The Master Teacher Blog

We typically think of teachable moments as serendipitous opportunities to insert new insights, leverage curiosity, or explore something our students want to understand. We know that teachable moments are special openings to support learning. They are times when students are ready—even eager—to learn more. These are times when we need to be aware and prepared to respond as opportunities emerge.

However, not all teachable moments have to be spontaneous; they do not necessarily have to be unpredictable opportunities that must be sensed and seized in the moment lest they be lost. We do not always have to wait for students to present teachable moments to us, either. We can “seed the clouds” with awareness, attention, and curiosity to increase the likelihood that teachable moments will fall into our hands.

Teachable moments we create can be the starting place for instruction, they can be the launching pads for student investigation, or they can set the stage for introducing a new unit or kicking off a project-based learning challenge. Here are six strategies we can tap to create interest-grabbing and curiosity-igniting teachable moments:

Partially reveal something new, interesting, or mysterious. We might provide just enough information to pique students’ interests. We can offer a short overview without sharing too much. We might invite students to speculate, question, and imagine. Having created a teachable moment, we can allow students to “light the path” to discovery as we respond strategically to their interest, curiosity, and growing understanding.

Challenge students to investigate and explore before you teach. We might present students with a problem to solve or challenge to attack before teaching a new skill or sharing information. The experience can stimulate students’ interest, tap their desire to succeed, and build anticipation for instruction. A teachable moment can emerge when we use the questions students generate during their preview to guide discussion and point the direction of our instruction.

Present multiple sides of a compelling issue or topic. We might introduce a topic, skill, or process by presenting it first with one approach, perspective, or process and then present the same thing from another perspective or approach. For example, we might introduce a mathematical problem and demonstrate two or three ways to solve it. We can explore with students the reasons why more than one approach might work. Subsequently, students might investigate and explore multiple approaches. We create a teachable moment when we help students to move beyond singular, linear thinking and procedures to focus on underlying concepts and principles.

Share a captivating story. A good story is almost impossible to resist. Stories can tap curiosity, stir emotions, and create engagement. Even students who may have little inherent interest in a topic can be stimulated to investigate and learn after hearing a relevant, relatable, and memorable story. The experience can become a teachable moment when we “seed” the story with key concepts, important connections, and intriguing information.

Create a surprising and memorable event. The unexpected can be a great ignitor of teachable moments. As examples, we might surprise students with the arrival of an unannounced visitor with a problem or mystery for the class to solve. We might unveil a picture that invites discussion or investigation. Depending on our skills, a relevant magic trick can also be a great way to stimulate a teachable moment.

Ask the right type of question. Some questions are simply intended to provide clarification or ensure understanding. These are important questions, but they may not be invitations to create a teachable moment. We can create a teachable moment by asking a question that examines a noticed misconception, reveals an important gap in understanding, or hints at a learning extension that invites an additional investigation or journey of discovery. A teachable moment offers even greater impact when students are given time and support to reflect, analyze, and investigate.

Teachable moments are precious opportunities to stimulate learning and build understanding. However, we do not always have to wait for students to present these special learning occasions. With thoughtful planning and good timing, teachable moments can play a frequent, powerful, and predictable role in the learning experiences we design.

Throughout the year, we have been bombarded with news, opinions, and advice regarding the presence, potential, and power of artificial intelligence (AI). With so much information swirling around us, it can be difficult to sort what is relevant and useful from what is just hype and noise. Yet, we know that AI is making an impact all around us, and we need to pay attention.

Now, with the summer ahead of us, we can take some time to absorb, reflect, and learn. It can be a challenge to know where to even begin. Because each of us is on our own journey and will have our own individual learning needs and levels of readiness, it will be helpful to consider what is most relevant in terms of our unique needs and potential uses. Here are six questions to guide reflection within your personal context with accompanying discussion to provide support for your journey.

A logical first question is, what steps do I need to take to expand my understanding of how AI can increase the efficiency of my work and effectiveness of my practice? AI is a potentially powerful tool to help us to manage much of the time-consuming work that has been part of our world forever. Lesson planning, correspondence, and brainstorming are just three examples. Further, AI offers access to a wide array of ideas, resources, activities, and perspectives that can enhance the learning we design for and with students. Innovative approaches, creative applications, and novel strategies to support learning can be part of our regular practice without us always having to spend hours developing them.

Second, we might ask what additional information and resources do I need to understand where and how can I use AI to add learning value for my students? This question is related to the first question, but it shifts the focus to how AI can add to the arsenal of learning skills students are developing. AI can add dimensions to their learning experiences that go beyond what we have been able to provide in the past. As examples, AI can position students to view world events from the perspectives of people from other cultures and regions. It can help students to understand and experience the value of what they are asked to learn in ways that extend far beyond what we might be able to provide without extensive research and planning.

A third reflection question is, what additional guidelines and safeguards do I need to put into place to ensure that my students are using AI appropriately and safely? As amazing as AI can be as a resource, it also can create important dilemmas, questions, and quandaries for learners. We need to think through what our students need to know about protecting their privacy and safety. We can examine with students crucial ethical issues regarding the use of AI. Further, we need to equip our students with the skills to be aware of and recognize bias and fabrication of information, and we need to prepare them with options and strategies to respond when they believe they are victims of inappropriate use of AI.

Fourth, how can I increase the engagement of parents as learning partners and supporters to help students use AI in safe and meaningful ways? Communication with parents is key to ensuring safe, ethical, and meaningful AI engagement. Parent engagement will likely be a key element in determining the level and nature of their support as students begin to utilize AI in more integrated, impactful, and extensive ways. Parents will want to know and be reassured that their children’s safety is being protected and that students are continuing to learn and develop skills beyond those necessary to use AI.

Fifth, how can I best support students’ utilization of AI to stimulate, build, and extend learning while avoiding potentially unfounded suspicions and accusations of plagiarism and other forms of cheating? Once introduced to the power of AI, students will want to utilize it—regardless of our approval. Our best choice is to teach students the proper ways in which to access AI to support their learning rather than to replace it. Students need to know how to cite AI sources, how to use AI to stimulate their ideas, and how to access important support AI can provide while not ignoring the importance of their own learning. Predictably, some students will attempt to shortcut their learning by relying on AI to provide the work product for which they are responsible. In response, we might be tempted to use commercially available tools to identify AI content, but caution is warranted as many of them have been shown to be unreliable. Striking a balance is key.

Finally, how am I using engagement with AI to help students to build their resilience, critical thinking, communication, and other durable skills they will need in a tech-driven world? Building the skills necessary to utilize AI is an important challenge for students. However, we also must give attention to the life and work skills students need to be successful in a world where relationships, sound judgement, decision making, problem solving, and other competencies remain crucial. In fact, the existence of AI in no way lessens the importance of these skills. On the contrary, AI arguably make these skills even more important and their application even more consequential.

Obviously, these are questions we can ask ourselves repeatedly as we learn and our experience and skills continue to evolve. It is reasonable to assume that AI will continue to grow and evolve, and our utilization of it will also need to be frequently reconsidered, reoriented, and renewed.

Many schools have formal checklists for finishing the school year. These tasks are, appropriately, designed to ensure an orderly close-out to the year, and they are often heavily weighted toward logistical and procedural tasks. As examples, most end-of-year checklists include items such as putting away materials and equipment, completing maintenance and repair requests, and finishing any remaining storage and inventory tasks. Our completion of these and similar tasks will make it easier for maintenance, purchasing, and other staff to complete their work over the summer.

However, these are not the only important steps we need to consider as we wrap up another year. Often, there are things not yet said that should be said, steps not taken that need to be taken, and commitments not made that deserve our attention and action before we leave. They may not be on the formal checkout list, yet they can be even more important those tasks that are. Here are six steps that can make the summer better—and the fall worthy of anticipation.  

First, if you have a lingering conflict, disagreement, or other unfinished business, tend to it now. If you need to apologize or make things right with a colleague, student, parent, or other person, don’t leave it for later. We cannot know what the summer will bring. There may not be another opportunity, and carrying an unnecessary emotional burden can drain the very energy you need to be replenishing. 

Second, if there is someone you need to thank, someone whose support needs to be recognized, or appreciation that needs to be shared, do it now. What you have to say may be exactly what they need to hear. There may never be a time when what you have to say will mean more. The longer you wait, the less weight your words are likely to carry. 

Third, if you are part of a team, schedule time to meet before everyone scatters for the summer. Now is a good time to create an initial plan and list of priorities for next year’s work. Time spent sorting out logistical, alignment, and resource issues before you leave can relieve pressure in the fall and give everyone a head start on their thinking, planning, and arranging as they have time over the summer. If someone new will be joining the team, this also may be a good opportunity to get acquainted and begin building the new team. 

Fourth, consider what you will need immediately in the fall. As you put things away, be sure to place the items you will need first in easily remembered and easily accessed spaces. You might even make a list of a few things that you want to remember and attend to first and create a file or place the list in a desk drawer or other handy place. Having a few things ready when you return can ease some stress, save some time, and help you have a smoother re-entry when you return. 

Fifth, if you have not done so yet, finish your professional learning plans for the summer. Time will pass quickly once the school year fades into history. Committing, scheduling, and registering for professional learning events and activities now can ensure that they are not overlooked or forgotten. By making commitments now, vacations and other summer activities can be scheduled around the learning you want to gain.  

Finally, once this year has been “tied off,” it is time to refocus your attention on recharging your energy and rejuvenating your spirit. Returning in the fall with renewed passion and a fresh mindset is much easier to accomplish when time with family and friends, pursuing hobbies, or just engaging in activities that feed your soul has been a focus for the summer.  

The final days of the year, especially once students have departed, can be filled with mixed emotions. We may want to leave as soon as possible! However, we cannot afford to leave the year with unfinished business that can compromise our effectiveness, sap our energy, and add to our stress in the summer or fall.  

We are approaching the time of the school year when end-of-year activities are starting to occupy our planning and fill our to-do lists. In response, our anxiety may be growing. We might find ourselves wanting to create the perfect experiences, say the perfect things, and be the perfect teacher. However, striving too hard for perfection can work against our goals and take a toll on our emotional and physical well-being.  

Certainly, there are times when we absolutely must get everything right. These are occasions when the consequences of missteps can have significant life consequences. Typically, activities such as these are well-defined and depend on already established high levels of skill and significant practice.  

Fortunately, life does not exact dire consequences for most mistakes. Forgetting a detail, overlooking a task, or even saying the wrong thing is almost always fixable. In fact, in most situations we are the only ones to notice, or even care very much, that something had to be adjusted, redone, or added to a plan or activity.  

There is nothing wrong with wanting to do well, of course. Learning, seeking to improve, and setting high standards can be important contributors to success. However, when our expectations shift to constantly pressing to be perfect, pursuing unrealistic goals, being unwilling to take risks, and seeing mistakes as failure rather than as opportunities to learn and grow, our perfectionism becomes problematic. While seeking to perform at a level of excellence can absolutely be a good thing, preoccupation with avoiding failure can cause significant harm to the quality of our work, our feelings about ourselves, our personal and professional relationships, and even our health.  

Experts note that perfectionism is often a defense against emotional pain. Perfectionism can seem to keep us from feeling negative emotions. Unfortunately, it can also deprive us of experiencing many positive, life-enhancing feelings that should accompany the moments, accomplishments, and celebrations associated with the end of the school year.  

As we approach the busy, pressure-packed weeks that lie ahead, here are eight strategies to push back against the press for perfection: 

• Set realistic goals. We need to consider the time and energy we have available. Otherwise, we might plan and aspire to accomplish far more than is reasonable or even possible. Our attention needs to be on what matters most and what will make the greatest difference.  
• Focus on what you can control. We cannot predict much of what will happen in the weeks ahead, much less control it. We may need to modify our plans and adjust our approaches, but our flexibility is not evidence of inadequacy or failure. The most we can ask of ourselves is to attend to what we can control. 
• Pay attention to your emotions. Pressing for perfection often generates a familiar set of emotions; we can begin to feel anxious, experience dread, or be tempted to put off dealing with tasks and issues where we feel the press to be perfect. When that happens, we may be receiving a signal that it is time to reassess and create space to recalibrate. 
• Limit and replace negative self-talk. What we say to ourselves influences our attitude, our commitment, and our performance. Constant self-questioning and negative expectations can undermine our confidence while increasing the pressure we feel. We can “flip the script” by replacing negative internal conversations with affirmations, positive images, and optimistic expectations.  
• Embrace learning mistakes. Allowing ourselves to be in situations where we might make mistakes can be a good step toward countering pressure to be perfect. Making mistakes when trying new things, nudging ourselves beyond our comfort zones, and building new skills are evidence of growth and invitations to learn.  
• Don’t be distracted by today’s “big deal.” Our emotions can magnify our perceptions. We need to keep our experiences in perspective. We might remind ourselves that what seems like a big issue or significant disruption today is often left behind and forgotten in as little as a few days or a week.  
• Practice going with the flow. Not everything always has to be fully planned and tightly controlled. Allowing ourselves to be spontaneous, to move forward without a full plan, or to embrace surprise can be difficult at first, but it can also leave us feeling freer and more open to opportunity and growth. 
• Keep the big picture in view. The pressure we feel to be perfect can lead us to focus on narrow issues and overlook the larger context of our work. Seeking perfection in every detail can distract us from what really matters and result in our missing the pride and enjoyment of a full view of our contributions.  

Wanting to do well is a worthy aspiration, but perfectionism can be a constant source of stress. In the words of Brené Brown: “When perfectionism is driving us, shame is riding shotgun and fear is that annoying backseat driver.” 

By this time of year, students often fall into a pattern of using a familiar yet narrow set of study strategies. While some of their go-to approaches may seem to be working well enough, exposure to and use of a wider array of strategies can break up tired routines, add novelty to study experiences, increase the amount of learning students gain, and lengthen the time they retain it.  

Students may be unaware of additional effective ways to study and need instruction and support to try them out. Some students may know additional strategies, but they have gradually migrated away from them and need a reminder. Students may also be reluctant to try new study techniques, assuming that the strategies they are using are good enough.  

Regardless, we want students to know and be able to apply the best study strategies for the content or skill they are learning. We also know that when students play an active role in exploring, practicing, and deciding the best strategies for themselves, they are more likely to engage with and ultimately adopt the tools that meet their needs.  

Consider dedicating time during a coming week or unit to introducing and having students try out a variety of study strategies. Each day might feature a different study strategy for students to apply and evaluate. The curriculum content and skills you already have planned for the week or unit can be a useful area of application for a set of study strategies that are research-based and experience-proven. We might even choose a fun title for the series such as Put-Study-Strategies-to-the-Test Week or Five-Days-of-Study-Tool Tryouts. The key is to position students to try, reflect, and assess the impact of each study strategy on their learning and recall.  

Each day of the week might feature a different study strategy for students to test. Once we have introduced a piece of content, a new skill, or a learning challenge, we might teach or review the learning strategy to be tested that day or evening. We can begin class the following day with feedback from students about their study strategy experience and invite recommendations for how and when the strategy might be used.  

Here is a potential line-up of strategies students could test over the course of a week. Of course, you might spread the tryout period out and address one study tool each week throughout a unit. The key is to plan for the intentional application of these strategies, however that best fits your particular schedule, curriculum, and students. 

Skill 1/Monday—Self-Quizzing  

Advise students to create questions and pre-assess themselves on the topic or content before they begin to study. Even incorrect answers help to focus attention and look for key information as their study period unfolds. When finished studying, students can self-test again, using questions from the pre-assessment and developing other questions that seem relevant from the study session. The time spent pre- and post-testing themselves will generate more learning than additional time they might have spent simply rereading or reviewing highlighted content.  

Skill 2/Tuesday—Interleaving   

Coach students to include multiple skills or concepts within the same learning or study session. For example, students might study math and chemistry in the same session, mix new information with review of past learning, or address content out of chronological order. The process of addressing multiple concepts or skills in the same session keeps the brain alert and improves its ability to differentiate elements and aspects of the content students are learning.  

Skill 3/Wednesday—Drawing/Visual Organizers  

Drawing pictures of what we want to remember has been shown to be more than twice as powerful as writing down new content. It is important to note that the artistic talent displayed, or the quality of drawing students produce, does not appear to influence the benefits gained from the drawing activity. Further, the amount of time invested in drawing pictures for this purpose also does not appear to be a significant factor in the strategy's effectiveness. Even a few minutes spent drawing what students read and hear can generate significant advantages in later recall.  

Skill 4/Thursday—Retrieval Practice  

This strategy can fit well later in the week or unit when we want students to recall what was learned earlier or access background information in order to prepare them for new learning. Students begin with a “brain dump” by recounting, verbally or in writing, everything they can recall from prior learning related to the recall target. Students can quickly refresh their memories while identifying areas that may need reinforcement. Interestingly, this approach has been shown to be more efficient and effective than reteaching. Of course, we can encourage students to repeat this process on their own as they prepare for exams individually or in small groups. A key benefit associated with this activity is its ability to extend recall well beyond the completion of a unit of study or an exam.   

Skill 5/Friday—Teach a Friend  

Have students develop a mini lesson to teach the content or skill they are learning and share their lesson with a family member, friend, or classmate. The process of organizing information and sharing with others helps to deepen understanding, clear up confusion, and fill learning gaps. In addition, teaching consolidates new learning and extends learning retention.  

We want to give our students access to the best and widest set of study strategies possible. The more options they have, the more likely they will be to choose an option that works for them. When we involve students in exploring and testing study tool options, we also increase the likelihood that they will remember and continue to use a wider array of tools after they leave us. 

Background knowledge plays an outsized role in learning success. In fact, a recent major, peer-reviewed study points to background knowledge as a key factor in determining whether and how learning occurs. The researchers intended to study what accounts for why some students appear to learn faster than others. However, they discovered that rates of learning vary little across most populations. What appears to accelerate the learning of some students is the amount of related background knowledge they possess and their ability to apply it to the learning task before them.  

The study was conducted at Carnegie Mellon University and was released in early 2023. It included more than 7000 youth and adult learners from a variety of backgrounds, learning histories, and geographic areas, as well as 1.3 million observations and 27 datasets. Participants were given a variety of learning tasks in math, science, and language.

Given the role background knowledge plays in learning, our challenge is to do all that we can to ensure that our students possess what they need to learn successfully. We also need to help students activate the background knowledge they already possess. If students haven’t recently engaged with their relevant existing background knowledge, it may not be immediately available to assist their learning efforts. Further, we must help students make connections between their background knowledge and the learning with which they are about to engage.

Admittedly, students come to our classrooms with varying amounts of background knowledge. For many students, their family background (including a history of formal education), levels of parental and familial engagement, and even economic and cultural factors, can influence the academic background knowledge they possess. Yet, there are a variety of steps we can take and activities in which we can engage students to assess and build background knowledge before we begin planned instruction. Here are five initial activities upon which we can build:

• Pre-assessment activities. We might have exploratory conversations with students about what they already know, or we might ask them to respond to a series of prompts in order to uncover their current knowledge, understanding, and areas of misconception.
• Storytelling. We can share engaging stories with students to fill in information gaps, help them see relevance in what they are going to learn, and spark interest in the topic.
• Virtual field trips. We can employ videos and other media to help students to understand elements (such as historical events or figures), build context, and experience authentic applications.
• Graphic organizers. We might use mind maps, charts, and other structures as advance organizers to build understanding and reveal important relationships.
• Visual representations. We might choose tangible objects or pictures to demonstrate key concepts, connections, and content.

Many students may have previous experience, or otherwise have background knowledge, that is relevant to what they are about to learn, but they may not immediately recall what they have learned. Yet, with some refreshing and reminding, their background knowledge is likely to be renewed in preparation of supporting their learning. Consider these activities to assist in activating background knowledge:

• Vocabulary review. When we have students revisit key terms and language associated with what they have previously learned, we can stimulate their recall and uncover what they already know.
• Brief reteaching. We can provide students with brief reteaching lessons to activate their recall and emphasize elements of past learning that will be important in the learning that lies ahead.
• Peer conversations. We might give pairs of students discussion prompts that draw on what they know and invite recall of previously learned content. After a discussion, students might record or report what they learned about what they already know.
• History mystery. We might conjure a fun mystery that will require students to draw on past learning to solve. We could include hints and clues that point to key elements of past learning as assists to solving the mystery.

The final step in tapping background knowledge is to help students connect what they already know with what they are going to learn. While building and activating prior knowledge sets the stage for learning, making connections can jump-start the process. Here are some options on which to build:

• Present a preview. Once students have built the necessary background information and refreshed what they already know, we might present a preview of what they will learn next. Following our introduction, we can present questions or lead a discussion about how what students already know might connect with and support what they will be learning.
• Tap curiosity. We might present a question or dilemma that stimulates imagination and “hooks” students on finding answers. When the “hook” is embedded in what students already know, and points to what they are going to learn, it will be a sure winner.
• Design a small-scale problem. We can present students with small-scale problems that can be solved with information they already have and skills they already possess. We might follow up with an introduction to the new learning that builds on what students already know but requires making connections and going beyond their current knowledge and skills.
• Create a simulation. We might design a multi-part simulation, the first phase of which can be engaged with the background knowledge students already possess. When students reach a barrier or challenge that demands more knowledge or skill, we can introduce new learning to complete the next phase, and the cycle can be repeated as new learning grows and becomes more complex.

The crucial role that background knowledge plays in learning demands that we ensure that students have the knowledge and skill foundations to benefit from our instruction. We also must be certain that the background knowledge students possess is active and ready to be tapped. Finally, we need to help students to make the connections necessary to allow what they already know to support what they are going to learn.

Reference:

Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences in the United States of America, 120(13). https://doi.org/10.1073/pnas.2221311120

Most of us have probably heard of the term lean manufacturing, a process popularized by Toyota. The focus of lean manufacturing is to improve quality and reliability, without increasing the time and other resources required to support the manufacturing process. While the thinking behind lean manufacturing has been applied by other activities, only recently has the approach been applied to the process of learning.  

Yet, learning is an activity featuring ample opportunities to increase efficiency and effectiveness. Consider that we forget 75% of what we learn in just seven days if we fail to apply it, according to research by psychologist Herman Ebbinghaus, the discoverer of “The Forgetting Curve.” Meanwhile, estimates are that college freshmen retain less than half of what they learned in high school. It is not unusual to find that students fail to recall much of what they have previously learned, even over the course of a few weeks or months.  

Much of the thinking and research related to lean learning is occurring in the world of adult learning, primarily in the workplace. Businesses have clear incentives to have the learning of their employees be efficient, so that minimal production time is sacrificed to classes and other learning activities. They also want employees to retain what they learned to avoid having to relearn what they once knew.  

Lean learning thrives in the presence of several conditions. For example, it works best when it is driven by a specific need, is seen as useful, or has a purpose. Lean learning practices also fit best with skills and concepts that have immediate application and can be applied in real-life settings and situations. Lean learning is typically iterative. Learning starts with just the essentials of what is to be learned, and additional information, skills, and applications are added as learners are ready for them. Introduction of new content and skills is driven by and aligned with the specific needs and interests of the learner. Further, lean learning is enhanced when learning and practice are shared with peers.   

There are obvious opportunities to apply lean learning principles and practices with our students. However, there also are challenges in the context of standardized curricula, set schedules for instruction, and frequent difficulties providing real-time, real-life applications for learning, especially if we are just starting.  

You might consider starting with your own learning to gain experience and build confidence with the approach before engaging students. Consider this brief lean learning cycle as an example of a place to start: 

• Identify a skill you would like to learn. For example, you may have a technology tool or application with which you would like to become proficient, or you may want to try a new discussion or questioning technique. The list of potential topics and skills is limitless. (Condition: Specific need or purpose) 
• Engage someone to help you learn the essential information you need to get started. And, if possible, enlist others with a similar interest or need to learn with you. Often, as little as 20-30% of the full scope of the skills is enough to begin. Focus on what is crucial to be able to do something with what you learn. (Conditions: Focus on essential learning and learn with peers) 
• Apply what you have learned as soon as possible, optimally within a few hours or days, while the learning is fresh and the recall is clear. The longer you wait, the less you will remember, and the more difficult it will be to practice productively. (Condition: Real-life, real-time application) 
• Get feedback on initial attempts, ask questions to clarify and extend your learning, and capture any insights you gained. Ask yourself: How did it go? What do I need to learn next? What did I discover from the initial application? (Condition: Explore what you want to learn next) 
• Repeat the cycle to build the next level of learning, expand your skills, and gain expertise while your initial experience is fresh and feedback is still recallable. With each iterative cycle, focus on new applications, more sophisticated skills, and new insights upon which to build. (Condition: Iterative cycles) 

The principles and conditions that underlie lean learning are not new. However, too often they are ignored in large-scale learning efforts and neglected when what we need to learn is challenging. Take some time to build your lean learning expertise and then offer the same opportunity to your students.  

We know that the environment within which learning occurs matters. The right environments can encourage and facilitate learning, while environments filled with conflict, fear, and confusion can have the opposite effect. As we approach the midpoint in the school year, now is a good time to step back and consider what is working well, what may need attention and adjustment, and what may need to be abandoned and replaced.  

A good place to start is to conduct a scan of how well the current operation of your classroom reflects your hopes, expectations, and priorities across nine key aspects of operation. Here are questions to stimulate and support your reflection:  

• Instructional strategies: How well are instructional strategies aligned to individual student readiness and needs? Do classroom activities regularly include variety, novelty, humor, voice, and choice? How well informed are students of their progress? How frequent, timely, and effective is the learning feedback students receive?  
• Learning focus: How consistently are students actively engaged in their learning? Are students more focused on learning or on grades? How often do students set goals for their learning? How frequently do students have opportunities to review and reinforce previous learning?  
• Learning Progress: Whose learning is on track, and who is falling behind? What recognition and encouragement do successful students need now? What supports are available and accessed by students who are struggling? What role do students play in monitoring their progress? How might students become more involved in and accountable for monitoring their progress?  
• Emotional climate: What is the emotional tenor in your classroom? What is the level of worry, fear, and stress? What might be done to lower the levels of emotion that may interfere with learning? How anxious or stressed are you?  
• Relationships: How strong and stable are your relationships with students? Do students seek you out when they have academic and personal concerns and struggles? Do students accept, support, and encourage each other? Have families bought in to your course expectations and goals? 
• Management activities: How well are classroom routines addressing transitions, learning activities, and student behavior challenges? In what areas do you still have to remind students of routines and expectations? How frequently are you able to anticipate potential issues or problems and take steps to prevent their emergence? What opportunities exist to make better use of time?  
• Behavioral issues: What types of behavior issues are you finding to be most frequent and disruptive? What have you tried that has been effective in moving students to more acceptable behavior? Where do you struggle most with behavior issues? How are you ensuring that all students are treated equitably? Where might you access support to expand your strategies, receive coaching, or other types of assistance?  
• Technology use: How integrated is available technology with learning activities? What is the balance of student engagement with technology as consumers, appliers, and creators? What opportunities exist for students to use technology to extend their learning beyond simply consuming information and regurgitating it? 
• Physical supports: How well does the arrangement of classroom furniture reflect student learning and engagement goals? Is the room aesthetically pleasing and reflective of the cultures and demographics of students? Are supplies, materials, and equipment organized and readily accessible?  

Obviously, there may be many aspects of your classroom environment that deserve attention. However, be careful not to become overwhelmed. Choose a few areas on which to focus. Meanwhile, do not forget to pause and reflect on what is working well, lessons you have learned, and successes you have achieved. 

The saying that “a picture is worth a thousand words” may contain more truth than we assume. We know that looking at a powerful image can stir our emotions, stimulate our curiosity, and stay in our memory for a good while. As an extension of this, a recent study points to significant power in creating pictures of things we want to learn and later recall.  

The study examined whether picture drawing as part of the learning process can enhance performance and build long-term memory. Researchers at the University of Waterloo in Canada found in multiple trials that drawing to-be-learned information produced results superior to any other known mnemonic techniques, including visualization, viewing pictures, listing physical characteristics, writing, tracing, or associating the information with a mental image. In fact, drawing pictures of what needs to be remembered was more than twice as powerful as writing down new content.  

The researchers noted that at least four powerful learning and recall processes are at work when we draw a picture to represent words and concepts: elaboration, visual imaging, motor movement, and pictorial representation. To draw, we must notice or create physical characteristics of what we want to learn and remember. This step requires us to elaborate beyond what we see or hear. As we draw, we create an image of the object of our attention. This step engages the process of visual imagery. The act of drawing involves hand movement, thus further solidifying our attention through motor activity. Finally, the product of the process is a pictorial image with multiple links to our observation, imagination, and actions.  

Importantly, the artistic talent displayed, or the quality of drawing people produce, does not appear to influence the benefits gained from the drawing process. Further, the amount of time invested in drawing pictures for this purpose also does not appear to be a significant factor in the effectiveness of the strategy. In fact, even when study participants were given only a few seconds to draw a picture, they still experienced significant advantages in later memory. Age also does not appear to be a factor in reaping the benefits. Drawing activities improved learning and memory for young learners, adults, and even individuals more advanced in age.  

The potential benefits of this strategy for students are obvious. The deeper observation and engagement associated with drawing pictures can enhance the learning performance and memory recall of our students.  

Meanwhile, the process also does not have to be time consuming, as students can benefit even from making short, rough drawings when time is limited. Of course, there may be circumstances when allocating more time to the process will allow students to add details and enhance the depth of their learning and extend their recall.  

We can support students to engage in drawing as a learning and memory assist by: 

• Sharing and discussing with students the research on the benefits of drawing to enhance learning and memory. 
• Guiding students to notice elements or aspects of what they want to learn that might be converted to a drawing. 

• Encouraging students to create a mental image of the information or content they want to learn and recall.  
• Reminding students to pay attention to their hand movements as they draw to create an even stronger connection between the image and their experience. 
• Having students practice drawing pictures of what they want to learn and then explain their drawing to other students to reinforce the experience. 
• Replicating the research study to test this approach against other mnemonic strategies. (The full research report is available via the provided link.) 

Giving students tools and techniques to enhance their learning and extend their recall can be a great way to build their learning capacity. We also help them to expand the array of strategies they have available when they struggle or need to learn something particularly important.  

Source:

Fernandes, M., Wammes, J., & Meade, M. (2018). The surprisingly powerful influence of drawing on memory. Current Directions in Psychological Science, 27(5), 302-308. https://doi.org/10.1177/0963721418755385