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Six Do’s and Don’ts for Day One

The first day of a new school year offers a special opportunity to set the stage for the year, create first impressions, and begin building relationships. Careful planning and preparation can make your initial meeting with students a time of excitement, reassurance, and anticipation. As you get ready to start the new year, here are six “don’ts" and “do’s” to make the first day comfortable, engaging, and productive for all.

Don’t:

Assume students should know who you are and make them guess what the year will be like.

Do:

Allocate time to introduce yourself, and preview what their learning journey with you will be like. Consider sharing who you are, some basics about your family, when and why you decided to become a teacher, what you like about your work, and what you plan to do to make the year ahead rich and successful for your students. What you share can lessen the anxiety of students who may be fearful or uncertain. For all students, having a sense of who their teacher is and how committed that teacher is to their success can leave them eager for what lies ahead.

Don’t:

Delay relationship building with students.

Do:

Focus on getting to know your students. Listen carefully to their names, especially how they pronounce them. Learning students’ names quickly is a sign that you respect and value them. Pay particular attention to names from other cultures with which you may be unfamiliar. You might also invite students to share a nickname they prefer that you use, but be careful about assigning nicknames or using nicknames you have already heard; students may not want to be called by a nickname they have been assigned by friends or others. An initial seating chart can be helpful, even if students will be able to choose their seats once they settle in. If you assign seats alphabetically, consider doing so in reverse order, or using another strategy that avoids having students with names at the beginning of the alphabet seated closest to you and those with names at the end of the alphabet farthest away.

Don’t:

Assume students inherently know the value and utility of what they will be learning.

Do:

Find something interesting, unique, and surprising—and ideally, useful—about what you will be teaching to engage students. A list of fascinating facts, an unusual application, or an often-overlooked element within your content might be a good place to start. For example, you could share how the mathematics that students will be learning can be used to solve real-world problems, recount little-known stories about famous people who are or were voracious readers or writers, or describe how science promises to solve some of the world’s most vexing challenges. The goal is to give students a picture of how interesting and useful what they are going to learn in your class can be in their lives.

Don’t:

Read a list of classroom rules and expectations you have set.

Do:

Share with students that, throughout the first week, you and they will discuss classroom routines, norms, expectations, and rules together. Invite them to think about ideas and experiences they might share to support their learning and help them to be comfortable while in the class. Typically, the first day is better spent developing relationships and generating interest and anticipation. Also, signaling to students that they will have opportunities to provide input and participate in shaping how the class will operate demonstrates that you value them and their perspective and that you want them to feel safe and comfortable while learning.

Don’t:

Spend time handing out textbooks and other materials.

Do:

Pre-position textbooks and other standard materials on students’ desks, or have materials placed in a convenient place for students to pick them up as they enter the room. The time with students on the first day is precious. Spending time distributing textbooks and other materials that could have been organized in advance risks missing opportunities to engage students and begin building those crucial relationships.

Don’t:

Read aloud the class syllabus and list the exams students will take, the projects for which they will be responsible, and other requirements of the class.

Do:

Prioritize your time with students to maximize interest, build anticipation, and instill confidence that students will find success and usefulness in the time you will spend together. While you might provide students with a copy of the syllabus and any other information regarding how the year might unfold, save your discussion of this information for later.

In many ways, the first day sets the tone and forms the path for the year ahead. The time spent planning, structuring, and preparing to make the first day interesting and motivating for our students is well worth the effort and can pay rewards that last well into the year.

July 13, 2023

Students Not Listening? Try These Tips

Educators know all too well that there are times when we can feel as though we are talking to the wall or speaking into an empty echo chamber. We think that we are being clear, and we know what we want our students to know and do. Yet we may discover that they didn’t hear what we intended, are confused by what we said, or did not hear us at all.

We may be tempted to blame our students when we discover they have not received the messages we sent. Of course, it may be that they have indeed not been giving us the level of attention that we expect. However, before looking elsewhere to assign responsibility or blame, we need to consider whether our communication has been clear, timely, and complete enough to capture the attention of our students and if it was presented in a way that made it memorable.

Typically, the problem is not that we do not know how to communicate effectively, but that we can become preoccupied with or distracted by other issues and tasks. We may be in a hurry to cover instructional material, or we may not be clear about what we want to communicate. Often, just taking some time to review what we know about effective communication can be enough to remind us to practice the techniques and strategies we already know. Here are six reminders that may be helpful.

We need to be sure the message is timely. We must consider what students need to know and when they need to know it. Just because something is on our mind does not mean that now is the time to share it. Communication that sticks is both relevant and well-timed. Of course, there also are times when we may preview or prepare students for future work, so hearing a preview now can help them to be ready. Think of it like this: just in time and just enough.

Then, we must keep it simple. We need to avoid vocabulary and concepts to which students have yet to be exposed. Simple words and short sentences are most likely to be absorbed. The best communication is confined to the smallest number of points, expectations, and tasks students need to hear and absorb; the more complex our communication, the more likely it is that students will become confused, seek interpretation from other students, or ignore what we have to say entirely.

Next, we can structure the message so that students get both our point and the key supporting information. Start with the “headline.” What is the core message on which we want students to focus? Follow with crucial supporting details; what else do students need to know? Limit the information to avoid overloading and creating confusion. Finally, we can complete the message with an example or two to clarify implications and ground our key points.

We increase the probability that our message is received when we employ multiple modes to convey it. Say it, send it, and show it. We may even sing it, sign it, or signal it when we really want to be sure. The more ways students receive information, the more likely they will hear and remember it.

Closely related to communicating via multiple modes is to repeat what is most important. We may think that students should always be paying attention, ready to hear what we have to say, but that is not reality. The more times our messages are repeated, the more likely they are to be absorbed. Repeating important messages as many as seven times is a good goal.

Despite our best efforts to communicate, we still need to check for understanding. We may think that we have been clear, but what matters is whether students hear and understand what they need to be successful. Regardless of how well we may have instructed, students may still have misheard something, or they may still be confused or uncertain. Only when we check in with students can we be certain that what we thought we said is indeed what students heard.

Taking some time to review our practices and make key adjustments can make a big difference in how well our students pay attention and understand what we need them to know. Of course, these same reminders will help us to be more effective communicators with colleagues, parents, and even our partners and our own children.

June 29, 2023

Why Brain Breaks Should Be Part of Your Lesson Planning

Taking breaks to support learning may seem counterintuitive. We might assume that learning results from students listening intently, practicing a new skill, or concentrating on a new concept. Certainly, absorbing information and practicing the application of a new skill are important, but it turns out that brief breaks from focusing and working also play a key role in the process of learning.

In fact, several recent studies have documented that when students are engaged in learning a new concept or skill, a brief time away from intense thinking can increase their rate and depth of learning. A study that utilized highly sensitive brain scans found that when students took a break from learning, their brains remained on the task, flipping between processing the information and storing it in the memory at amazing speeds, repeating the transfer dozens of times in as little as 10 seconds!

Periodic breaks during learning have also been shown to enhance learning focus, increase engagement, improve cognitive functioning, and support other learning-related factors. Failing to give students’ brains opportunities to process new learning risks compromising the work we do to introduce and reinforce said new learning.

The frequency of “brain breaks” matters. Researchers suggest that young learners can benefit from breaks as frequently as every five to fifteen minutes during intense focus and practice. For older students, breaks every twenty to thirty minutes appear optimal. Brain breaks do not have to be long; as little as three to five minutes can be enough for students to be able to refocus and continue learning. Although, when what students have been learning is particularly challenging and exhausting, we may need to extend the break with a walk outside or trip to the gym to run around.

Furthermore, what students do during brain breaks matters. Physical activities, from standing and stretching to running outside, and from mingle minutes (walking about and conversing with classmates) to dancing beside their desks accompanied by energetic music all are possibilities. We need to consider the age of students, their current levels of energy, and the time and space available to us. The goal is to have students shift their conscious attention away from what they have been learning to allow their brains to process, organize, and refocus. Consequently, whatever we have students do needs to feel like a break, not an extension of what they have already been doing.

The bottom line: Breaks during learning play an important role in allowing the brain to continue its work of moving new information and skills to parts of the brain where they can be integrated and retained. They should not be inserted “if there is time.” Brain breaks need to be part of the design and scheduling of our instruction.

We also need to recognize that we can benefit from brain breaks in our own learning and during our instruction. Our brains have the same needs and can benefit in the same ways from breaks as our students’. Additionally, during our instruction, having a few minutes to reflect and assess how the lesson is going, what adjustments might be made, and where our instruction needs to go next can enhance our effectiveness and renew our energy. So, as it turns out, brain breaks are necessary for us, too!

June 09, 2023

Test Preparation Strategies That Refresh Learning and Extend Recall

This is the time of year when we face the challenge of preparing our students for upcoming assessments and exams. Students have been exposed to a wealth of content, concepts, and skills over the past weeks and months. We know that students often forget much of what they’ve heard and taken in over time. Now we need to understand how well they’ve absorbed, stored, and can recall and apply what they’ve learned. Our challenge is to bring what students have learned to a conscious level and shore up what they still need to learn. Test preparation strategies that refresh learning and extend recall can help students do this.

However, our goal shouldn’t simply be just to have our students do well on an exam. While having our students do well is part of their and our success equation, we really want them to be able to recall, apply, and connect what they’ve learned beyond the exam. Test preparation may be the immediate activity, but it’s a great opportunity to help students to refresh, reinforce, and ramp up what they’ve learned. Our real goal is to have students be able to retrieve what they’ve learned and access it long after they’ve finished the exam and left our class.

Giving students practice questions that mimic the format they’ll encounter on the exam and reviewing strategies for developing and choosing question responses can assist students to accurately demonstrate what they know. However, these activities do little to reinvigorate what students have learned or uncover gaps and “soft spots” in their learning. Interestingly, some of the strategies we used during initial instruction to help students remember can also be useful in refreshing and reinforcing past learning. Here are four strategies that can help our students get ready for major exams while also extending their learning recall.

Schedule brief, frequent, and focused refreshment sessions. Start early and allow plenty of time. For example, we might take the first or last few minutes of daily class routines for quick review and assessment of what students know and what may need to be reinforced. Students will be better able to re-activate prior learning if they engage in small doses of review over time, rather than large dose cramming in the final days before the assessment. These sessions should include concepts and skills with which students did well during initial instruction and areas of struggle. Just because students scored well on previous assessments doesn't mean they can recall and apply previous learning now. In areas where students struggled during initial learning, we need to pay particular attention to aspects and elements that challenged them. We can also challenge ourselves to find new approaches that might sidestep learning traps and trip-ups and create more successful learning paths for students.

Have students engage in retrieval practice. This relatively simple research-based strategy can provide a significant advantage to students’ preparation. We start by giving students a specific topic, process, or skill on which to focus. Students then do a “mind dump” by recounting, orally or in writing, everything they can recall from prior learning related to the recall target. Students can quickly refresh their memories while identifying areas that may need reinforcement. Interestingly, this approach has been shown to be more efficient and effective than reteaching. Of course, we can encourage students to repeat this process on their own as they prepare for exams individually or in small groups. A key benefit associated with this activity is its ability to extend recall well beyond the completion of an exam.

Coach students to engage in self-quizzing. We might encourage students to generate questions they anticipate will be on the exam. We might “prime” this activity by reminding students of the major concepts and skills they’ve studied and likely will be included in the assessment. By developing questions, students will focus on key content they need to know. Their answers to the questions they generate can build confidence and uncover areas needing more focus and study. A twist to this activity is to have students exchange questions and have classmates develop responses for review by the question creator. The exchange likely will broaden the thinking and preparation in which students engage, as different students predictably will focus on different aspects of the content.

Have students build “mind maps” to demonstrate elements, relationships, and key concept hierarchies. Mind maps can be particularly helpful to students who prefer to organize their thinking and recall with visual representations. Seeing the map in their minds can be a great assistance to them as they respond to exam questions, and "mind maps" retain easily long after the exam is complete. If students build "mind maps" during initial learning, now is a good time to have students retrieve them, review them, and explain their meaning to a classmate. The process of explaining will further solidify recall and may surface areas of confusion or memory loss that’ll need to be addressed.

Obviously, we want our students to do well on key unit and end-of-year assessments. However, we also know students often focus their attention on upcoming exams and quickly forget content once the assessment is complete. These strategies can help students learn more effectively now, as well as build long-term memory they can access in the future.

April 06, 2023

Looping, Platooning, and Self-Contained Classes—Which to Choose?

This time of year elementary schools start thinking about and planning next year’s schedules and staffing assignments. For most schools, the choice arises among three options: self-contained classes, platooning, and looping. A key consideration that’ll drive this decision is which model best serves the students. Fortunately, a growing body of research helps clarify the learning implications of these decision options.

But first, some definitions. The self-contained classroom, the dominate model for generations, has one primary teacher responsible for core instruction and learning for a defined group of students for a single year. Platooning retains a defined group of students, but instruction and responsibility for learning in core subjects are shared among a group of teachers, each of whom is responsible for a portion of the curriculum, such as math, English language arts, etc. Teachers rotate among the classes at a specific grade level either by going from room to room, or by having students come to them. In looping, students have one primary teacher for core subjects, and they remain with the teacher for more than a single year.

From a research and experience perspective, self-contained classrooms provide opportunities to form strong relationships between students and teachers, but many teachers have a stronger background and better instructional skills in some subjects than others. Consequently, instructional focus and student learning can vary across subjects. Platooning addresses the potential for instruction in each core subject to be of higher quality and delivered by a teacher with a higher level of commitment to the subject. But this risks sacrificing the close relationships that typically develop in a self-contained classroom. Looping supports even stronger relationships between students and teachers as the relationship spans a longer time. However, like self-contained classrooms, uneven preparation and instructional skills impact learning.

So, how can we sort for the best option? Multiple studies show platooning doesn’t result in better academic achievement as measured by standardized tests. In fact, past multiple studies highlight decreased scores in reading and math when specialists deliver instruction. Equally concerning, the number of student absences and suspensions grew. Sadly, the negative impact was greatest for the most vulnerable students, including students with special needs.

Students in self-contained classrooms perform better than matched students in platooned classes despite concerns about uneven teacher preparation and skills. The factor driving the difference is the crucial role of the relationship between students and teachers in early grades. Also, the knowledge teachers have about individual students allows them to respond to students' unique learning needs.

Meanwhile, studies show that students in looping classrooms do better than students in either self-contained or platooning classes. Again, this additional time students and teachers spend together leads to strong relationships, a key differentiator. Further, the additional time allows teachers to tailor instruction and support for students with distinctive learning needs. Interestingly, a variation on looping multi-age classes offers different grade level students greater benefits. It allows teachers flexibility to teach content as students are ready, as opposed to limitations of a tight, grade level curriculum.

Admittedly, many factors go into decisions about scheduling and teacher assignments. However, evidence shows that placing relationships at the center is a crucial consideration to make for our youngest learners.

Takeaways:

For young learners, the presence of strong, positive relationships with their teachers has a greater influence on learning than teacher expertise alone.

Investing in teacher expertise across subjects in elementary grades offers a better return than having teachers teach in their strongest curricular area.

Vulnerable students need a combination of strong relationships. A teacher who knows them well is able to respond to their individual learning needs.

For middle and high school students, multi-disciplinary teaching teams that work closely together provide important support and shared knowledge about student needs, despite exposure to multiple teachers each day.

Through our experience with and the ongoing research on platooning, looping, and self-contained classes, we strive to distill the best learning methods and strategies for our students.

March 21, 2023

Help Students Learn Faster and Remember Longer

Our immediate goal with each lesson is to have students absorb content they encounter and build skills with which they’re presented. We want them to be successful today. However, our larger, longer-term goal is to have them become skilled, efficient, and effective learners. Students building skills and developing techniques equip them to learn faster and remember more of what they learn. When we teach and coach students to develop effective learning skills and habits, we support them to be more successful today. We also equip them with tools and techniques they can employ long after they leave our classrooms, creating long-term investment in and contributing to their success. This is a good time of year to introduce and review some of these tools and approaches. We can re-energize our students by giving them additional insights and advantages to accelerate learning and build stronger, longer lasting recall of what they learn. Consider these five tools and techniques to share. One of the best ways to help students organize and make sense of new learning is have them summarize and explain their understanding and observations to someone. The activity can be as simple as a brief “turn and talk,” or as formal as doing a stand-up presentation or developing a set of “how to” instructions. The process of transforming newly absorbed information into an explanation solidifies new learning and the process of sharing new learning helps transfer it into memory. If students study alone and there's no one immediately present with whom they can share their learning, they'll benefit by verbalizing what they learn or by writing a summary to solidify their understanding. Of course, summarizing and sharing learning also may reveal misconceptions and misunderstandings that can be addressed before they become embedded in memory. Another way to accelerate and solidify new learning is for students to practice frequent self-quizzing. Coaching students to pause frequently as they read new content or engage in a developing skill encourages them to ask themselves questions and test their growing knowledge. Like explaining or summarizing new learning, self-quizzing moves information from “intake” to “ownership” in students’ brains. As a result, newly acquired information more quickly becomes embedded in memory allowing gaps in information and understanding to be uncovered and addressed. Yet another strategy to help students efficiently build new learning and store it in memory is to have them space out and vary learning and practice sessions. Lengthy and intense practice sessions may seem like a good way to build understanding and automaticity in learning, but the strategy can also result in exhaustion and leave students not recalling key information. Alternatively, when learning a new skill or absorbing new content is spaced over multiple sessions attention remains fresh, and focus is easier to maintain. Further, when students vary their study processes and practice activities, learning becomes layered and varied. Consequently, it’s easier to retain and retrieve. Still, another strategy to improve and accelerate learning is to have students include multiple skills or concepts within the same learning or study session. For example, students might study math and chemistry in the same session, mix new information with review of past learning, or address content out of chronological order. Known as interleaving, the process of addressing multiple concepts or skills in succession keeps the brain alert and improves its ability to differentiate elements and aspects of the content students are learning. Their brain is required to adjust and adapt, thus building depth and detail in what students learn. Finally, we can help students develop confidence and readiness to continue learning by coaching and reminding them to pay attention to and celebrate their learning successes, even when they may seem small. Students often are tempted to focus on and remember their struggles and failures. However, when students celebrate even small wins, they stimulate a feel-good chemical in their brains known as dopamine. The feeling generated by dopamine reinforces the learning experience and leaves students wanting more. Further, giving attention to successes can build learning confidence as students prepare to engage in the next learning challenge. Learning often is hard, and finding the necessary energy and confidence to struggle and succeed can be challenging. We need to provide our students with the very best tools and techniques available. These five research and practice-proven approaches provide valuable additions to our students’ learning “tool chests.” Consider setting aside time in the coming week to introduce and have students tryout some of these learning tools and reap their benefits.

January 06, 2023

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Planning and Managing the Transition Back

Most schools across the country are making the transition from some type of remote or hybrid experiences to face-to-face teaching and learning. For most of us, moving back to more direct, in-person contact with each other is a welcome prospect. Nevertheless, we need to attend to several issues and implications as we make the transition. Predictably, there will be people who assume that the process should be simple, immediate, and problem-free. Yet, our students will require some time to adjust after a long period of learning in a remote context without the support and distractions that come with learning in the same physical space as classmates. We too will need time to recalibrate our practices and expectations to reengage with students face to face. We need to keep in mind that students have experienced different routines, expectations, and connections while learning remotely. Some of what students have experienced may easily and gleefully be abandoned in favor of what they recall from past face-to-face learning experiences. However, there likely are aspects of learning in the past several months that students want to bring back with them to the classroom. For example, most students have learned how to more fully integrate technology in the process of learning and may be reluctant to return to an instructional context that is less reliant on and integrative of technology. They also have learned skills and strategies for learning independently and accessing remote resources that can enhance learning back in the classroom. Now is a good time to survey students, hold focus groups, or interview students about their learning expectations and preferences as they transition back. Students will be happier and the shift will be smoother if the perspectives and preferences of students are considered and reflected in their experiences as they return. Similarly, our expectations for student behavior had to be modified to reflect the context and variables present in remote learning. The return to in-person learning means that some of the flexibility students experienced might be lessened, but we need to be cautious to avoid tightening behavior expectations just because we can. Now is a good time to reflect on the behavior expectations that will best support learning. We need to draw on what we learned about motivation and engagement driven by learning interest and commitment, rather than rely on forced compliance through threats and consequences. The fact is that ownership for and commitment to learning grows when students have more choices in their learning and greater voice about how they will learn. For some educators, remote learning has been a reality since the beginning of the year. We have formed relationships and come to know our students in a distance learning context. These relationships can be strong, but they still will need attention when we return to in-person learning. We need to allocate time to renew relationships in a different context and build an in-person learning community. Of course, our efforts need to build on existing relationships with students and we need to support students to expand and deepen relationships they have formed with each other. Without question, the transition back will come with some anxiety, angst, and reluctance for some students. The more we can support them and reinforce relationships, the smoother and faster the transition will occur. We also need to be alert to signs of emotional, psychological, and even physical trauma as students return. The past months have been stressful for all of us, but for some students the stress was compounded by family disruption, strife, and abuse. It was difficult in remote learning contexts to always pick up on signs of abuse and neglect and signals of emotional and psychological problems. For students whose remote learning experiences were colored by trauma, the transition may represent a welcome change, or it may represent more stress and lead to acting out and other troubling behaviors. We need to be ready to step in and provide support and connect them with any resources they may need to find their way forward to safety, good health, and success. In fact, this is a good time to review with colleagues the array of available resources and processes for accessing services. Of course, we need to pay attention to where students are in their learning. Rest assured that they will not all be in the same place. Some students may have thrived during remote learning. Others will have struggled and fallen behind. We need to learn what students know and are ready to learn, and chart with them a path forward. Trying to replicate everything students have missed will not likely be the best choice. Rather, consider focusing on key concepts and skills students will need to support their progress. As time allows, these students will be better able to fill in content gaps using the core strategies and skills they have learned. Finally, we need to stay attuned to our needs and feelings. While we may also be looking forward to the return to in-person instruction, it will take some time to find our stride and feel comfortable. We need to give ourselves some slack to adjust, while remembering and using what we have learned from remote instruction to lift our practice and enhance our impact.

January 11, 2021

Five Secrets to Successful Online Meetings

The growing prevalence of online meetings to conduct important work while practicing physical distancing and reducing logistical challenges associated with the pandemic has led to the coining of terms like “screen fatigue” and “virtual meeting burnout.” Of course, there are issues and items that need the collective attention and engagement of groups and teams within our organizations, so avoiding online meetings is not necessarily the answer. Still, the feelings are real. The good news is that there are steps we can take to make online meetings more productive, efficient, and satisfying. As you prepare for and conduct online meetings, here are five strategies that can make a positive difference:

Establish meeting norms in advance. Such things as muting microphones when others are speaking, not talking over each other, avoiding multitasking, and posting questions and comments in chat boxes or other appropriate places for later attention are some examples. Of course, we need to provide reminders and encourage compliance when norms are ignored.
Develop short, focused agendas. Online meetings can feel more exhausting than in-person meetings as participants have to pay closer attention to observe non-verbal messages, may feel isolated from other attendees, and have difficulty remaining attentive as they experience distractions in their physical space. Short, focused agendas can encourage participants to stay engaged. Efficient introductions and engaging ice breakers at the beginning of the agenda can build comfort and connections and create readiness for discussion and other forms of meeting participation.
Provide time for reflection and responses. During face-to-face meetings it can be easy to read the readiness of participants to make a comment or present a question. Online meetings typically make this task more difficult. Consequently, we might be tempted to move on rather than wait for responses or be tempted to cut off discussion too early. Also, slight time delays in the technology can lead us to inadvertently talk over someone else. Slowing the meeting pace and allowing time for more deliberative discussion can make an important difference.
Monitor and manage time. When meetings begin to wander, so does attention. When discussions feel as though they are dragging out, frustration can quickly build. Consider setting and minding timelines for discussion to support focus and keep the meeting moving forward.
Summarize key decisions and follow-up. Of course, summaries and follow-up clarification are important components of any meeting. However, in online environments it is even easier to lose track of what tasks will be performed, who will be responsible, and when they will be completed. The end of the meeting can also be a good time to clear up any confusion, answer any remaining questions, and evaluate the quality of the meeting.

Conducting efficient, productive meetings is rarely an easy task. Yet, with thoughtful planning, careful structuring, and attention to a few key facilitation tasks, online meetings can be satisfying and even energizing.

September 14, 2020

The Master Teacher Blog

Six Do’s and Don’ts for Day One

Students Not Listening? Try These Tips

Why Brain Breaks Should Be Part of Your Lesson Planning

Test Preparation Strategies That Refresh Learning and Extend Recall

Looping, Platooning, and Self-Contained Classes—Which to Choose?

Help Students Learn Faster and Remember Longer

Share Your Tips & Stories

Planning and Managing the Transition Back

Five Secrets to Successful Online Meetings

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