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EXPLORE THE RESOURCES REGARDING A VARIETY OF CLASSROOM STRATEGIES BELOW!
EXPLORE THE RESOURCES REGARDING A VARIETY OF CLASSROOM STRATEGIES BELOW!
USE THE LEARNER VARIABILITY NAVIGATOR TOOL
WHAT IS IT FOR?
The Learner Variability Navigator from Digital Promise, developed with a grant by the Department of Education, allows you to search for teaching strategies based on different factors.
CLICK THE BUTTON BELOW TO EXPLORE.
WHY SHOULD I USE IT?
Learners thrive when their experience is personal and meaningful. This free tool helps you find research-based strategies that support the whole learner so you can create better learning experiences today.
HOW DO I USE IT?
NORMALIZE STRUGGLE
CREATE A CALM, SAFE SPACE
WHAT ARE SAFE SPACES?
Safe spaces are designated areas where kids can choose to go to calm down, take time to process, or just be alone.
These spaces support social-emotional learning by helping kids pay attention to their feelings and learn how to manage them.
WHAT IF THE CALM DOWN CORNER DOESN'T WORK IN MY CLASSROOM?
Before you throw in the towel and shut down this area in your classroom, ask yourself a few questions. For example, is it not working for everyone? Or just one or two students? Do students completely understand your expectations? If not, explain it again. What do you have to lose? Providing this area for your students will be a game-changer.
RESOURCES TO EXPLORE
Read:
CREATE AN IDENTITY-SAFE ENVIRONMENT
INFO TO INCORPORATE INTO LESSONS TO SUPPORT IDENTITY SAFETY
ACTIVATE PRIOR KNOWLEDGE
Instead of focusing on what students do not yet know, an assets-based approach to teaching and learning recognizes the funds of knowledge that students bring with them into school.
WHY IS IT IMPORTANT TO ACTIVATE PRIOR KNOWLEDGE?
Based on over 1,800 meta-analyses, education researcher John Hattie has developed a Visible Learning database that summarizes what works best in teaching and learning. Based on this research, the effect size of integrating prior knowledge with new learning is 0.93 which indicates that this strategy has the potential to considerably accelerate student learning. Activating prior knowledge can have a significant impact on student growth.
WHAT COULD THIS LOOK LIKE?
Ask students to close their eyes and think about topic X. Using a Talking Drawings template (click to access template), have the students draw a picture of what they saw while they were thinking about topic X.
Teach the lesson.
At the end of the lesson, ask students to elaborate upon their initial drawing by creating a new drawing that incorporates what they learned about topic X during the lesson.
Have students share their before and after drawings with another student. Students should discuss the differences between the two depictions of topic X.
Finally, have students respond in writing at the bottom of their Talking Drawings. What do the two drawings tell them about what they learned during the lesson.
EXPLORE RESOURCES
SET UP THE CLASSROOM FOR STUDENT SUCCESS
THE GOAL
Create a pleasant workspace for students that is functional, calming, and well-organized.
UDL Checkpoint 7.3 Minimize threats and distractions
Take a look around your classroom to determine small changes you could make to support learning
SCAN THE WALLS
How much stuff is on the walls? Are the walls cluttered or more space and organized?
How many different patterns are on the walls? Colors in the room?
Are the images student-centered or teacher-centered?
EXAMINE SEATING OPTIONS
How many ways can students sit down in your classroom? Could you add a few more options?
Can you change/move seating to create new groupings?
Remember that standing is an option too - Do you have a way that students can work standing up?
CLEAR THE CLUTTER
Are materials neatly stored and organized?
Can students find what they need and easily assist with putting things away?
Are non-essential materials out of sight (if possible?)
STUDENT ACCESS
Look at your daily schedule - is it represented in text and a visual manner? Are supplies labeled for easy access (visual/words?)
OWNERSHIP
Are student voices and choices evident? Is student work displayed and do students have a say in choosing what work is displayed?
RELEVANCE
Are the posters/charts useful to students? Are they relatable and relevant to their lives?
NOISE
Can you remove or reduce any unnecessary noises? Do you have an option for headphone usage for all students?
LIGHTING
Is your classroom too bright? Too dark? Natural light is always great for student learning and mood.
USE THE 2X10 STRATEGY TO BUILD RELATIONSHIPS
USE THE 2X10 STRATEGY TO BUILD RELATIONSHIPS
Relationships are the onramp to learning.
Relationships are the onramp to learning.
THE FOCUS OF THE 2X10 STRATEGY
Brevity: Short conversations
Student Voice: Students are invited to share something non-academic with a caring adult
Honesty: Teachers have the opportunity to share something non-academic with the student
UDL Checkpoint 7.3: Minimize threats and distractions
STEPS TO UTILIZING A 2X10
Choose one (or more) student(s) with whom you would like to strengthen your relationship
Find this student and open a conversation with them for 2 minutes on 10 consecutive days
The content of the conversation should not relate to the student’s schoolwork or behavior
BE AWARE OF YOUR BODY LANGUAGE
BE AWARE OF YOUR BODY LANGUAGE
WHY IS BODY LANGUAGE IMPORTANT?
Body language registers in the human brain almost immediately, even when we aren’t consciously aware of it.
Your body language enhances some of your other roles in the classroom, too. It can convey trust and safety, warmth and connection. Paying attention to the body language of your students provides you with important information, allowing you to be a responsive teacher who can adjust lessons on the spot.
UDL Checkpoint 7.3: Minimize threats and distractions
BODY LANGUAGE TO ENGAGE
If you’re excited about what you’re teaching, students will be too. Animated facial expressions, varied tone of voice, and the use of hand gestures conveys enthusiasm and makes your lessons more engaging.
Using expressive body language engages students and makes you and your lessons more memorable.
TRY...
Using proximity to a student rather than words to manage their behavior (you will be able to provide support more quickly and responsively this way)
Hold your hands with palms facing up (this conveys that you are open to questions)
While waiting for student responses, avoid staring, tapping your foot, or otherwise rushing them. Adopt a relaxed, yet attentive posture.
A hand on your chin to indicate you are waiting for an answer - it encourages students to take a moment and think.
Try fronting - Fronting means aiming your torso and toes toward the person (or in the case of a classroom, people) that you’re speaking to. This helps you look confident, charismatic, and focused.
BODY LANGUAGE TO CONNECT
Experts advise using “open” body language to connect with students.
TRY...
Relaxing your arms
Smiling
Making Eye Contact
Conveying interest by nodding and leaning slightly forward when your students speak
Circulating the classroom
Staying aware of your facial expressions (Regardless of the words you say, your face sometimes conveys emotions you’d rather keep to yourself.)
Take a few deep breaths and smile if you start to feel frustrated. (The act of smiling releases dopamine and serotonin. It increases feelings of happiness and decreases feelings of stress, leaving you more open to connection (and more likely to convey that message to your students.)
Coming out from behind a desk or other barriers
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