The goal is for students to know a word well enough to define it, explain it, and use it when they wish. This occurs by having opportunities to interact with selected words in repeated contexts.

What can the Visible Learning database (www.visibiblelearningmetax.com) tell us about improving learning outcomes for students who are learning more than one language? 

And we were surprised by the impact; the effect size of teacher credibility is 1.09, among the highest influences on students' learning.

High-functioning leadership teams are built intentionally and are, on average, five times more productive than average teams (Keller, 2017).

Amy Berry (2022) argues that when students are engaged, they drive their own learning. 

A lot goes into learning words and phrases, which are widely recognized as critical to understanding the content of what you are reading.  Teaching vocabulary is a critical aspect of overall reading development and is an important strand in language comprehension. 

Back-end scaffolds are those supports put into place after the learning experience has occurred.

What if learners need additional support that is: (1) not sufficiently provided prior to the start of instruction; and (2) necessary for learners to complete the task and thus cannot wait until after instruction?  

However, to move from research to reality and actualize the potential for scaffolding to accelerate student learning, we must implement scaffolding in a way that offers the right level of challenge for students.

Accelerating learning requires a change in how teachers structure class time and operations, including how they group students, differentiate learning, and set learning goals.