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- Help students store key facts and skills in their long term memory
- Give students elements of choice in topic of study or what they produce
- Use well known simple labels, like lazy, bright or slow [reverse scored]
- Help students see the purpose or relevance of the work they are doing
- Connect the current topic of study to real world examples
- Help students connect what we are currently learning to what they already know and can do
- Allow students to get rusty on a topic before bringing it back
- The first thing I do in class is go over homework [reverse scored]
- Make sure students understand the feedback they get
- Give students a chance to act on the feedback they receive
- Spaced practice or retrieval practice
- Formative assessment
- Identify each student’s learning style [reverse scored]
- Match my teaching to each child’s preferred learning style [reverse scored]
- Include positive emotion like humor, hope, and empathy
- Reduce negative emotions such as anxiety and identity threat
- Reduce the demands on students’ active working memory
- Deliver new content to my students right up to when the bell sounds [reverse scored]
- Tell my students about neuroplasticity – that their brain changes over time
- Help each child feel like they belong in my class
- Teach in multiple modalities
- Assess in a variety of modalities
- Teach my students research-informed study strategies
- Make my students reread, highlight and underline their notes to study [reverse scored]
- Provide all students scaffolding to help with executive functioning skills
- Include metacognition activities
- Treat my classroom as an emotion-free environment [reverse scored]
- Create a fixed picture of what each of my students can and cannot do [reverse scored]
- Deliberately adjust the stress level up or down in my classroom so that it is there but
manageable
- End class with an exit ticket or reflection question
