Students want to be known, but sadly some are only “known” for their problematic behaviors or the challenges they experience in life. Being known requires that teachers recognize some of the interests, passions, hobbies, favorites, fears, and so on about students.

Since these platforms can quickly generate content and respond to requests seemingly completely and confidently, it can seem almost too good to be true.

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?