Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in which students take charge of their own learning and make meaningful connections to the world around them
Distributed practice refers to reviews that take place after some time from the original learning event, as opposed to reviews that occur immediately following the original learning event (termed massed practice).
Cognitive and educational psychologists have uncovered a great deal of information about the mind, brain, memory and learning. Some of this research has found its way into practice through educational materials; however, few have been directly translated to practitioners and students. One exception is retrieval practice: the practice of retrieving information from memory.
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
A selection of articles written by the staff of the Indiana Resource Center for Autism. These articles provide thoughtful discussions and practical recommendations on a wide range of topics, including behavior, sensory programming, education, communication, and other issues.
In this video, Kylie Peppler discusses the importance of embodiment, or learning through movement, in science learning. She shares an example from her BioSim project of elementary students learning about the complex systems of honeybees by role-playing with electronic puppets.
This set of behavioral strategies and sample resources were developed for classroom teachers to use with students who may require academic and/or behavioral support. The strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors.