Teaching & Instruction
Teaching and effective instruction for students with learning disabilities requires specialized knowledge in the areas of spoken language, reading, writing, and math. This section contains readings that reflect knowledge of best practices and evidence based instruction within each area.
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Class lessons that engage students’ visual, auditory, and tactile/kinesthetic learning modes contribute to effective learning. But what about homework?
Benefits of Cross-Curricular Skill Development
Ensure Automatization through Practice and Review
9 Technology Tips to Support Study Skills
Include Students in the Learning Process
Executive Function: Activation Routines
John Sweller’s Cognitive Load Theory (CLT) supports the idea that students can learn only if their mental capacity is not overloaded. In consideration of this theory, it is important to be aware of the amount of information a student is asked to learn.
Executive Function: Addressing Emotion through Communication
Students' emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.
Understanding and Addressing Processing Speed Deficits in the Classroom
School Leadership Teams for Technology Implementation
The goal of a sustained, school-wide technology implementation program is to meet the needs of all students. It takes a School Leadership Team to meet this goal.
Approaches to Technology Implementation
Free Tech Tools to Support the Science and Math Connection
Blended Professional Development: Assessing Needs
The first article in our series on blended professional development (PD) provided an overview, drawing on the exciting resources and information available at PowerUp What Works. Taking the next step, here you will learn about ways to access the needs of your intended audience for blended PD which might include general and special education teachers, school administrators, specialists, and other staff.
A well-designed needs assessment will allow you to identify more specific objectives aligned to the short- and long- term goals of your district or school. What is the source of those goals? Are they aligned with the Common Core Standards, College and Career Readiness Standards, those of your state or local school district?
Clarity about overarching goals helps set the context for determining specific PD objectives in English Language Arts (reading, writing, listening, and speaking), mathematics, science, social studies, history, technology, and/or vocational skills.
Meeting Professional Development Needs Through Blended Professional Development
It's a given that high-quality, ongoing, and student-focused professional development (PD) is key to improving teaching and learning. But questions about time, adult learning needs, relevancy, and technology integration plague PD coordinators, team leaders, coaches, district and school administrators, and consultants. Recently, a growing number of schools are finding answers to these compelling questions by exploring, designing, and conducting blended PD.
The ability to conduct research is a critical skill that all students need to be college and career ready. Across the country, it is common for students from the elementary grades through high school to be required to carry out a research project in English Language Arts (ELA), social studies, history, or science.
Self-Questioning to Support Reading Comprehension
Using Visual Representations in Mathematics
Summarizing to Understand Text
