This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction. It can help teachers and their teams implement explicit instruction by demonstrating a shared understanding of what it looks like in practice.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction. It can help teachers and their teams implement explicit instruction by demonstrating a shared understanding of what it looks like in practice.

Teachers can feel overwhelmed when faced with students who are unmotivated to learn. The task becomes less daunting, though, when teachers realize that they can boost student motivation in five important ways: by (1) making positive changes to the learning environment, (2) fostering a sense of community in the classroom, (3) enhancing the interest of classroom activities, (4) responding to individual learning challenges, and (5) building in additional outcomes/pay-offs for learning. Here are some ideas:

The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Early childhood teacher education programs recognize this and offer support related to parents and families.

Five Moore Minutes is a website with videos dedicated to empowering schools and classrooms to support ALL Learners! Created by Shelley Moore, this website is designed with teachers in mind. As educators, we don’t always have a lot of time, so this website and video series offers resources, research, professional development activities and inspiration in small chunks!

Teachers and students come to school bringing a wide range of backgrounds, languages, abilities, and temperaments. Get things off to the best start by asking them to respect their differences and make the most of their similarities. By sharing information on their lives and dreams, students and teachers can build community in the classroom that will support literacy instruction throughout the school year.

The Good Behavior Game is an approach to the management of classrooms behaviors that rewards children for displaying appropriate on-task behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group reward. If both teams keep their points below a preset level, then both teams share in the reward. The program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).
The process of introducing the Good Behavior Game into a classroom is a relatively simple procedure. There are five steps involved in putting the Game into practice.

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

How to Canva: Tips and Tricks is an online introductory course on Canva. It is designed as open educational resources for educators and all. In this course, you will learn how to customise text, text effects, colours, photos, videos and elements plus pro tips and Ideas for Creative uses of Elements, Keywords and Styles. The videos are concise, purposeful and delivered in easy-to-follow lessons that progressively build one's skills over time. By the end of this course, you will be able to create an attractive Instagram post. Click on View Resource and let's get started!

This video introduces the concept of Creative Commons Attribution as it relates to the use and reuse of material covered by these licences. Examples of good practice are provided for images, text-based resources, video, and audio files. [Running time: 11'18"]

Teachers skilled in classroom management are able to respond appropriately to just about any behavior that a student brings through the classroom door. While having a toolkit of specific behavioral strategies is important, the real secret of educators who maintain smoothly running classrooms with minimal behavioral disruptions is that they are able to view problem student behaviors through the lens of these seven 'big ideas' in behavior management.

In this 5-minute video a junior high school teacher discusses “Kick Me” a vocabulary lesson where students locate missing words to complete their analogies taped on their classmates’ backs. Students are given 10 to 15 minutes to find the answers so they move efficiently to complete the project.

While the long-term negative impact of poor readers can be enormous, the good news is that schools can train their own students to deliver effective tutoring in reading to younger peers. Kids as Reading Helpers: A Peer Tutor Training Manual is a complete package for training peer reading tutors. Peer tutoring answers the nagging problem of delivering effective reading support to the many struggling young readers in our schools. Furthermore, peer tutoring programs can improve the reading skills of tutors as well as tutees (Ehly, 1986) and - in some studies-have been shown to build tutor's social skills as well (Garcia-Vazquez & Ehly, 1995). Young children tend to find the opportunity to read aloud to an older peer tutor to be quite reinforcing, adding a motivational component to this intervention.

This guide is designed as a support for asynchronous learning about OER and the Oregon Open Learning Hub. It includes a sample learning plan and first meeting agenda.

This is a test resource - not intended to be used by NSDL users. Will be deleted as soon as possible

High-probability requests are one feasible classroom technique that can be effective in motivating students to engage in assigned classwork (Lee, 2006). The teacher first identifies an academic activity in which the student historically shows a low probability of completing because of non-compliance. The teacher then embeds within that low-probability activity an introductory series of simple, brief 'high-probability' requests or tasks that this same student has an established track record of completing (Belfiore, Basile, & Lee, 2008).

Profile of a Student with This Motivation Problem: The student lacks essential skills required to do the task. Areas of deficit might include basic academic skills, cognitive strategies, and academic-enabler skills. Here are teacher behaviors to help fix this motivation problem.

Although the student has the required skills to complete the assigned work, he or she perceives the ‘effort’ needed to do so to be so great that the student loses motivation. Learn teacher behaviors to fix this motivation problem.