Strategies: G

A 1 · A 2 · B · C 1 · C 2 · D 1 · D 2 · E 1 · E 2 · F · G · H · I 1 · I 2 · J · K · L · M · N · O · P 1 · P 2 · Q · R · S 1 · S 2 · T 1 · T 2 · U 1 · U 2 · V · W · Y · Z · 0-9

• Gain Attention Before Giving Instructions - Use a consistent attention signal — auditory, visual, or verbal — to secure learner focus before delivering instructions.
• Gallery Quote Walk - Students select a displayed quote that expresses how they feel in the moment, physically position themselves by it, and share their choice with peers.
• Gallery Walk - Learners rotate in small groups through stations or posted work around a room, responding to prompts, solving tasks, or critiquing peers' products.
• Game Based Review - Using game mechanics and game-like activities to review and consolidate previously taught content.
• Game-Based Incentives for Quiet - A group contingency in which students earn game-board progress (e.g., 'Silent 20') by meeting a quiet, time-bound behavioral target, with a class reward delivered upon completion.
• Game-Based Learning (GBL) - Designing learning activities so that game characteristics and principles inhere within the learning activities themselves, using games to reach specific learning objectives.
• Games - Using structured games—collaborative or competitive, physical or digital—as experiential environments in which learners practice skills and receive feedback through play.
• Games + Structured Activity - Students engage with educational games designed to introduce or reinforce specific concepts, paired with a structured activity that consolidates and applies what the game introduced.
• Games For Fluency Practice - Using game-based activities with timed, repeated, low-stakes performance demands to build speed and automaticity of well-learned skills.
• Gamification - Gamification is the integration of game elements like point systems, leaderboards, badges, or other elements related to games into "conventional" learning activities in order to increase engagement an
• Gamified Practice - Applying game design elements (points, levels, challenges, feedback loops) to practice activities to increase engagement, effort, and retention.
• Garantizar condiciones escolares que apoyen el coaching: menos clases asignadas al coach, compromiso de los líderes y entusiasmo de los maestros - El informe enumera las condiciones que apoyaron la implementación exitosa del coaching en el piloto: "Menos clases asignadas al coach", "Compromiso de los líderes escolares con el trabajo de coaching"
• Gate sensitive simulated-patient content behind an accumulated-skill threshold with constraint-first prompting - The article's implementation strategy is to release sensitive disclosure topics only as the trainee's accumulated skill crosses fixed thresholds.
• Gather formative evidence through embedded, discipline-specific tasks rather than separate tests or language assessments - The brief shows that evidence of content and language learning can be gathered through observing, questioning, listening, analyzing work, and conversations, interpreted against success criteria.
• GenAI learning interfaces should actively scaffold monitoring, evaluation, and AI-shaping behaviors adolescents may not bring to the interaction on their own - Based on the finding that students' interactions were request-dominated with near-absent monitoring and evaluation, the article recommends that "the results point toward GenAI learning interfaces that
• Gender-responsive leadership development: promote servant leadership universally and deploy transformational practices for their harassment-preventive value to female faculty - The article recommends that university management be gender-responsive rather than uniform: servant leadership can be promoted as a universally effective resource, while transformational practices sho
• Generate and validate a pilot reference bank before releasing an assignment to reveal convergence or ambiguity and decide what evidence the assessment should elicit - Before students see an assignment, the instructor generates solutions from the exact handout and starter code, evaluates every output with the instructor tests, and inspects convergence per task.
• Generate multiple concise LLM perspectives for learners to select from, and explore relevance-driven diversity aligned with learner interests - The article recommends that rather than presenting a generic explanation repeatedly, LLMs could generate multiple concise perspectives so students can select the angle they find most helpful, supporti
• Generate prescriptive feedback via counterfactual modelling constrained to actionable features - For students predicted high-risk, the dashboard models a minimal set of changes to the student's input values that would flip the prediction to low risk, using counterfactual modelling.
• Generate synthetic negative explanations with a small language model to balance imbalanced educational scoring datasets - To address class imbalance without oversampling techniques that require numerical features, the authors prompted a small language model (GPT-OSS 20b, chosen because it differs from the assessment mode
• Generate targeted diagnostic follow-up questions using variant-problem and probe-the-gap strategies for ambiguous cases - For correct-answer cases the model routes to needs-clarification, the system generates a targeted diagnostic follow-up question using either a variant-problem strategy, presenting a near-transfer prob
• Generating and Asking Questions - Readers generate and pose their own questions before, during, and after reading to focus attention, integrate information, and monitor comprehension.
• Generative Processing - Prompting learners to actively construct new knowledge by organizing, integrating, and transforming instructional material rather than passively receiving it.
• Generative prompting: using AI as a thinking partner through iterative dialogue rather than an answer machine - Generative prompting is a Contextual Use capacity in which learners employ iterative dialogue with AI to develop and refine their own knowledge rather than outsource it.
• Generative-AI-assisted content creation with domain-expert validation for adaptive tutoring systems - The G4L authors used a generative AI assistant to build the knowledge base rapidly from existing documentation: "the Generative AI (GenAI) assistant automatically generated the prerequisite relational
• Genius Hour / 20% Time - Scheduled class time in which learners pursue self-chosen, inquiry-driven projects, modeled on Google's "20% time" policy.
• Genre Scaffolding - Teaching learners the predictable structures, language features, and purposes of text types so they can plan and produce writing within a genre.
• Genre Study - Genre study organizes reading and writing instruction around the conventions of a literary or textual genre, having learners read widely within it, analyze its defining features, and produce their own
• Gestures - Gestures are physical movements, typically of the hands or arms, used to communicate meaning or support learning.
• Give creativity greater importance in teaching environments, especially in the application dimension, and conduct more experimental studies - The article's closing recommendation is that, despite searching national and international databases, "sufficient numbers of experimental studies were not reached," so "creativity should be given more
• Give extra attention to students who disagree that self-regulation aspects can help their learning - Based on the finding that students doubting their learning capacity tend to adopt an inadequate lack-of-regulation strategy, the authors recommend that "more attention should be given to those student
• Give frequent, purposeful practice writing integrated into class time - Because the first hurdle for beginning writers is not writing at all, the manual directs GED teachers to give frequent writing opportunities that are purposeful, expected as a regular part of class ti
• Give Hints and Clues to Help Students Answer Questions - When a learner struggles to answer, the instructor provides graduated hints and rephrased questions that narrow the search space without supplying the answer.
• Give informed consent frequently at every peer counselling session to manage confidentiality dilemmas - To tackle confidentiality dilemmas, the author recommends that peer counsellors be proactive in self-securing "by frequently giving informed consent at every meeting of the sessions".
• Give learners control over how learning is measured via assessment choices and science-fair-type projects - The article recommends offering learners multiple assessment choices — multiple choice exams, essay exams, research papers, portfolios — and 'science-fair' types of projects in which the learner selec
• Give learners explicit guidance in when and how to pause and scroll back while watching instructional videos - This strategy embeds explicit strategy guidance into video-based learning: before or during viewing, learners are taught when and how to use the pause button and the timeline scrollbar to manage trans
• Give more importance to science teaching courses and actively involve pre-service teachers in determining method-technique and strategy - The authors recommend that primary school teaching departments "increase the number of practice courses especially about science teaching, in which primary school teachers perceive themselves as insuf
• Give pre-exam academic integrity reminders regardless of exam format - Before exams, instructors should present academic integrity reminders covering the university's integrity policies, the negative consequences of cheating, and a real case of academic dishonesty and it
• Give Prompt Feedback - Providing timely, specific information about performance so learners can identify gaps and adjust while the task is still active.
• Give students explicit prompts to think about group processes during PBL - Because students in this study made minimal reference to higher-level cognitive or metacognitive benefits of group work, the authors suggest that students need explicit prompts to trigger their thinki
• Give students minimal direct instruction that retrieval practice beats restudying and that items should be recalled correctly three times before being dropped - The article recommends a minimal instructional intervention in which educators tell students that repeated retrieval practice is more beneficial for learning than repeated studying, show evidence of t
• Give students more chances to produce output and communicate during writing, with varied assignment types and clear sufficient feedback - Based on the interview findings and the Output Hypothesis, the article recommends that college teachers give students more chances to output, especially to write, and more chances to express themselve
• Go beyond autonomy support with competence-supporting behaviors such as high-quality feedback - Because competence was the strongest need predictor of self-determined motivation, the authors recommend teachers "go beyond autonomy-support to embrace specific behaviors known to increase student co
• Goal Setting - Learners set or are given specific, challenging, proximal targets for performance, which directs attention, effort, and persistence toward those targets.
• Goal Setting Conferences - One-on-one or small-group conversations in which teacher and learner jointly set, monitor, and revise specific learning goals.
• Goal Setting In Writing - Learners set specific, product- or process-focused goals for a writing task, then use them to guide drafting and revision.
• Goal Setting With Learners - Collaboratively establishing specific, challenging, proximal performance goals with learners to direct effort, sustain motivation, and support self-regulated learning.
• Goal Setting With Students - Collaboratively setting specific, challenging, proximal learning goals with students to direct effort, sustain motivation, and support self-regulated learning.
• GoNoodle Activities - GoNoodle provides interactive videos that encourage learners to engage in movement and play, supporting attention and learning.
• GoNoodle: Physical Activity & Movement Breaks - GoNoodle provides short, structured videos that guide students through movement, dance, and mindfulness breaks to restore attention and support self-regulation during the school day.
• Good Tutee-Tutor Contact - Regular, personally engaged contact between tutees and tutors increases tutee motivation, persistence, and involvement in learning.
• Govern tutor knowledge through teacher-curated document corpora with RAG and document-driven adaptation - The Teacher Interaction Layer lets educators delimit what the virtual tutor may know by curating an approved corpus.
• Grade AI-dialogue assignments on evidence of sustained dialogue, and explicitly teach students to answer the AI's questions - From implementation, the authors recommend that if the goal is dialogue, then the grading criteria should reflect dialogue: students should provide the main contextual prompt and enough follow-up inte
• Grade keypad answers so every answer earns points, encouraging students to record their best choice - The article describes a concrete grading recipe used in the authors' non-anonymous keypad questions: 'no answer receives 0 points, any answer receives 3 points; the correct answer receives 10 points;
• Grade long handwritten submissions page by page, asking the AI to identify where the credited evidence appears - In Round II the AI was asked to grade submissions page by page and record where credited evidence appeared, since a single submission could exceed 30 scanned pages and relevant work may appear outside
• Grade Students Based on Demonstrated Learning - Instead of averaging scores over time, grade students on their ultimate level of demonstrated mastery at the end of a unit or course.
• Graded-difficulty probe tests interspersed in a fixed work period to locate the difficulty level a fatigued performer can still manage - The article adopts Thorndike's proposal to measure degree of difficulty by interspersing, within and at the close of a rigidly fixed long work-period, tests of decreasing digit size — four-place by th
• Grading For Equity - A set of grading practices designed to make grades accurate representations of learning and to remove bias, opacity, and non-academic penalties that disproportionately harm marginalized students.
• Gradual Increase of Independent Reading Time - Start with short independent reading sessions and gradually increase the amount of time as students build reading stamina.
• Gradual introduction of board-game-based learning to support inexperienced teachers - The article recommends a set of good practices for introducing modern board-game-based learning in classrooms, because teachers without previous experience of games reported stress and insecurity at t
• Gradual Release Of Responsibility - A instructional sequence that shifts cognitive responsibility from teacher to learner through structured phases — "I do, we do, you do" — so that support fades as competence grows.
• Gradual Release of Responsibility in Multimodal Composition - Sequencing multimodal composition instruction from teacher modeling, to guided collaborative analysis, to independent design work, transferring responsibility as competence grows.
• Gradual-release coaching model (I do, we do, you do) for building turnaround capacity - TenSquare's coaching follows a gradual release model in which the partner first models and conducts improvement activities itself, then plans alongside school staff, and finally shifts to consultation
• Gradually shift the adult role from reading to listening and higher-level prompting as the child becomes familiar with a book - Within dialogic reading, the adult progressively reduces their own reading and increases the child's storytelling.
• Graduate AI literacy training should promote purposeful, task-oriented, critically supervised GenAI use rather than targeting overall use levels - The article's practical implications recommend that universities avoid treating GenAI dependence as uniformly desirable or undesirable and instead "promot[e] purposeful, task-oriented, and critically
• Graduate the AI policy across the curriculum so that permitted AI use tracks each course's pedagogical purpose - The strategy sets AI permissions course by course rather than adopting a single program-wide policy, because "the pedagogical purpose of a course determines what AI use serves or subverts it." In the
• Graphic Notes - Use visual cues in note-taking to help learners organize the information you are sharing with them orally.
• Graphic Organizers - Visual-spatial displays (maps, matrices, hierarchies) that externalize the structure of content so learners can see relationships among concepts at a glance.
• Graphic Organizers (Math) - Graphic organizers break down math problems into steps, which helps students figure out what's being asked in a word problem or which operation to use.
• Graphic Organizers and Guided Notes (Processing Speed) - Providing students with graphic organizers or guided notes during lectures to help them pull out the important points.
• Graphic Organizers and Visual Aids (Attention) - Using graphic organizers and visual aids to help students identify the most important information and focus on it.
• Graphic Organizers as Text Illustrations - Students add a graphic organizer to a finished expository or argumentative writing piece to illustrate a key concept or process.
• Graphic Organizers as Thinking Tools - Students interact with content by organizing chunks of it into graphic organizers in groups, pairs, or individually, then comparing their results.
• Graphic Organizers for Assessment - Students complete a graphic organizer showing relationships between concepts as a quiz or quiz component, making their understanding of a content structure visible for evaluation.
• Graphic Organizers for Lecture Support - Instructors deliver lectures using a graphic organizer to visually connect concepts, rather than using PowerPoint or a standard outline.
• Graphic Organizers for Note-Taking - Learners use graphic organizers to structure notes from readings, research, films, or podcasts.
• Graphic Organizers for Pre-Reading - Students identify the text structure (compare/contrast, cause/effect, etc.) before reading and complete a graphic organizer that supports that structure as they read.
• Graphic Organizers for Pre-Writing - Students use graphic organizers to plan and structure their ideas before drafting a written piece, jotting down notes rather than writing complete sentences.
• Graphic Organizers for Retrieval Practice - Students recall as much as they can about a topic (Brain Dump) and then sort their dumped information into a graphic organizer.
• Graphic Organizers for Unit Planning - Present students with a graphic organizer to show how the parts of a unit fit together, providing a sense of where they are in the unit and why they are learning the individual parts.
• Gratitude Journals - Learners regularly record things they are grateful for, with structured prompts, to improve well-being, motivation, and classroom engagement.
• Greek And Latin Number Prefixes - Teaching the small set of Greek and Latin number prefixes (uni-, bi-, tri-, quad-, cent-, mono-, poly-, etc.) as a high-leverage morphological family that unlocks meaning across mathematics, science,
• Greek Combining Forms - Explicit instruction in Greek combining forms (e.g., tele-, -logy, micro-, photo-) to unlock the dense technical vocabulary of math, science, and philosophy texts.
• Ground AI integration in higher education on core principles of human agency, academic freedom, transparency, ethics, inclusivity, and critical thinking - The chapter establishes six core principles (Table 3) to guide AI use in higher education and scholarship, ensuring alignment with academic values and pedagogical best practice.
• Ground annual improvement cycles in explicit theories of improvement and shared common achievement data rather than in vision-statement refinement alone - The report recommends that collaborative improvement communities anchor annual inquiry cycles in explicit theories of improvement and shared evidence.
• Ground early childhood family-engagement programs in racial equity by honoring families' expertise and cultures - ParentCorps' program model is "deeply rooted in racial equity, including an emphasis on honoring families' expertise and cultures." Staff training is designed to help educators reflect on their belief
• Ground ethical inquiry into AI in the realities of teaching, assessment, leadership, and professional judgement rather than treating it as external compliance - Based on the bibliometric finding that AI ethics research is reorienting toward practice-based, interpretive, and relational frameworks, the article recommends that "ethical inquiry into AI must be gr
• Ground future empirical research on critical thinking with or about AI in one of three theoretical traditions - The review proposes a research agenda for "more theory-grounded empirical research in critical thinking with or about AI, based on cognitive-psychological, philosophical, or educational research tradi
• Ground LLM prompts in retrieved structural patterns rather than node labels or keyword matching - Pattern-aware prompt construction is a prompting strategy in which the LLM receives the partially recognized input graph together with the retrieved structural template, so reasoning focuses on abstra
• Ground proficiency-scale comprehensibility descriptors in empirically identified linguistic measures - The article motivates its study by noting that "shortcomings of existing scales (e.g., vague descriptors) reflect limited empirical evidence as to which linguistic aspects influence listeners' judgmen
• Group Contingencies - A reward or consequence applied to a whole group based on the behavior or performance of one member, all members, or the group collectively.
• Group Contingency - A behavior-management strategy in which reinforcement for the whole group depends on the behavior of one member, a subset, or the group as a whole.
• Group Points System - A group contingency in which teams of learners earn shared points toward a common reward, making each member's performance consequential for the whole group.
• Group Pupils During Science Experiments and Demonstrations - The digest recommends grouping pupils during science experiments and demonstrations so they can reveal previous knowledge acquired, access prior information for better hypothesizing, and ask questions
• Group-administered, automatically scored screening to preserve instructional time - The report states that "Any MAP Reading Fluency assessment can be administered in a group setting rather than one-on-one, which saves teachers valuable classroom instructional time." Audio is recorded
• Group-Based Flipped Classroom - A flipped classroom variant in which learners study content independently before class, then spend class time working collaboratively on tasks that require them to explain, apply, and build on that co
• Groups - The teacher calls out a number (e.g., 3), and the students have 10 seconds to get themselves into groups of that size.
• Grow a peer review community that understands the affordances and limits of DLP-based research - The paper argues that research conducted on DLPs can be misjudged by reviewers from other traditions, because few reviewers have done such work: reviewers "may not appreciate the cleverness with which
• Grow the MCD item bank during operation using online calibration embedded alongside scored items - To expand from 14 to 35 planned learning objectives without pausing testing, the authors recommend online calibration: "the system embeds new, unscored items alongside the operational item bank, colle
• Grow-your-own and recruitment initiatives: alternative programs, Minority Serving Institutions, high-school pipeline programs, and district human-capital efforts to diversify the teacher workforce. - The report's Promising Practices section describes four approaches to building the pipeline of teachers of color: alternative preparation programs that recruit diverse candidates; Minority Serving Ins
• Grow-your-own teacher pipelines and institutionalized peer-based professional learning to build a qualified newcomer-school workforce - Because newcomer teachers need competencies beyond standard English Learner preparation, the report describes pipelines and continuous professional learning.
• Grow-your-own teacher training programs targeting community members facing certification and career-change barriers - Design Studio participants proposed grow-your-own (GYO) teacher preparation programs that recruit paraprofessionals, lower-level administrators, and community-based organization workers into teaching.
• Growth Mindset Development - Growth mindset development cultivates learners' belief that abilities are malleable and improvable through effort, effective strategies, and help-seeking.
• Growth Mindset Feedback - Growth mindset feedback focuses praise and critique on effort, strategies, and progress rather than innate ability, cultivating learners' belief that competence is malleable.
• Growth Mindset Framing - Framing tasks, feedback, and instruction so learners view ability as malleable and effort, strategy, and help-seeking as the path to improvement.
• Growth Mindset Interventions - Brief structured activities that teach learners the belief that abilities are malleable, and connect effort and strategy to improvement.
• Growth-mindset-informed math teaching practices: norms, no fixed labels, mixed-ability grouping, process praise, and formative assessment with retakes - The report synthesizes the growth mindset literature into math teaching practices that reinforce a growth orientation: "establishing and reinforcing classroom norms" communicating that all students ca
• Guard against lowered educator expectations producing a vicious circle of reduced EF challenge for disadvantaged pupils - Drawing on the EF + Math program's synthesis, the review warns that lower expectations for young pupils from disadvantaged backgrounds may translate into less EF challenge, initiating "a vicious circl
• Guide a teacher-led classroom discussion of concept-map differences before students answer reflection prompts individually - After students examine the highlighted differences between their own and an expert concept map, the teacher leads a whole-class discussion using questions such as "why would you change/add this inform
• Guide adult students through self-regulated learning skills within the course of study using educational technology - The article's practitioner notes recommend that educators "should not assume that all adult students are self-regulated learners with effective study skills" and that guiding adult students through le
• Guide and time generative learning activities to overcome barriers to sense-making - Because many learners do not spontaneously explain, visualize, or enact learning materials, the review recommends explicit prompting and guidance for GLAs, and instructors can use external GLA product
• Guide learners toward the Trust Phase while actively preventing a slide into Dependency - The article's closing insight states that education's goal "is not to resist AI, but to guide learners toward the Trust Phase while actively preventing a slide into Dependency." In the Trust phase AI
• Guide mentees through a problem-solving approach to classroom management using open-ended questions, think time, and pre-emptive thinking about what works - In this case, the mentor guided the mentee through a problem-solving approach to classroom management before each lesson: she asked "pertinent questions", gave the mentee "think time", and provided op
• Guide reading with targeted questions that direct attention to grammatical, lexical and structural features needed for the writing task - After clarifying the writing task, the teacher presents a model text and “put forward some questions to guide students’ reading so that they could get a clue how to organize their ideas”.
• Guide student instruction with chain-of-thought decomposition, few-shot worked examples, and self-consistency over multiple LLM queries - To help students instruct the LLM effectively, the methodology applies three established prompting principles.
• Guide Student Reflection - Structured strategies — discussions, prompts, journals, and logs — that direct learners' attention to their own thinking, strategies, and problem-solving processes.
• Guide student teachers' AI prompts with a shared three-element structure (context, challenge, requested support) while leaving wording individual - The intervention standardized the type of information exchanged with the AI without a scripted template: 'participants were guided to include three elements in their prompts, a brief description of th
• Guide students in organized activities during recess and improve the recess play yard to raise physical activity, especially for girls - The article recommends school-based recess programs that structure student activity and improve the play yard as a route to increasing children's physical activity.
• Guide students on when conversational AI supports learning versus when it replaces checking, evaluation, and independent judgment - The review's practical implication for education is that the concern is unexamined delegation rather than AI use itself.
• Guide students through Select-Organize-Integrate steps with an application's multiple document functions before the task - A concrete procedure the article implemented for strategy guidance in a tablet-based multiple document task.
• Guide students to select, match, and adapt writing strategies to situations - Beyond teaching strategies, the guide has students learn when and why to use them: "Match a list of strategies with a list of situations in which they can be used.
• Guide young students through investigating interests, making choices, and setting and attaining learning goals - A concrete teaching activity in which teachers use the Self-Determined Learning Model of Instruction to walk young children through investigating their own interests, facilitating their choices, and s
• Guided Discovery with Word Sorting - Use guided discovery with word sorting and teacher questioning to help students understand spellings that depend on the position of a sound in a word or established conventions (like –ve).
• Guided Inquiry - Guided inquiry blends student-driven exploration with structured instructional support, keeping the challenge of investigation within reach through scaffolds, prompts, and timely direct instruction.
• Guided Inquiry: immersing students in information seeking as a way of learning - Guided Inquiry is a programme the author is developing for librarians and teachers of elementary and secondary school students.
• Guided Math - A small-group instructional structure in which the teacher works with a few students at a time on targeted math skills while the rest of the class engages in independent or collaborative work.
• Guided Notes - Instructor-prepared handouts that structure note-taking by cueing which information to record, leaving blanks or prompts for learners to complete during instruction.
• Guided Peer Response using PeerMark™ - Instructors pre-set structured questions in Turnitin PeerMark™ that learners answer when reviewing peers' work, scaffolding the quality and focus of peer feedback.
• Guided Play - A pedagogical approach that combines child-directed free play with intentional learning goals through light adult scaffolding.
• Guided Reading - Small-group reading instruction in which a teacher supports learners through a text slightly above their independent level, prompting and coaching rather than telling.
• Guided Writing - The teacher supports students through a writing task by modeling, prompting, and gradually releasing responsibility until students compose independently.
• Guidelines for designing and deploying multimedia glosses in reading texts - The article enumerates guidelines for instructors, program developers and designers: train learners unaccustomed to multimedia glosses in the software; tailor gloss language to proficiency, using L1 g