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This article by Kathleen Cotton discusses how “students' intellectual development is largely a response to what teachers expect and how those expectations are communicated.” Cotton details research based findings on how this effects student achievement and in specifically what ways.
An article By: National Center for Learning Disabilities (NCLD), answers the questions - What is Executive Function? How does Executive Function affect learning? How are problems with Executive Function identified? What are some strategies to help?
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.
This document describes the 4-H eight Essential Elements of positive youth development.
The following page offers educators at various stages of their teaching, an opportunity to explore ideas on different ways to engage students in their classes.
Engaging and rigorous curriculum / instruction
From the Center for Teaching and Learning, this guides helps educators create a more engaging classroom where student can be active,productive and get the most out of class.
This guide describes a four-phase process for teaching a topic that supports students to use reading and thinking strategies to learn from and understand content: 1) build background knowledge through exploration, 2) gather information to develop big ideas and questions, 3) summarize and synthesize information and ideas, and 4) demonstrate understanding and shared learning.
When a student breaks a rule and we implement a consequence, whether we realize it or not, we may be attacking his/her dignity. We must keep the mindset that our students do well if they can, and when they can’t it is because of a lagging skill coupled with an unresolved problem that needs to be solved so he/she can thrive.
The most effective, child-centered classroom management strategies successfully redirect the behavior of off-task students without specifically addressing the inappropriate behavior. This document identifies 11 such strategies for effective behavior interventions.
The most effective, child-centered classroom management strategies successfully redirect the behavior of off-task students without specifically addressing the inappropriate behavior. This worksheet provides users with a simple template for identifying techniques to implement 11 strategies for effective behavior interventions.
This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center’s Early Warning System (EWS) Tool v2.0.
This guide is intended to be useful to high schools and middle schools in planning and executing dropout prevention strategies. This guide is to help educators and policy makers develop practice and policy alternatives and it includes specific recommendations (and indicates the quality of the evidence that supports these recommendations).
The purpose of this issue brief is to provide information and guidance to state education agencies (SEAs) regarding their accountability for the Individuals with Disabilities Education Improvement Act (IDEA) 2004 legislative mandates in the area of dropout prevention for students with disabilities.