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Learning Science and Personalization
Using how your students learn to drive your practices and personalize for students through self-reflection, empowering your learners, and allowing for multiple paths to mastery.
Guide: Integrating Educational Technology Into All Areas Of ESSA Title IV-A
This guide draws evidence from research and exemplar cases across the country to demonstrate that technology can enrich and enhance all such uses of the SSAE grant.
Weekly Learning Cycles
Teachers try to deliver instruction in weekly cycles at Lovett, starting with whole group instruction at the beginning of the cycle and independent learning at the end.
Daily Agenda
West Belden creates daily agendas to help organize the different learning activities taking place during a class period.
Integrating Educational Technology Into All Areas Of ESSA Title IV-A: Guide to Implementing the Student Support and Academic Enrichment Grant
This guide draws evidence from research and exemplar cases across the country to demonstrate that technology can enrich and enhance all such uses of the SSAE grant.
Not all Feedback is Created Equal: IgnitED Research Insight
This installment of our series connecting learning science and instructional practice focuses on the evidence base about feedback, and how this evidence can be applied in your classroom.
Formative Assessment Tool: Plickers
Teachers use Plickers to quickly collect real-time formative data, immediately giving students feedback and determining learning pathways.
Helping Students Set Goals with SMART Goals
Teachers help students set SMART goals, an exercise that builds agency and helps students improve their learning.
Example: Not All Feedback is Created Equal (IgnitED Research)
This video shares evidence from the learning sciences and a practitioner perspective around student feedback.
Example: The Myth of Learning Styles (IgnitED Research)
This video shares evidence from the learning sciences and a practitioner perspective around the myth of learning styles.
The Myth of Learning Styles: IgnitED Research Insight
This first installment of our series connecting learning science and instructional practice focuses on the evidence base which shows learning styles do not exist, and how this evidence can be applied in your classroom.