Strategies: I 2

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• Interventions targeting both brilliance beliefs and belonging concerns to foster educational equity - The article proposes that interventions should counter brilliance beliefs and simultaneously foster students' sense of belonging in academic environments.
• Interventions targeting genAI misconceptions, epistemic orientation, and intellectual values to foster critical genAI use - Based on their finding that knowledge and critical-thinking dispositions predict critical genAI use, the authors recommend that higher education institutions implement interventions addressing these p
• Interview the student one-on-one about strengths, interests, and growth areas before writing the IEP - The guide's mindset-shift section instructs teachers to put the student at the center: "Make sure the student's perspective is considered.
• Interviews to Guide Reflection - Set aside time at the end of a learning sequence—a lesson, a unit, a school day, or a school year—to question each other about what has been learned.
• Introduce computational thinking to preservice teachers within teacher education programs - Beyond inservice professional development, the article advocates introducing CT in teacher preparation: preservice teachers "could learn about computational thinking in core courses (such as, learning
• Introduce computer science to girls in elementary school, before gender-interest stereotypes take root - The authors' developmental findings motivate a timing recommendation: because children endorse gender-interest stereotypes about engineering by first grade and about computer science by third grade, a
• Introduce Evaluation Concepts - Explicitly teach evaluation concepts such as relevance, accuracy, bias, and reliability, and embed them in regular classroom discourse so learners habitually question sources and author motivations.
• Introduce LLM tools at later stages of programming education, after students have acquired basic coding principles - The authors advocate a balanced approach to integrating LLMs into educational curriculums: "By introducing these tools at later stages of programming education, after students have acquired basic codi
• Introduce Piagetian activities simply, one variable at a time, with ample time and repetition - The handbook's note on using its activities prescribes a sequencing and pacing approach: "Begin with the simplest activities first and, when a new experience is introduced to the child, begin with onl
• Introduce prompt-engineering training before students use Gen AI for structured self-study techniques - The authors recommend training students on prompt engineering before deploying Gen AI within structured study techniques such as problem posing, stating that "The results of this study additionally su
• Introduce student teachers to mindset theory early and foster a learning orientation through classroom language, feedback and attitude to challenge - Based on the finding that Turkish student teachers lean toward entity beliefs and performance goals, the article recommends that "early in their course of study, student teachers should be introduced
• Introduce Summary Frames - Learners read a section of text to themselves before verbally summarizing the passage to a partner or completing sentence frames.
• Introduce take-home decodable packs through teacher-led small-group instruction before sending them home - The program sequences practice so students first encounter the decodable texts in small-group instruction, where teachers model decoding strategies and guide application, and only then take the packs
• Introduce the ACRL Framework early in the capstone cycle to allow time to digest and connect it to research work - The authors recommend introducing the ACRL Framework at the beginning of the capstone project rather than mid-cycle, so participants can explore and reflect on it throughout the research process.
• Introduce unit fractions through partitioning a single object among sharers - After students are comfortable dividing sets equally, teachers introduce the new challenge of partitioning one object so each sharer receives an equal share.
• Introducing Yourself Via Video - Providing a personal video introduction at the start of the course allows students to see you as a human being, mitigating the anonymity of text-based conversation and encouraging human connection.
• Intrusive, data-driven advising: track unregistered students, audit degree plans, and bring advising directly to students - USC's approach centers on systematically identifying students at risk of not graduating and intervening before they ask for help.
• Invented Strategies Before Instruction - Learners attempt to solve novel problems using their own informal strategies before receiving formal instruction on the canonical method.
• Invest early: identify learning problems and intervene before third or sixth grade rather than waiting for promotional gates - Based on evidence that achievement gaps widened most between first and third grade before the policy took effect, the authors recommend that school systems invest in early assessment and intervention.
• Invest in additional whole-child supports for LTEL7 students, such as those provided by community schools - The report recommends ensuring all students including those designated as LTEL7 have access to adequate schooling resources and necessary whole child supports.
• Invest in dedicated instructional technology leadership roles and role-specific professional learning for AI literacy - The report's third use case illustrates Recommendation 3—investing 'in role-specific professional learning aligned to grade levels and disciplines to build educator capacity for teaching AI literacy.'
• Invest in educator professional learning on experiential AI pedagogies using existing federal funding streams - The brief recommends that federal policymakers invest in educator AI literacy training by leveraging existing funding, stating policymakers "should utilize Title II, Part A grants to fund educator tra
• Invest in family-school partnerships, including access to families during the school day and student-family-educator co-creation - The brief recommends that educators "incorporate access to families during the school day and create opportunities for student-family-educator partnerships to improve school climate." It cites externa
• Invest in high-quality induction and mentoring programs, which are associated with higher retention particularly for teachers of color - The brief recommends retention programming that provides ongoing support and growth opportunities: "High-quality induction programs are associated with higher retention rates among early-career teache
• Invest in high-quality, standards-aligned professional development for school leaders, including leaders of color - The brief recommends that states and districts form partnerships with universities, including HBCUs or nonprofits, to provide professional development for current leaders, aligned to the Professional
• Invest in ongoing educator professional development and an assessment community of practice for POG success - The brief states the success of a POG will likely hinge on the ongoing professional growth of educators tasked with facilitating POG competency learning, and that investing in ongoing PD is crucial wi
• Invest in prevention before disconnected youth enter the criminal justice system, and fund job growth, improved high school and community college programs, and social programs - The report recommends shifting spending toward prevention, arguing that current programs are small-scale, rehabilitative, and under-funded relative to the losses calculated.
• Invest in principal retention strategies that address the invisible tax on leaders of color - The brief recommends retention investments so that teachers of color can grow into school leaders who have autonomy and support.
• Invest in program coordination, instructional coaching, and bilingual paraprofessional career pathways to improve English Learner program design - The brief recommends that local and regional actors hire additional English Learner program coordination and instructional coaching staff to improve integration of English language development with ac
• Invest in public higher education to lower graduate costs and reduce borrowing reliance - The brief's closing recommendation is that policymakers address graduate affordability by lowering costs rather than restricting borrowing.
• Invest in recruiting and retaining a diverse, EL-qualified educator workforce through bilingual teaching pathways - The guide urges districts to use ARP and state funds for "recruiting and retaining a well prepared, diverse workforce, including creating pathways for teaching and bilingual teaching that provide ince
• Invest in retention efforts for teachers of color that improve working conditions and provide personal and professional growth opportunities - The third policy lever is to invest in retaining teachers of color through improved working conditions and opportunities for personal and professional growth.
• Invest in retention of teachers of color through residencies, affinity groups, and induction/mentoring - The brief warns that recruitment efforts "are compromised when districts and schools have difficulty retaining teachers of color," and recommends investing in high-retention pathways, leadership growt
• Invest in social structures and cross-disciplinary standards to strengthen the DLP research community - The article's forward-looking recommendations are to "Invest in a social structure to bridge, deepen, and sustain community connections" and to "Converge on cross-disciplinary standards and resources
• Invest in supportive-community strategies—mental health staffing, SEL, restorative practices, and relationship-centered structures—rather than expanded physical security - The report recommends that states and districts use Bipartisan Safer Communities Act and federal COVID-19 recovery funds to "increase student access to mental health and counseling resources," adopt r
• Invest in sustained, role-specific, discipline-specific professional learning and structured student AI literacy pathways across PK16 - The brief recommends ongoing, collaborative, subject-specific professional learning rather than one-off tool trainings, noting that using AI to support ELA instruction differs from math instruction.
• Invest in technological infrastructure for evidence generation, including synthetic data, shared platforms, and privacy-enhancing technologies - The article argues that 'infrastructure-less evaluations are becoming less tenable' as funding shrinks, and identifies growing infrastructure opportunities: synthetic data sets for early-stage innovat
• Invest state discretionary dollars in early intervention systems such as MTSS to reduce later intensive supports - State leaders recommended using state discretionary dollars to fund initiatives strengthening connections between general and special education, such as multi-tiered system of supports (MTSS), in whic
• Investigate bright spots to identify and disseminate effective practices - In continuous improvement efforts, unusually large class-level gains in learning conditions (“bright spots”) are treated as leads on effective strategies.
• Investigate potential barriers to implementation and replication when documenting a successful program - Alongside describing a program's effective elements, examine what could hinder implementation and replication.
• Investigate schools that sustain outperformance or beat the odds using qualitative methods and engagement data to identify amenable growth factors - The authors propose a forward-looking research strategy: add Grade 3 data, then study two types of schools — those maintaining the outperforming status and those beating the odds — to formulate hypoth
• Investigate teachers' and learners' 'emic' perspectives on MALL to identify obstacles to integration - The review recommends that future MALL research explore teachers' and learners' perspectives, because MALL's application "highly relies on the general consensus from language teachers and learners" an
• Investigate technology's role in community-based lifelong learning delivery as a research priority - The paper identifies the use of technology as a major focus for advancing community-based lifelong learning, arguing that applications of new technologies to improve program effectiveness and learning
• Investigate why subgroup differences in test effort exist to support educators - The article recommends that researchers and educators examine the causes of subgroup differences in test effort rather than only measuring them.
• Invite local Elders into classrooms as co-teachers of Indigenous Knowledge - The study engaged two Kasena Elders, as holders of Indigenous knowledge, to visit the school weekly and teach children through outdoor learning activities tied to curriculum topics.
• Invite students to co-facilitate tasks by typing content into the shared whiteboard or chat - A concrete move from the article: the teacher designed slides with blanks and asked students "to voluntarily help me type out the missing words, phrases or information as I explained verbally to the c
• Invite students to design costumes and narratives for their robots as legitimate epistemic engagement - The authors made an intentional design choice to have students customize robot exteriors and craft meaningful stories, which "positioned aesthetic, narrative, and expressive forms of engagement as leg
• Involve cross-age peer tutors in maker-project pedagogical infrastructure - The article recommends involving peer-tutor students — the preceding year's tutees who become the present year's tutors — in the school's pedagogical infrastructure for co-invention projects.
• Involve domain experts throughout the AI safety evaluation pipeline, especially for defining unsafe content - The article recommends that future evaluations actively involve domain experts such as educators throughout the evaluation process, rather than only reflecting expert views through published guideline
• Involve HSE communities in design and refine technologies based on their feedback - To mitigate barriers to adopting LER technologies and micro-credentials among historically and systematically excluded communities, the report recommends that designers "Establish a concerted effort t
• Involve key stakeholders directly in defining privacy and designing LA systems - The article recommends that LA scholars involve students, teachers, parents, and institutions directly in defining privacy and in designing privacy-protecting LA.
• Involve learners in selecting or adapting gestures during instruction to ensure cultural meaningfulness - This strategy addresses the cultural familiarity dimension of gesture-supported vocabulary learning.
• Involve teachers as co-designers of AI-based intelligent systems, with agency to train, correct, interpret, and override system recommendations - The reflections panel recommends human-centered AI in learning: 'Empower and involve teachers (in addition to subject matter experts, learning scientists, and technologists) from the beginning as co-d
• Involving Learners in Classroom Design - Involving learners in classroom design means actively soliciting their input and ideas when creating or modifying the physical learning environment.
• Involving Students in Classroom Redesign - Involving learners in designing and transforming their physical learning environment to better meet their needs, preferences, and sense of ownership.
• Irregular Anglo-Saxon Word Instruction - Teaching methods for irregular words include: grouping words with some memorable similarity, calling attention to the odd part of the word that must be learned by heart, using a multisensory memory st
• Islamic Geometry Exploration - Exploring Islamic geometry with students centers on exploration, joy, and solidarity.
• Issue Investigation and Action approach: developing lifelong skills for independent investigation and resolution of environmental issues - Issue Investigation and Action is the second school-level approach the newsletter recommends for global change instruction, contrasted with the more teacher-directed Extended Case Study.
• Issue joint cross-institution credentials via smart-contract credit verification and co-signed certificates - For multi-institution programs, the framework lets students take courses across consortium universities with completions and credits recorded on the shared ledger; "a smart contract automatically veri
• Iterate and innovate on gameful assessment design in response to mixed engagement evidence - The article concludes that gameful assessment design should continue to be iterated and improved.
• Iterate the prompt in plain language and validate the simulation on technical, physical, and pedagogical levels - After generating a simulation from the four-element prompt, the teacher runs it, notices incorrect behavior, describes the problem in plain language, and sends a correction prompt; the article notes "
• Iterative improvements and interdisciplinary integration for the next course iteration - The authors' forward-looking recommendations for improving the reformed course: supplement the draft textbook with additional practice problems, develop additional multi-part homework problems explori
• Iterative post-teaching analysis with rubric-aligned written feedback and revise-and-resubmit cycles - A clinical-instructor routine in which candidates submit written post-teaching analyses, the instructor identifies gaps in evidence and alignment with rubric criteria, and candidates revise and resubm
• Iterative semester-long improvement cycles combining feature integration with real-world testing - The authors describe an ongoing improvement cycle in which "each cycle would consist of integration of new features (in the system or curriculum-wise) and a following semester-long testing in a real w
• Iteratively add prompts requiring comparison of AI outputs with psychological theories and structured reflective prompts to counter overreliance on AI - During DBR refinement, when students "relied heavily on AI-generated responses and accepted recommendations without sufficient verification," the design team added prompts requiring comparison of AI o
• Iteratively update a design research plan with findings and resulting design adjustments - The template prescribes a planning-and-revision workflow: organizations first document their program, practice, or product, theory of change, learning objectives, and timeline, then carry out design r