• Students should be allowed to participate in learning groups and to collaborate with peers.
• Teachers should model, guide, challenge, and support students in their transformational learning journey.
• Students should have choice in how they demonstrate mastery.

What are the Benefits of Transformative Teaching?

Like any solid, research-based instructional teaching strategy, transformational teaching is beneficial to students in many ways. Firstly, it engages students by presenting them with subject matter they can relate to while challenging them to stretch their thinking. Transformative teaching also empowers students to take control of their learning by giving them opportunities to collaborate with their peers to solve problems. It also promotes reflection as students learn to apply prior knowledge to new situations and draw on their experiences and the experiences of their peers to develop solutions and create new understandings. This is a skill students can carry with them throughout their educational journey and in real life circumstances outside of school.

By allowing students to engage in transformational learning experiences, teachers show that they care about the backgrounds and interests of their students. Instead of focusing only on the subject at hand, teachers can model how to get involved with the curriculum and apply it to their own personal experiences and interests. This means taking a social-emotional interest in student development. During this time of Covid-19, it is especially important to show students that you care about their educational and emotional wellbeing.

Using Transformative Teaching for Online Instruction

From an online instructional perspective, teachers can easily apply transformative teaching strategies to virtual classrooms. For example, teachers can present real world problems to students using examples from today’s world and giving them time to ask questions via Zoom, chat, or email. Teachers should be ready to present students with questions that stretch their thinking in an online platform. This can be done using Google Slides, Google Classroom, or other online platforms. Students can also participate in small groups via Zoom Breakout Groups or collaborate on online presentations. Teachers can provide feedback through online platforms and support them virtually by checking in with them daily and posing guiding questions as students take in new information.

In planning transformative lessons, teachers should include choice regarding how they show mastery. Providing students with choice increases students’ excitement about subject matter. By providing students with an opportunity to create, teachers are allowing students to engage with the curriculum in a personal way. These types of choices allow more meaningful learning to occur. For example, teachers may create a choice board where students can choose how they will demonstrate their understanding of the content. Some choices might include, but are not limited to:

• Create a digital presentation of what you’ve learned about the topic.
• Create a song, rap, or poem that addresses the content of the topic.
• Write a summary of the problem you were presented with, how you worked through it, and how you arrived at your solution.
• Pretend you are the teacher. Record a video of yourself teaching this topic to someone else.

It is important for educators to remember that students need quality, differentiated instruction online, as well as in the classroom. Transformative teaching is one of those strategies that can provide students with opportunities to use what they already know and transform it into something new.

The post Embracing Transformative Teaching for Online Instruction appeared first on Graduate Programs for Educators.

Teachers who embrace these differences help empower neurodiverse students through supports targeted at their specific needs and differences. There are as many differences among people with ASD as there are among neurotypical individuals, but since there are some common challenges for people with ASD, there are also some approaches that have been proven to yield positive results in the classroom.

How Does Learning Differ for Students with Autism?

Although ASD often co-occurs with ADHD and specific learning disabilities, the learning of students with ASD is not necessarily impacted by a lack of cognitive ability. Instead their struggles in the classroom tend to have other origins, usually social-emotional and/or sensorimotor.

In a neurodiverse classroom, one might observe individuals’ fascinations with specific topics. Students with ASD tend to develop passions (even fixations) on specific topics, objects, or interests.

Their knowledge of these narrowly focused areas of expertise can be astounding and demonstrate the level of mastery a student is capable of when engaged and motivated.

A teacher can capitalize on that motivation by relating new skills to the topic of fascination. The context doesn’t much matter if the learning is occurring, right?

Although students with ASD are characterized by their difficulty with social relationships, they tend to prefer to learn with authoritative adults in small group or one-on-one settings and find peer interaction motivating, so finding ways to help students engage with others is critical.

Additionally, students with ASD, tend to be visual learners and benefit greatly from new or difficult content being presented in a variety of ways, but especially by being shown what to do. If one chooses to frame these characteristics as differences, rather than disabilities, the door is open to view these differences as strengths and places to “plug into” learning.

What Challenges Do Autistic Students Face?

Perhaps the most well known trait of autism is difficulty with social skills, including recognizing and responding to other people’s feelings, reading nonverbal cues, and navigating social norms.

Language development and communication difficulties are common challenges in students with ASD that are often inextricably intertwined with issues related to socialization – so much of human socialization is related to verbal and non-verbal communication.

Students with ASD may struggle with sensory processing and may avoid or seek out sensory input. Some students will have difficulty completing tasks or planning ahead, while others may find it difficult to break a pattern of thinking to approach a problem in a new way, as executive functioning may be a challenge.

Motor skills can be impaired in students with ASD, and may require a great deal of concentration or effort that interferes with a student’s ability to concentrate on the material being presented.

Supporting Students with Autism in the Classroom

1. Use Explicit, Concrete Language Rather than Relying on Implicit Learning

Perhaps because they socialize differently, students with ASD tend to need explicit instruction to gain skills that other students might pick up without even trying. It’s important that adults provide students with clear, simple instructions regarding what is expected, even it if seems obvious to others.

Young students might need explicit instruction in how to pretend play, while older students may need clear and specific directions related to how they should enter the classroom and set up for learning. Discrete Trial Teaching is one method for teaching skills explicitly.

2. Establish Routine, Include Breaks, and Practice Making Changes

One defining characteristic of people with ASD is a tendency toward “restrictive and repetitive behavior” in the form of routines. These self-imposed routines help a child with autism who doesn’t always understand the “rules” of the world around them to feel safe and make the world a bit more predictable.

Teachers can help redirect harmful routines by establishing helpful routines with students. By explicitly teaching students instructional and non-instructional routines, the teacher is making the classroom a predictable and manageable environment for them.

While establishing routines, be sure to include instructional breaks. Breaks can help students by reducing or providing sensory input and helping to focus their attention on the task at hand.

The presence of structure in the classroom is a key piece in supporting students with ASD, and once routines are established it is equally important to practice breaking the routines in order to prepare students for times the routine cannot be followed.

Teachers can lay the groundwork for a potentially disruptive change by starting with a perceived positive change in routine and working up to a less comfortable disruption. A visual timer and/or visual schedule can also support neurodiverse learners.

3. Reduce Sensory Issues

Many behaviors that disrupt learning for students with ASD are the result of sensory discomfort. By helping a student with ASD identify the sensory input that is either impeding them or that they are seeking, a teacher can help eliminate a barrier to learning.

4. Watch Your Tone

Because students with ASD struggle to decipher social cues, maintain a calm, even tone in all interactions, but especially when providing feedback, as any increased excitement, volume, or tone in the voice of the speaker may be misinterpreted or even eclipse the meaning of the words being shared.

5. Support Transitions by Creating Teams

Transitions, big or small, represent a change and a potential stumbling block for students with ASD. By establishing a team of staff across a school that knows students and their needs, a teacher can ensure that even when she is not present, a student is able to transition appropriately without trauma or disruption.

This theory of supported transitions should be applied to the much larger transitions between grades and schools, as well. An effective teacher will have spent an entire year (or maybe several years) getting to know what works for a particular student. That knowledge should be passed on to the next teacher in a purposeful, collaborative manner to ensure continuity of service to the student.

Interested in making an impact in special education? Check out our special education graduate programs and get started today!

The post The Challenges Students with Autism Face appeared first on Graduate Programs for Educators.