Strategies: S 1

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• Safe and Healthy Elementary School Recess - Implementing a safe and healthy recess with programs like Playworks TeamUp aims to build a positive school climate by promoting social, emotional, physical, and academic development.
• Safeguard equity in performance assessment systems through non-negotiables, clear rubrics, normed scoring, multiple pathways, and inclusive design - The report describes concrete equity strategies states used: creating "non-negotiables" about expectations and quality to counter perceptions that performance assessments are less rigorous; providing
• Sail through Math App - A pirate-themed iOS app that builds arithmetic fluency in young learners through story-framed, leveled practice with immediate feedback.
• Say it Once - Deliver instructions a single time, then route follow-up questions to peers before the instructor, to build active listening and learner independence.
• Scaffold adults from beginning users to confident digital citizens with hands-on, competency-based classes and layered teacher support - Briya addresses parents' lack of confidence with technology by "scaffolds their learners through the path from beginning user to confident digital citizen." Classes are designed to "help students over
• Scaffold AI use without undermining student autonomy through structured prompts, ethical checklists, and reflection journals - The paper recommends that educators and instructional designers "scaffold AI use without undermining student autonomy" by providing clear structures such as step-by-step prompts, a checklist of ethica
• Scaffold co-regulation with collaboration scripts or group awareness tools that elicit and display individual problems - Because students reported comparatively few strategies at the co-level, the authors recommend scaffolding co-regulation of others' learning problems.
• Scaffold collaborative inquiry with a three-phase model culminating in a coauthored collaborative summary note - Because the teacher and students had little experience with extended collaborative inquiry, "a three-phase inquiry model was employed": Phase 1 orients students to identify problems and select promisi
• Scaffold cross-representational integration by sequencing discussion of pictures with concepts from the text before ordering them - Based on the dialogue analyses, the article proposes that task design determines whether pupils actively relate text and visuals.
• Scaffold emotion regulation development in adolescence as a preventative target for psychopathology - The review proposes that adolescence, as a period of heightened neural plasticity and emotional reactivity, may be an opportune window for interventions that build adaptive emotion regulation strategi
• Scaffold GenAI learning activities and assessments progressively across all undergraduate levels - The article's practical guidance for educators is a scaffolded approach: GenAI learning activities and assessments are distributed and built up across all undergraduate levels rather than concentrated
• Scaffold infant participation in everyday activities with positive affect, encouragement, and guidance adapted to the child's developmental level - Caregivers support early helping by complementing, encouraging, guiding, and praising infants' participation in everyday caregiving activities and chores.
• Scaffold mathematical discussion with paraphrasing, restating, formulaic expressions, elaborating questions, and key vocabulary in context - In the math warm-up vignette, the teacher supports English learners to express mathematical thinking with a listed set of strategies: "paraphrasing and extending student speech, often with more precis
• Scaffold question formulation and active help-seeking in AI-supported tutoring systems - Based on observed differences in inquiry behavior, the article recommends that "AI-supported tutoring systems may benefit from scaffolding mechanisms that en- courage students to formulate questions a
• Scaffold scientific explanations with a claim, evidence, reasoning writing template - The guide recommends the common science-classroom practice of writing claims using a claim, evidence, reasoning framework, initially scaffolded with a fill-in template: "My claim is ____________ .
• Scaffold self-evaluation against rubrics, forms, and checklists - The reflect step leans on self-evaluation protocols so students internalize feedback.
• Scaffold Structure and Function - Provide students with the language tools — sentence starters, stems, and frames — needed to succeed in project-based work by analyzing the linguistic demands of the project in advance.
• Scaffold the cognitive processes of interdisciplinary understanding during collaborative modeling - The authors recommend that future work examine effective ways to structure students' interactions and scaffold the cognitive processes associated with interdisciplinary understanding as students figur
• Scaffold the transition into team work with explicit team-level AI norms and coding-inclusive team entry points - The article recommends treating the onset of collaboration as a design moment: instructors should "consider designing team entry points that include meaningful coding components" and run "A targeted i
• Scaffolded AI integration with teacher training and reflective tasks to reduce over-reliance - The review recommends that Arab universities integrate AI tools into EL2 instruction in a scaffolded way, pairing AI use with teacher training and reflective tasks so that learners critically engage w
• Scaffolded critique-of-AI-output assignment sequence with paired verification of individual understanding - A strategy from the Evaluating & Fixing AI-Produced Work room in which the object of study is output the student did not write: students read, test, critique, debug, and repair AI-produced code.
• Scaffolded Difficulty Progression - Sequencing learning tasks from simple to complex, with support that fades as competence grows, so each task stays within the learner's zone of proximal development.
• Scaffolded Instruction - Scaffolded instruction supports learners with temporary, tailored assistance as they attempt tasks beyond their unaided capability, then gradually withdraws that support as competence develops.
• Scaffolded LLM-collaboration assignment cycle: draft, LLM critique, then rebut or incorporate - A repeatable classroom assignment cycle in which students first write an argumentative essay defending a position, then ask an LLM chatbot of their choice to critique the argument as thoroughly as pos
• Scaffolded Peer Review - Structured supports — exemplars, rubrics, scoped prompts, and modeled critique — that raise the quality of feedback learners give each other.
• Scaffolded Practice Sequences - A strategy that organizes practice tasks into a deliberate progression of increasing difficulty and decreasing support, so learners build competence without being overwhelmed or under-challenged.
• Scaffolded Problem Sequencing - Ordering practice problems from simple to complex with graduated support, so each task is slightly beyond current competence but within reach with available scaffolds.
• Scaffolded Questioning - A strategy in which the instructor sequences and adapts questions — from simple recall to increasingly complex reasoning — to guide learners through a zone of proximal development.
• Scaffolding - Temporary, tailored support that helps learners perform tasks beyond their current independent ability, then fades as competence grows.
• Scaffolding in PBL - Structured, temporary support embedded in problem-based learning to manage cognitive load and guide inquiry without eliminating productive struggle.
• Scaffolding Self-Regulation - Temporarily structuring tasks, modeling self-regulatory moves, and fading support so learners develop the ability to manage their own emotions, effort, and learning processes.
• Scaffolding Structure and Function in PBL - Providing learners in project-based learning with explicit language structures (sentence starters, stems, frames) that scaffold both the form and the communicative function of academic discourse.
• Scale-up strategy: add grades 3 and 4, expand solar and connectivity with local capacity-building, and adopt Kolibri for offline access - The presentation's future plans lay out an expansion strategy: "Content: Adding 3rd grade (2023-24) & 4th grade (2024-25)"; "Infrastructure: Expansion of solar power & internet connectivity (pending f
• Scenario A: designing and deconstructing AI prompts as an epistemic practice - A two-part activity treating prompt design 'not as a technical skill to be optimised, but as an epistemic practice'.
• Scenario B: constructing, critiquing, and reframing AI-mediated arguments - A multi-phase writing activity in which students first independently formulate a thesis with reasoning and evidence, then prompt an LLM for counterarguments and critique them using structured criteria
• Scenario Based Training - Learners practice decision-making and skill application inside a realistic, contextualized scenario that simulates the conditions of real performance.
• Scenario-Based E-Learning - Learning tasks embedded in realistic contexts where learners make decisions, experience consequences, and receive feedback within a simulated situation.
• Scenario-guided, conversation-level expert evaluation of AI tutors in three stages - The report describes a reusable evaluation strategy: curate a bank of 49 structured learning scenarios specifying subject, setting, learning goal, grounding material, learner persona, conversation pla
• Scenario-targeted professional development interventions matched to learners' current metacognitive configuration - The article recommends replacing generic metacognitive training with interventions designed for a learner's diagnosed scenario.
• Schedule about 90 minutes a week of structured peer-assisted learning in which pairs of students at different ability or proficiency levels work together on academic tasks - The guide's fifth recommendation, graded Strong, asks teachers of English learners to devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability
• Schedule an engaging, playful shareback (including dramatic readings of generated text) immediately after the Generation activity - When delivering the LLMs Unplugged Fundamentals lessons, the author recommends that facilitators leave space after generation for groups to share their model's output aloud.
• Schedule collaboration during summer months or existing professional development days to overcome staff time constraints - To address limited school staff time as an obstacle to cross-sector collaboration, the report recommends that funders and districts devote resources to finding specific ways to work around time constr
• Schedule CSR within regular ELA and content-area instruction, spreading sessions across teachers in secondary settings - CSR is implemented inside existing timetabled lessons rather than as a pull-out program: "50 minutes a day, two to three times a week, during regular English language arts or content area instruction.
• Schedule daily 50-minute small-group sessions of three to five students with a bilingual certified teacher - The implementable delivery recipe the article describes is that “Students meet daily for 50 minutes with a bilingual certified teacher in small groups of three to five students.” This format pairs dai
• Schedule declarative learning (e.g., vocabulary) in the afternoon and procedural skill practice (e.g., music, sports) in the late evening for adolescents - The authors translate their differential consolidation findings into a scheduling recommendation for adolescent learning: declarative material such as vocabulary should be studied in the afternoon, ro
• Schedule no-cost green breaks after mentally demanding activities to sustain students' cognition - The review's practical recommendation is that schools exploit short-term passive exposure to nature as a restorative break.
• Schedule problematic arithmetic later in the morning, except for classes of children who work before coming to school. - Winch draws a timetabling recommendation from his three equal-group experiments: "These experiments seem to indicate that a later hour in the morning would be more suitable" for problematic arithmetic
• Schedule protected release and preparation time for educators completing pre- and between-session toolkit work - The resource plan treats educators' out-of-session work as a budgeted resource rather than an unfunded expectation.
• Schedule reading after experimentation so students read with a genuine need to know - The guide places text reading (Lesson 7) after students have run experiments and encountered disagreements in their findings, so that "When students have different results in their experiments, they w
• Schedule regular meetings and keep learning spaces openly available to enable dialogic leadership - The review's organizational-environment theme identifies concrete conditions that support dialogic leadership: meetings regularly scheduled after fixed periods as decided by participants, and learning
• Schedule teacher home visits before the start of the school year to build family relationships - This strategy has teachers visit students' homes before the school year begins, establishing a relationship-building contact with families early.
• Schedule telediscussion courses weekly in two-and-one-half-hour sections with discussion before and after each telelecture - Based on student agreement in the trial course, the author recommends that future telediscussion courses meet once a week in longer sections, "with discussion of the telelecture both preceding and fol
• Schedule time for intentional learning and recognize children's backgrounds and experiences in preschool classrooms - This strategy, drawn from the guide's key findings, directs preschool educators to deliberately set aside scheduled time for intentional learning and to recognize everyone's backgrounds and experience
• Schema-Based Instruction - Teaching learners to recognize the underlying structure of problem types so they can map problem features to appropriate solution strategies.
• School and district leaders should provide tailored technical support, clear student guidance, and technical integration when deploying automated writing feedback tools - The brief provides "strategies for school and district leaders to support using Ecree," drawing on its study of Ecree in grade 8–11 English language arts classrooms during the 2021–2022 school year.
• School and district leaders' recommendations for implementing effective classroom coaching programs - Based on DLP evidence, the report recommends that school and district leaders work with their coach to build better partnerships (promote teacher buy-in, voluntary participation, teacher-set goals, pr
• School counselors should observe adolescent peer relations and identify high-risk girls early for prevention and intervention - Based on the finding that peer relations and peer deviance are differently related to reactive and proactive aggression, the article recommends that school counselors observe adolescent peer relations
• School districts adopting AI should follow a five-step roadmap: engage communities, apply and develop policies, provide professional development, create supportive learning environments, and monitor and evaluate AI use - The report synthesizes the state documents' advice into a common roadmap for local education leaders.
• School Newsletters - School newsletters are recurring visual communications designed to keep staff, students, and parents informed and engaged with school events, activities, and learning priorities.
• School personnel practices to promote belonging for students with chronic medical conditions - The article recommends concrete school-level actions: "acknowledging the extra struggle that a student with a chronic medical condition may experience and communicating empathy can promote perceived b
• School-based counselling that targets irrational beliefs, attachment patterns and anxiety to support students' cognitive flexibility - The author recommends that determination of variables predicting cognitive flexibility support professionals' applications in school-based psychological counselling services.
• School-based interventions promoting growth math mindset and academic grit - The authors recommend school-based interventions from primary level that teach that the brain "grows stronger with use", reframe mistakes as brain-building, discourage fixed-math messages like "not ev
• School-level strategies for improving school climate - The report names commonly employed school-level strategies for improving climate: "schoolwide prevention approaches that involve all staff in the installation of a behavior management system," and "st
• Schools adopting learning sciences research should start small, be explicit with students, track progress with classroom data, and share learnings - The article closes with five recommendations from NMSA: connect the science of learning to the school's mission, start small with a single strategy, be explicit with students about the brain and why s
• Schools and districts should choose screener benchmarks that match their goals and resources for defining and serving at-risk students - The brief recommends that schools and districts deliberately align benchmark selection with their local definition of risk.
• Schools lacking ethnic diversity with small Latino representation should implement programs recognizing and empowering Latino culture and identity - As a near-term alternative to structural change, the authors recommend that "schools that lack ethnic diversity and have a small Latino representation should be implementing programs geared toward rec
• Schools should consider parents' socioeconomic status, provide necessary information, and support training for effective technology-integrated partnerships - The review's concluding recommendation directs schools to address the digital divide in partnership practices through three actions: considering parents' socioeconomic status, providing necessary info
• Schools should intervene actively against bullying rather than relying on adolescents' social support networks - The article recommends that schools take a more active role in tackling bullying because peer and family support, while protective for academic outcomes, cannot mitigate the mental-health consequences
• Schools should pursue strategies that strengthen social support and academic press together rather than choosing one reform approach - The report recommends that schools strengthen both conditions simultaneously, challenging "either-or" proposals for school reform.
• Schools should stake out a corrective niche that complements and balances event-centered media - The essay recommends that schools select a niche complementing other educative agencies: correcting distortions, supplying missing detail, and asserting the value of long-term trends where media atten
• Schools should teach and protect reflective processes, not particular conclusions or ideological positions - In its societal section, the paper argues that schools should pursue the goal of preparing an educated citizenry by teaching students how to think for themselves, and that it is reflective processes t
• Schwa Instruction - Explicit teaching of schwa (/ə/), the unaccented vowel sound whose identity is reduced, so learners can explain and predict why unstressed syllables are often not spelled the way they sound.
• Science Notebooks - Students maintain an ongoing written record of observations, data, drawings, predictions, and explanations as they do science, using the notebook as both a learning tool and an artifact of scientific
• Science Through Inquiry - Engage learners in hands-on, exploratory science activities that encourage questioning, discovery, and testing to develop new understandings.
• Score only the subset of rubric dimensions matching the instructional focus - The report states it is OK, and sometimes better, to use only a subset of dimensions.
• Score sentence tests by summing each correctly translated sentence's scale value rather than raw number correct - The article recommends weighting each sentence by its scale value: "A better method of scoring is to give for each sentence correctly translated its scale value and his score would then be the sum of
• Screen candidate educational improvement activities with eight pre-determined feasibility questions - After identifying educational activities that could foster the behaviors named in specific objectives, planners screen them for practicality using eight pre-determined questions: compatibility, comple
• Screen children's visual processing and provide systematic visual processing training to support early character reading and mathematics - The article recommends that educators, psychologists, and parents attend to how visual processing affects early learning.
• Screen for and monitor children at risk of nonresponse to universal SWPBIS and target nonresponders for more intensive tiered interventions - The article recommends that, given demonstrated variation in SWPBIS responsiveness, "school personnel should screen for and carefully monitor c hildren at risk for nonresponse and target nonresponders
• Screen for and treat low self-concept in children with ADHD even when medication is managing symptoms well - The authors recommend that clinicians address self-concept directly as part of ADHD care, not only symptoms.
• Screen for local dependence with simple methods (Q3 statistic or item-based versus testlet-based reliability comparison) before fitting a complex testlet model - Because fitting the general polytomous testlet model is time-consuming, the report recommends first applying relatively simple methods to detect local dependence and measure the magnitude of the testl
• Screen lessons, texts, activities, and videos in advance to ensure they are not activating for students and families - Before using materials, the brief instructs educators to "ensure that they are not activating for students and their families." Teachers should check that all content is developmentally appropriate an
• Screen multilingual students in multiple languages where possible, choosing screener languages informed by students' instructional contexts and home language use - As the state prepares to approve screeners in languages other than English for 2026/27, the brief recommends reinforcing guidance to screen multilingual students in multiple languages where possible,
• Screen Readers - Screen readers convert on-screen text into synthesized speech or braille output, giving learners auditory (or tactile) access to written material.
• Screen with the MIOS before administering the CIMI-M and deploy it at intake or before trauma treatment - The authors give concrete deployment guidance: the CIMI-M complements intake procedures and should be administered only when a patient reports a PMIE, with a brief self-report screen first.
• Screencast Feedback - Audiovisual feedback in which the instructor records their screen while narrating comments on a learner's work, combining spoken commentary with a visual walkthrough of the artifact.
• Scrutinize student-generated learning issues and self-study topics to monitor what content PBL students actually cover - The article recommends comparing student-generated learning issues with the topics students actually cover during self-study as a monitoring practice.
• Search Strategy Scaffolds - Structured supports that teach learners how to formulate queries, select sources, and evaluate search results rather than leaving them to search by trial and error.
• SEAs can use turnaround competencies and BEIs across selection, mentor matching, supervisor coaching, and leader pipelines - The brief reports several state uses of turnaround leadership competencies — training entire school leadership teams, competency-aligned professional development, and exploring a micro-credential — an
• Secondary-school personality change intervention: teach traits, self-assess, nominate traits, and complete weekly trait-relevant challenges - The review proposes a concrete classroom recipe adapted from Hudson et al.
• Secret Student - A classroom management system where a student's name is secretly selected each day, and the teacher observes whether the "Secret Student" exhibits good listening and learning behaviors.
• Secure detailed feedback from CTE teachers when developing academically integrated CTE curricula - This strategy holds that curriculum developers infusing academics into CTE should gather detailed feedback from practicing CTE teachers.
• Secure enclaves for privacy-protecting researcher access to student-level data - The article recommends engineering better data access through secure enclaves: the Kinetic team "is developing a secure enclave, which would allow researchers privacy-protecting access to student-leve
• Secure principal buy-in and an in-school ally before launching external vendor programs in schools - Vendor focus groups and principal/coordinator surveys indicated that external programs succeed when a committed principal and an in-school ally support them.
• Seductive Details Removal - Removing interesting but irrelevant text, images, audio, or video from learning materials to protect working memory and improve outcomes.
• See, Think, Wonder - A Project Zero thinking routine in which learners observe a stimulating image and record what they see, what they think about it, and what it makes them wonder.
• Segment dynamic visualizations with pauses between meaningful segments for novice learners, choosing segment length deliberately - The review supports showing complex dynamic visualizations in segments with pauses between them, since studies show benefits at least for novices.
• Segment security-training content by learner age group to maximize personal relevance - Rather than a one-size-fits-all approach, this strategy tailors scam scenarios to each demographic's everyday digital life: simple game-based interactions for children, dating-app and AI-generated-med
• Segment simulations into beginning, escalation, and peak phases before analyzing regulation and physiological activation - The article argues that examining EDA and its relationship to regulation is challenging without segmenting the task into smaller subsections, because simulation scenarios evolve and shift over time an
• Segmenting - Breaking continuous instructional material (especially animation, video, or narration) into learner-paced segments to manage cognitive load.
• Segmenting students by noncognitive attributes as a promising but unproven approach to improving postsecondary success - The review reports that although no published example documents colleges using segmentation to improve students' success, research authors "hypothesize about the potential applications of their resear
• SEL Discussions on Ethical Dilemmas - This strategy involves using age-appropriate, real-life ethical dilemmas as discussion starters to help students practice responsible decision-making.
• SEL Discussions through Literary Characters - Students read and discuss social and emotional learning (SEL) topics through the lens of characters in literature.
• SEL Integration through Literature - Integrating social and emotional learning (SEL) into language arts curricula by using literature to explore emotions, build community, handle conflict, and counter bias.
• SEL Questioning - Teachers use short, structured social-emotional learning (SEL) questions — focused on kindness, metaphors, challenges, and support — to grow students' emotional intelligence through individual reflect
• SEL Videos with Discussion - Showing short video clips depicting social and emotional situations, followed by structured discussion or related activities, to build learners' social-emotional understanding.
• SEL-Focused Digital Libraries - Curating a digital library with a dedicated, searchable collection of books addressing Social-Emotional Learning (SEL) themes so teachers and students can integrate SEL into literacy instruction.
• Select a DC estimation method based on score distribution shape, the user's measurement background, and the intended audience - The article provides guidelines for choosing among LL-DC, PS-DC, and W-DC depending on data distribution and audience.
• Select a few goals per course rather than all-inclusive goal statements when designing facilities - The paper recommends that school systems judiciously select some, not all, of the seven goals for each course in the science sequence, because designing for specific methods facilitates appropriate ac
• Select a sample of schools, including replacement schools when needed, to support generalizable impact studies - The guide recommends that researchers sample schools in a way that represents the target population, and plan for "replacement schools, when needed" when originally selected schools decline to partici
• Select and train motivational mentors who regulate their own motivation and use autonomy-supportive behaviors - The article recommends selecting experts who "demonstrate consistently strong motivation and the ability to effectively regulate their own motivational states", with domain expertise because motivatio
• Select authentic texts with highly informative contextual cues matched to learner proficiency, and add multimodal glosses when context is insufficient - The review's pedagogical implication is that teachers should choose authentic texts whose contextual cues allow subconscious vocabulary acquisition at the learners' proficiency level, and that materia
• Select confounders using a modified disjunctive cause criterion, controlling covariates measured prior to the treatment variable - To choose covariates for causal analysis of reciprocal effects, the article follows "Vanderweele (2019), who suggested a modified disjunctive cause criterion approach".
• Select dual enrollment courses without English language proficiency requirements or prerequisites to make Early College linguistically accessible - This implementable design move addresses the gatekeeping the article documents, where fluent-English-proficiency policies can deny ELs entry to advanced coursework.
• Select evidence-based mindfulness programs matched to school needs assessment data - The brief advises selecting specific programs or strategies based on a needs assessment or analysis of schoolwide data to determine how, why, and to what ends to implement mindfulness, examining point
• Select familiar contextual topics and age-appropriate materials when integrating AI into subject courses - The article's practice implications hold that contextual knowledge matters in integrated AI curricula: "it appears advantageous to select contextual topics in which students are competent and confiden
• Select games for skills interventions by prioritising co-operative multiplayer modes - The author recommends that future work and implementations attend to game features, arguing that "a game features a co-operative multiplayer mode is probably a more important consideration than the na
• Select games that maximize participation and match proficiency, and use games as complementary activities - The article recommends that teachers "choose games that allow as many students as possible to participate and are appropriate to students' level of proficiency," and, where coursebook pressure limits
• Select hint-training data from successful students using a goal-directedness criterion - When constructing the edit distance space and hint policy, the article recommends two data-selection heuristics: "we should limit ourselves to data of successful students" who reached a correct soluti
• Select individualized FBA-based intervention components matched to each student's assessed behavior function - Across the reviewed studies, "Different FBA-based interventions were identified for each student" rather than a fixed treatment package.
• Select interaction types based on content type rather than random variation to preserve format-meaning coherence - To resolve the tension between retrieval-format diversity and extraneous cognitive load, Memdora routes content by type: "vocabulary items to Language cards, quotable passages to By Heart cards, factu
• Select iteration coefficients according to the proved convergence condition when implementing stochastic approximation - The article supports a concrete implementation strategy: when deploying the Robbins-Monro procedure, choose the iteration-coefficient sequence so that it satisfies the necessary and sufficient converg
• Select LoRA rank r=8 as a balanced compromise between parameter count and performance when adapting course question-answering models under resource constraints - When adapting open-source instruction-tuned models to a specific course with limited data and hardware, the article recommends treating LoRA rank as a tunable trade-off rather than always maximizing i
• Select one essential support area to improve—chosen for community interest, need, or buy-in—and continue working on it, since improvement in any essential positively impacts student success - The brief advises: "The most important thing is to select an area to work on, and continue working to improve it." It states the best focus area is one "that the school community has interest in, need
• Select representative reduced portfolios with quality-control review and geographic-bias limits for standard setting - When full portfolios cannot be reviewed, select one entry per content strand whose subset performance most closely matches the whole-portfolio score, minimizing the z-score deviate difference.
• Select self-management configurations based on review evidence for specific intervention approaches - The review's stated purpose includes understanding "the effectiveness of specific, commonly utilized intervention approaches", and the authors state that "Implications for selecting self-management co
• Select survey audiences around three postsecondary milestones: recent graduates, the 2-3 year sweet-spot cohort, and long-term alumni - The guide recommends organizing the audience strategy around three distinct postsecondary milestones.
• Select teacher leaders as "experts down the hall" to represent grade bands and coach peers - Talladega invited teachers across the district into pathway development and selected multiple teachers per grade band.
• Select test items by how distinctly they separate a known special-class group from a known regular-class group - This is a concrete procedure for validating a screening test: after drafting candidate tests, administer them to two criterion groups and keep the items that discriminate.
• Select the variant-generation prompting protocol by deployment threat profile: zero-shot or structured CoT for construct fidelity, few-shot or dimension-preserving generation for surface separation - The article recommends that institutions deploying AIAA-style variant generation choose a prompting protocol keyed to the application's threshold profile.
• Select Tier 2 literacy interventions by weighing ESSA evidence ratings, cost, feasibility, and use of the supplemental matrix for homegrown designs - The report recommends that the CNMI PSS's selection of an intervention will likely depend on several factors: ESSA evidence ratings (including targeted skills such as reading fluency and grade-level f
• Select TTS dialogue format by learner characteristics, with LMS pre-assessment routing and role disclosure supports - The article recommends that, rather than delivering a single dialogue format uniformly, designers select or recommend formats based on learners' experiential learning style.
• Select tutoring providers that tailor professional development to tutor experience levels and invest in student-tutor relationship building - This recommendation concerns provider selection criteria: districts should favor tutoring providers whose professional development is matched to their tutors' level of experience and who deliberately
• Select tutors with adequate content expertise and prepare all tutors in cognitive and social congruence, on the job - The authors draw practical implications for staffing problem-based curricula from their finding that student and staff tutors behave differently.
• Selecting Culturally Responsive Texts - Selecting and incorporating texts that reflect learners' identities and expose them to authentic perspectives beyond their own experience.
• Selecting Tiered Vocabulary Words - Categorize vocabulary words into three tiers to prioritize instruction: Tier 1 (basic words, rarely require instruction), Tier 2 (high-frequency academic words, crucial for mature language), and Tier
• Self Assessment Rubrics - Learners evaluate the quality of their own work against explicit, criterion-based rubrics, building evaluative judgment alongside the target skill.
• Self Correction_Routines - Structured procedures in which learners check, diagnose, and revise their own work against criteria before or instead of receiving external correction.
• Self Evaluation - Learners assess their own work or performance against explicit criteria, building accurate self-monitoring alongside the target skill.
• Self Explanation Prompts - Prompts that ask learners to explain to themselves why a step, statement, or solution is correct, integrating new material with prior knowledge.
• Self Monitoring Checklists - Learners use structured checklists to track their own performance, progress, or comprehension against explicit criteria during learning tasks.
• Self Monitoring In Writing - Learners deliberately observe, evaluate, and adjust their own writing processes and products against explicit criteria during planning, drafting, and revising.
• Self Monitoring Strategies - Techniques that prompt learners to track their own comprehension, performance, and progress against criteria during learning.
• Self Questioning - Self questioning prompts learners to generate and answer their own questions about material, directing attention, deepening processing, and monitoring understanding.
• Self Regulated Learning Instruction - Explicitly teaching learners to plan, monitor, and control their own learning processes rather than relying on teacher-directed regulation.
• Self Talk - Self talk is the deliberate use of instructional or motivational statements directed at oneself — aloud or silently — to guide attention, regulate effort, and structure task performance.
• Self Talk Logging - Learners record their internal monologue — thoughts, confusions, decisions, and self-instructions — during learning tasks to make metacognitive processes visible and improvable.
• Self Talk Scripts - Pre-scripted verbal prompts learners use to guide their own thinking, monitoring, and emotional regulation during a task.
• Self- and Peer-Editing - Learners systematically evaluate and revise their own writing and provide structured feedback on peers' writing using checklists or rubrics.
• Self-assessment as a formative assessment practice that supports students to act as self-regulated agents - The brief presents self-assessment as the formative assessment practice supporting the agency feature: students interpret evidence of their own learning and make informed decisions about next steps.
• Self-Awareness - Identify Feelings - Learners identify, label, and match facial expressions and feeling words to build the self-awareness component of social-emotional competence.
• Self-directed professional learning cycle in recurring two-week PD chunks with public goals and study groups - The paper profiles Summit Public Schools, where every teacher participates in at least 40 days of professional development per year mirroring the student self-directed learning model.
• Self-Evaluation in Writing - Self-evaluation involves teaching students how to review their writing to decide if changes are needed.
• Self-Instruction - Learners deliberately talk themselves through a task — overtly at first, then covertly — using self-statements to direct attention, guide strategy use, cope with difficulty, and evaluate progress.
• Self-Monitoring of Attention (SMA) - Learners systematically observe and record their own attention-related behavior, using cues to prompt self-assessment at regular intervals.
• Self-Monitoring of Behavior - Learners observe and record their own behavior (attention, compliance, performance), producing reactive improvements in the monitored behavior and building self-regulation.
• Self-Monitoring of Performance (SMP) - Self-monitoring of performance is a strategy where learners track an aspect of their own academic performance — such as rate of work completion or accuracy — and record the results to improve it.
• Self-Organized Learning Groups - Learning cohorts formed by employees to learn from each other on topics like improving Scrum processes or new skills such as technical tools or programming languages.
• Self-Reinforcement - Individuals select a reinforcer and reward themselves for reaching or exceeding a set performance criterion.
• Self-Reinforcement in Writing - Self-reinforcement involves students delivering effort-based, behavior-specific praise and rewards to themselves during the writing process, building self-regulation and persistence.
• Self-Talk Brainstorm - Provide learners with scenarios of challenging situations and have them brainstorm possible neutral or positive self-talk responses.
• Sell to consortia and groups of institutions with flexible licensing to ease buying and expand access for small providers - The guide recommends that entrepreneurs "sell to groups of organizations and encourage institutions to work together" rather than pursuing only individual institutional sales.
• Sell to consortia of adult education providers and encourage institutions to buy technology together to lower cost and risk - The guide recommends that entrepreneurs sell to groups of organizations and encourage institutions to work together when possible.
• Semantic Feature Analysis - Learners analyze a set of related concepts against a matrix of features, marking presence or absence of each feature to build relational vocabulary knowledge.
• Semantic Gradients And Context Clues - A vocabulary strategy pairing ordered word continua (semantic gradients) with explicit instruction in inferring word meanings from surrounding text context.
• Send EQUIP data reports in advance of debriefs and use discussion protocols to guide data conversations - To support teachers reviewing vulnerable data about their own practice, researchers deliberately emailed data reports before debriefing conversations, giving teachers time to process results.
• Sensitize teachers and school administrators to chronic stereotype threat effects and provide classroom-based interventions - The article recommends that from a practical perspective, it is essential for teachers and school administrators to be sensitized to the effects of chronic stereotype threat and its consequences.
• Sensory Breaks - Short, structured pauses involving movement, sensory input, or mindfulness that restore attention and regulate arousal during extended learning sessions.
• Sensory Processing and Handwriting - Activities that incorporate sensory experiences (tactile, proprioceptive, visual) to support handwriting skill development.
• Sensory Stimulation - Sensory stimulation involves providing experiences that engage a person's senses to improve regulation, attention, and focus.
• Sensory Tools and Fidgets - Small manipulable objects or sensory supports provided to learners to channel restlessness, support self-regulation, and sustain attention during learning tasks.
• Sentence Combining - Learners take short, kernel sentences and combine them into more complex, mature sentences using coordination, subordination, and embedding.
• Sentence Expansion - Learners elaborate a short base sentence into richer, more complex sentences using targeted prompts (who, what, when, where, why, how), building syntactic control and content knowledge simultaneously.
• Sentence Frames - Sentence frames provide partially completed sentence starters that structure learners' oral or written responses, supporting academic language production and respectful dialogue.
• Sentence Frames And Starters - Partially completed sentence templates that give learners the linguistic structure to express academic ideas, reducing language demands so cognitive effort goes to content.
• Sentence Starters - Every student writes a sentence in response to a prompt before whole-class sharing, replacing hand-raising with universal written participation.
• Sentence Stems for Reflection - Teachers can use sentence stems to stimulate reflection and make it more accessible to learners.
• Separate feedback provision from competency certification, using feedback-approved reviewers or pre-submission review - The article reports that reviewers' feedback on submissions tends to be more varied in focus and quality than their scores, and variability could be perceived as undermining scoring decisions.
• Separate Product, Process, and Progress Criteria - Instead of blending behavior and participation into one grade, differentiate between grades for product (achievement), process (learning behaviors), and progress (growth over time).
• Separating Effort From Achievement - Designing feedback, grading, and classroom discourse so that effort and progress are recognized independently of performance outcomes, protecting motivation while keeping achievement standards intact.
• Sequence collaboration and individual work on the same ITS problems, then compare error and hint process data across conditions - The authors' methodological strategy is to analyze "the hints and errors of students over time from process data" to understand why a combined collaborative-individual condition performs differently,
• Sequence concrete, observation-based content first and gradually increase hypothetical and theoretical content as reasoning develops - The authors propose reordering the traditional conceptual physics sequence, which typically begins with mechanics (motion, force, energy) — the most theoretical and hardest content for this population
• Sequence CSCL research on human-AI knowledge construction from exploratory observation to experimental variable manipulation - The article proposes a concrete two-step research program.
• Sequence five exercise types around automatic segmenting, from note taking to translation - The article describes a working sequence of exercises built on automatically segmented sound: note taking (the "content appropriation" phase), a written open-answer question linked to the sequence, tr
• Sequence for educators: establish trust, assess group motivation and leadership, then choose a matching style before performing functions - Linking the generated hypotheses, the article proposes an approach educators might use with community groups: "First, an educator should establish a trusting relationship with the group." The educator
• Sequence future adult-learning evaluation from usability observation to assistance-condition comparison with supervised independent assessment - The report recommends that a future adult-learning study "should first examine whether the workflow is understandable and usable in the intended course", distinguishing interface difficulties from wor
• Sequence immersive VR viewing with an introductory lecture and teacher-facilitated reflective group dialogues to make VR experiences collaborative - The learning design places an individually-oriented VR medium inside a three-part activity sequence so that the experience becomes a shared resource for dialogue.
• Sequence pathway development activities across three years: buy-in, SCRIPT assessment and summer institutes led by model-district teachers, then piloting with microcredentials - The presentation lays out development activities by year.
• Sequence retrieval practice from less effortful item types (multiple choice, factual) to more effortful ones (short answer, applied) as learners reach mastery - This scheduling strategy uses the model's finding that easier items permit more successful practice while successful practice on more difficult items yields greater benefit.
• Sequence simpler desirable difficulties (retrieval, spacing, interleaving) during initial L2 vocabulary encoding, reserving generation for post-encoding consolidation - The article recommends that during initial vocabulary acquisition, teachers use less complex desirable difficulties first, since generation's added complexity did not yield the expected long-term reca
• Sequence the legal translation curriculum from human from-scratch translation to AI-assisted workflows, with strategic AI literacy from the outset - A pedagogical principle for legal translator education: students should first develop legal translation methodology and core translation competences through human from-scratch translation before progr
• Sequence virtual simulation before authentic video across skill-development stages in teacher observation training - The article recommends that teacher training programs exploit the complementary roles of different media across skill stages: begin with virtual simulation to reduce extraneous cognitive load and stim
• Sequence vocabulary curricula to present primary knowledge content first and set evolutionarily relevant contexts - Based on the finding that primary knowledge words were better recalled and more motivating, the article suggests "a promising approach to utilize the motivational and cognitive advantages of primary k
• Sequenced multi-year investment plan across teacher and principal pipelines, early childhood, high-poverty schools, funding, and assessment and accountability to achieve Leandro compliance - The action plan recommends that the state take immediate and six-year sequenced actions to transform its education system: ensuring an adequate supply of qualified teachers and principals, improving c
• Sequencing familiar everyday tasks to teach order of instructions - The webinar suggests having students sequence routine tasks such as getting dressed, making a pizza, school procedures like hallway and lining-up routines, drawing a picture, and brushing your teeth.
• Service Learning - A teaching strategy that integrates meaningful community service with academic instruction and structured reflection, so learners apply course concepts to authentic community-identified needs.
• Set a High Bar for Each Student - Hold high expectations for all students and convince them they can succeed through social-psychological interventions that build self-efficacy and a learner mindset.
• Set aside off-topic student questions as QWWNDW ATTs and tell students in advance that many questions will fall in this category - Because starter pictures elicit many questions that do not match the content goals or cannot be answered with the materials, the facilitators sort them into a named holding category.
• Set Aside Your Own Reaction - Responding with empathy means letting students' reactions come first.
• Set clear AI guardrails positioning AI as a complement to human instruction with age-appropriate progressions - The report's fourth use case describes how Indian Prairie SD's governance was grounded in 'a belief statement and set of principles that positioned the use of AI as a complement, not replacement, to h
• Set clear numeric educator-diversity goals at the state, district, and teacher preparation levels with public progress reporting - The second policy lever is to "Create statewide goals to strengthen the teacher workforce" that districts can align with and report progress against, while encouraging educator preparation programs to
• Set Clear Objectives - Objectives aligned with standards, activities, and assessments, providing students with a clear understanding of the knowledge and skills they will demonstrate.
• Set growth goals collaboratively so they balance meaningfulness and realism - The page recommends a goal-setting approach in which teachers, families, and students work together to establish growth goals, using a visualization of possible fall-to-spring goals against academic b
• Set measurable, time-bound goals for school leader diversity and make diversity data publicly visible - The brief recommends that state and district leaders begin diversity efforts by "setting measurable and time-bound goals" supported by widely accessible, high-quality data.
• Set per-technique coverage targets rather than scaling raw volume when constructing domain-specific instruction datasets - A dataset-construction strategy drawn from the paper's per-technique fidelity analysis: technique fidelity scores stabilize only once a technique is represented by a minimum number of high-fidelity ex
• Set up closed, goal-oriented tasks with a limited number of possible outcomes to encourage negotiation of meaning in CMC - Following Pica, Kanagy and Falodun (1993), the chapter endorses Pellettieri's (2000) recommendation to "set up goal-oriented tasks with a limited number of possible outcomes to encourage negotiation o
• Set Up Learning Centers with More Tasks Than Any One Pupil Can Complete - The digest recommends setting up learning centers in the classroom with more tasks available than what any one pupil can complete, so each learner chooses what to work on.
• Set up peer tutoring stations with audio prompting as a low-cost supplement to teacher-led instruction - The authors recommend that "peer tutoring can supplement teacher-led instruction and provide students with repeated practice on new content" by setting up peer tutoring stations students work at while
• Set up problems so learners must use working memory to store information, fostering transferable insight over rote solution - For algebraic transitivity, the article notes that lining up equations vertically and inviting rote application reduces working memory load but "will not necessarily produce the insight needed to set
• Setting Goals - Lessons have clear learning intentions with goals that clarify what success looks like.
• Seven advice-laden conclusions for remaining productive in the wisdom years - The article concludes with seven pieces of advice distilled from the wisdom-years interviews: "(a) Do not retire, but if you do, retire to something, (b) follow your bliss, (c) work hard, (d) offset a
• Seven aspects to consider in designing a context-specific community-based literacy and functional education program - Drawing on the author's research under the ADB-DECS-BNFE-UP-ERP Literacy Research and Development Program, the article prescribes that designers of a context-specific, community-based literacy and fun
• Seven Blind Mice - Learners hear the story 'Seven Blind Mice,' stopping after each mouse's perspective to take notes or engage in jigsaw reading, then synthesize the partial viewpoints into a whole.
• Seven equity strategies for local leaders, including listening first, strengths-based approaches, and co-design - The guide recommends seven strategies for local leaders to disrupt power imbalances and foster greater equity.
• Seven IUX methodologies for centering learners in LER technology development - The toolkit recommends seven methodologies it has used to design LER technologies inclusively: community advisory boards, usability testing, surveys and questionnaires, empathy and user journey mappin
• Seven policy recommendations for strengthening externally supported school improvement - Based on their analysis, the authors suggest seven implications for policy, including: "Constrain the market choice, both with respect to direction and in terms of quality" by limiting partners to a h
• Seven practical recommendations for IRT-based scale development - The article closes with seven recommendations for scholars embarking on IRT-based scale development: ensure a sufficient sample size, test unidimensionality with multiple methods, check local independ
• Seven practical tips for integrating early math into family engagement programs - The brief distills the experiences of five Heising-Simons Foundation grantees into seven implementable tips for practitioners: "build on successful family engagement approaches and ensure staff buy-in
• Seven recommendations for effective courseware integration by instructors - Based on findings from high-performing classes, the report offers seven recommendations: explore the courseware's instructional tools, redesign activities to leverage courseware data, interweave peer
• Seven research priorities for AI in learning, spanning expanded scenarios, teacher assistance, assessment, responsible AI, equity policy, stakeholder engagement, and ecosystem strengthening - The panel issued seven recommendations: investigate AI designs for an expanded range of learning scenarios; develop AI systems that assist teachers and improve teaching; intensify and expand research
• Seven state recommendations for designing and implementing universal FAFSA policies - EdTrust urges state legislators and state boards or departments of education to: publish data on alternative state-specific aid application completion; publish opt-out rates and track disparities; add
• Seven state-level policy actions to improve school discipline equity - The brief enumerates seven criteria state leaders should prioritize: set clear goals for decreasing exclusionary discipline and reducing disparities; provide state agency human resources for technical
• Seven-policy comprehensive approach to equalizing student access to certified and experienced teachers - The report recommends that federal, state, and local policies "must take a comprehensive approach to providing teachers with the preparation, resources, and supports they need to be successful".
• Seven-step longitudinal measurement design for heterotypically continuous constructs: overlapping measures across time points modeled in SEM - The review recommends a seven-step design sequence for longitudinal studies of constructs like inhibitory control: "(1) choose the construct of interest; (2) define the age range of interest and frequ
• Seven-step reach audit of a course - The paper offers educators a diagnostic procedure: name the outcomes the course should protect; describe the actual (not intended) setting of each lever; identify a consequential unsupervised moment;
• Seven-step workflow for testing professionals to implement LLM-based item difficulty estimation with their item pool - The article offers its methods as a reusable implementation path for other testing organizations, stating: "We provide a seven-step workflow for testing professionals who would want to implement a sim
• Severity scale for prioritizing learner barriers into design actions - The toolkit provides a three-level severity scale for translating IUX insights into prioritized action.
• Shadow a Student - Shadowing involves following a student throughout their school day to gain insights into their experiences, challenges, and needs.
• Shadowing (Behavior Adjustment) - An adult follows a child closely, within arm's reach, to provide constant direct supervision and prevent unwanted behaviors (e.g., biting) before they occur.
• Shadowing to Address Behavior Problems - An adult shadow provides close, continuous, low-key supervision of a student exhibiting harmful behavior to prevent incidents and coach replacement behaviors in real time.
• Shape Search - Learners identify two- and three-dimensional shapes in their surroundings, promoting geometric awareness and real-world application of geometric concepts.
• Share a full support plan—vision, choices, incentives, supports, and timeline—before micro-credential implementation - Drawing on dozens of pilots across six states, CTQ's Jennifer Barnett reports that "We find a great deal of success when a theory of action and a shared plan for support are present." The support plan
• Share discipline-specific GenAI examples aligned with instructional needs to improve teacher adoption - The article recommends that instructional designers support GenAI adoption by providing concrete, discipline-relevant illustrations of GenAI use that match teachers' instructional needs.
• Share information about existing school and community health resources with students and their families, prioritizing youth-friendly resources - Educators are advised to learn about health resources in their schools and communities and share them with students and families.
• Share professional development slides openly via short links and a Creative Commons license - The TAN project makes all professional development materials openly accessible: slides for every session are posted at a shared short link, and the presentation itself is licensed for reuse.
• Share students' task perception data with teachers to enable targeted support during collaborative tasks - The authors propose extending the situational task perception data collected in this study to teachers: "Perhaps the teacher could already, prior to the task or during the task, identify the students
• Share Teacher's Written Work - Instructors share their own written work with learners, soliciting feedback and criticism to model the value of continuous improvement.
• Shared book reading as a potential intervention for increasing lexical diversity in young children's learning environments - The article recommends caregiver shared book reading as a practical route to enriching the lexical diversity of young children's input.
• Shared history feedback inquiry using stimulated recall of time-lapse replays - Each week before new drawings, the previous week's time-lapse negatives are projected larger than life size and the artist is asked questions about how the drawings were made.
• Shared Reading - An interactive read-aloud in which an adult models fluent reading while learners follow the text, participate through prediction and questioning, and gradually take over parts of the reading.
• Shared Reflection - A classroom practice in which students publicly share reflections on their academic work—both successes and struggles—so that the class collectively supports each member's ongoing improvement.
• Shared Writing - Teacher and students collaboratively compose a text, with the teacher scribing student-generated ideas and guiding revision.
• Sharing and Discussion of Independent Reading - After independent reading, gather students to talk about their books through structured activities such as book clubs, peer recommendations, or creating commercials to interest others.
• Shift attendance measurement from seat time to engagement, participation, and student outcomes in distance and hybrid learning - The report recommends that states rewrite attendance laws and regulations so engagement can be tracked through competency-based tasks rather than seat time.
• Shift counselor education research and selection from personality traits to identifiable, trainable counselor skills and behaviors - The review recommends redirecting research and training away from the search for an ideal counselor personality toward specific behaviors, skills, and interactions related to counseling outcome.
• Shift counselor education research and training emphasis from what the counselor is to what the counselor can perform - The review recommends replacing the pursuit of an ideal counselor personality with identification of specific counseling skills, behaviors, and interactions and their relationship to counseling outcom
• Shift disfluency research and interventions from perceptual difficulties to generative difficulties that require learners to generate information - The editorial recommends redirecting disfluency research toward difficulties that require generative processing at encoding, such as deleting words from a passage, which basic experimental research fo
• Shift from developing and confirming new interventions to elaborating and refining well-used resources to address equity issues - This strategy asks researchers to start from resources schools already use and refine them for equity, rather than injecting newly designed interventions.
• Shift from matching teaching to learning styles toward teaching students adaptable, effective learning strategies aligned to task complexity and goals - The article's core recommendation is that "instead of tailoring instruction to student preferences, educators should focus on teaching students how to select and apply adaptive learning strategies, wh
• Shift from punitive detection to proactive educative approaches, co-created detailed guidelines, and assessment designs GenAI cannot do well - The reviewed studies collectively call for higher education to move from reactive, punitive, top-down measures toward proactive, educative, student-centred approaches.
• Shift journal editorial and review practices to reward theoretically integrative work - The essay identifies reviewers and journal editors as the most important leverage point for change, since as gatekeepers they determine what is published.
• Shift state monitoring from compliance enforcement to technical assistance built on trust - State leaders reported revamping monitoring processes by redirecting resources toward targeted technical assistance and support for evidence-based practices.
• Shift teacher professional development from information-based training to experience-based AI design activities in sustainability contexts - The article recommends that teacher training programs prioritise applied learning rather than introducing AI concepts or promoting positive attitudes alone.
• Shift the locus of professional learning to school sites and classrooms, connected to teachers' everyday practice - A consensus eventually developed among MiC districts that one of the best means for supporting deep instructional shifts was to offer PD in the context of teachers' daily practice, by shifting profess
• Shoeless Learning Spaces - Learners remove their shoes in the learning space, creating a home-like, relaxed environment intended to lower stress and increase comfort and engagement.
• Short Conversations (Pre-Reading) - Learners discuss a single sentence from an upcoming reading in pairs, constrained to a maximum of three words per speaking turn.
• Short-term and longer-term state steps to scale community schools to all high-poverty schools - The report recommends a sequenced set of state actions: during the COVID-19 recovery, support districts and tribally controlled schools to "blend and braid" state and federal funds, position community
• Show and Tell for Multimodal Composition - Brief, recurring sessions where learners show multimodal design choices or narrate their composition process, functioning as an author's chair for multimodal work.
• Show Me - Use slides or the board to provide a visual, permanent channel for information or directions that are also delivered verbally.
• Show teachers concrete examples of computational thinking in practice before asking them to design CT lessons - A district takeaway from the pathway work: "Once teachers saw examples of CT in practice, the leadership team were exponentially more successful encouraging them to develop their own CT lessons, as we
• Sift Method - A four-move strategy (Stop, Investigate the source, Find better coverage, Trace claims) for evaluating online information quickly through lateral rather than vertical reading.
• SIG-funded parent liaisons paired with structured parent contact practices to increase family engagement - A strategy in which rural SIG schools used SIG funds to hire or expand parent liaison positions and instituted structured outreach to families.
• Sign the Research-Based Product Promise to signal organizational commitment to research-based learning tools - The Research-Based Product Promise is a public pledge campaign through which individuals and organizations signal commitment to developing, purchasing, and/or using learning tools that incorporate res
• Signage and Displays - Deliberate design of wall displays, signage, and visual artifacts in the learning environment to support orientation, belonging, and identity — without adding visual clutter that competes for attentio
• Signaling - Adding non-content cues (highlights, arrows, color, headings, vocal emphasis) that direct attention to essential material without changing the content itself.
• Signaling and Highlighting - Directing learner attention to essential content through visual, verbal, or typographic cues so that limited attention is allocated to what matters most.
• Silent Countdown - A non-verbal attention signal in which the teacher silently counts down (e.g., with raised fingers) to give students a predictable window to transition to quiet attention.
• Silent Game Incentive - A gamified classroom-management routine in which students earn collective game-board advancement by meeting a timed quietness goal after an activity.
• Simple-to-Difficult Examples - Start with simple examples when introducing a concept, then progress to more complex ones later.
• Simplify and Clarify Instructions - Ensure formulations are short, easy to understand, and precise.
• Simplify Grading Scales - Replace fine-grained percentage scales (0–100) with coarse scales (e.g., 0–4) so that grades describe performance levels rather than accumulating arithmetic penalties.
• Simplifying Language - Rewriting instructional text and speech into shorter sentences, plainer vocabulary, and clearer structure to reduce linguistic processing demands.
• Simulate RD analysis files by selectively dropping observations from experimental data files - An implementable methodological recipe for creating RD analysis data from experimental data: "We simulate RD analysis files by selectively dropping observations from the original experimental data fil
• Simulation Based Learning - Learners practice skills in an interactive, modeled environment that approximates a real task, receiving feedback on their performance without real-world stakes.
• Simulation Based Medical Training - Learners rehearse clinical skills and decisions in realistic but risk-free simulated environments — manikins, task trainers, standardized patients, or virtual scenarios — followed by structured debrie
• Simulation Based Practice - Learners rehearse a task in a simplified, safe, interactive replica of a real-world environment, receiving feedback on performance without real-world consequences.
• Simulation Based Training - Learners practice skills in a replicated or synthetic task environment where errors are safe and performance can be systematically varied, observed, and debriefed.
• Simulation-based pre-validation of adaptive coaching systems before classroom deployment - The authors advocate evaluating adaptive coaching logic on LLM-based simulated learners before classroom deployment, citing practical, ethical, and institutional considerations.
• Simulations - Simulations use electronic or software-based activities to simulate a real-world situation to which a learner must react, allowing safe practice and consequence exploration.
• Simulations + Structured Activity - Students engage with simulations designed to provide hands-on experience with real-world scenarios or abstract concepts, paired with a structured activity that directs attention, prompts decisions, an
• Singing - Using sung melody and rhythm to encode, rehearse, and retrieve verbal content or to build musical/vocal skill itself.
• Situate critical AI literacy curricula in AI as it appears in students' social worlds rather than abstract bias examples - For curriculum designers and policymakers, the paper recommends shifting critical AI literacy "from generalized awareness of sociopolitical issues of AI toward situated engagement with AI consequences
• Six Consumer Questions - A set of six questions designed to help evaluate the trustworthiness of a news story.
• Six empirically grounded hypotheses for educational AI design - The article proposes six hypotheses for educational contexts where AI participates: H1 prompt engineering or fine-tuning for questioning behaviors; H2 AI peers in skill-oriented contexts such as codin
• Six engagement-based incentive mechanisms that build evaluative moments into chatbot interaction - The article transfers misinformation-intervention logic to conversational AI: "Engagement-based incentive mechanisms remove this dependence by building evaluative moments into the flow of interaction
• Six formative practices for leveraging public-private partnerships to support family engagement - The report distills formative findings about the viability of leveraging public-private partnerships for family engagement into six practices: "allowing sufficient time when moving from planning to im
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments - The brief identifies six key policy issues for state and school leaders to create equitable and safe learning environments that promote positive SEAD: inclusive discipline and dress code policies, mea
• Six recommendations for fostering reflective judgment in introductory college science - The article closes with six recommendations for introductory college science: engage students in authentic scientific thinking rather than teaching about science; teach less and spend time on thinking
• Six recommendations for moving toward a data-driven, worker-centered learning ecosystem - The report's Next Steps section lists six actions to 'move toward a more data-driven, collaborative, worker-centered learning ecosystem': create awareness and demand among stakeholders; ensure equity
• Six recommendations for publishers and curriculum decision-makers to improve representational balance - The report closes with six actions for those who create, publish, and select children's books: "Challenge dominant norms and singular perspectives"; "Expand publisher and educator definitions of cultu
• Six recommendations for school and district leaders to create equitable SEAD learning environments - The report outlines six recommendations: (1) provide meaningful professional development and supports, (2) engage parents, students, and communities as full partners, (3) diversify the workforce, (4)
• Six state policy recommendations to stabilize, support, and expand the early childhood workforce and build diverse TK pathways - The report recommends six steps for state policymakers: (1) clearly map out and communicate career pathways into TK and other ECE programs; (2) develop high-quality pathways tailored to experienced ea
• Six state policy steps to support early educator preparation, paired with adequate compensation and retention policies - The report recommends states: build higher education capacity for a diverse workforce; support high-quality clinical practice such as "apprenticeships, lab schools, and paid practicum experiences"; de
• Six state strategies for increasing the racial diversity of the educator workforce, from data visibility through COVID-relief investment - The brief's policy scan organizes state action around six strategies: making educator diversity data visible and actionable, setting clear state and district goals, investing in educator preparation p
• Six state-level strategies for increasing the racial diversity of the educator workforce - The brief enumerates six strategies states should pursue to "create the right policy conditions to support educator preparation programs, districts, and schools in their efforts to prepare, recruit, a
• Six Thinking Hats - A parallel thinking process that separates thinking into six functions — each symbolized by a colored 'hat' — so groups can focus on one mode of thinking at a time and switch deliberately between them
• Six-part state and local policy strategy for reducing exclusionary discipline and suspension gaps - The report recommends that states and districts eliminate zero-tolerance policies and restrict suspensions for minor offenses; support evidence-based alternatives such as "schoolwide restorative pract
• Six-part strategy for assuring qualified teachers for all students - The article lays out six elements of a strategy to assure highly qualified teachers: standards for entry into the profession, accountability measures for colleges and universities that prepare teacher
• Six-stage cycle of inquiry connecting indicators to supports - The cycle of inquiry is the mechanism that connects indicators with supports in the CRIS framework.
• Six-step design methodology: elicit values, minimal intervention, multi-level multi-outcome evaluation, iterate, simulate scale, sunset - The paper outlines a design process expanding design thinking, value-sensitive design, and participatory design.
• Size cooperative groups at 2 to 4 students depending on the teacher's intent - The digest recommends that effective cooperative groups range from 2 to 4 students depending upon the teacher's intent.
• Sketchnoting - Learners take notes as a mix of hand-drawn images, hand-lettered text, and visual structure, generating a representation of the material rather than transcribing it.
• Skimming - Skimming involves reviewing a text quickly, focusing on headings, captions, and highlighted information, to gain familiarity with the material before reading it thoroughly.
• Skimming And Scanning - Rapid reading techniques for locating gist or specific information in a text without reading every word.
• Skip Counting with Movement - Make up a movement that comes in 2, 3, or more parts.
• SLA researchers should make future research more contextualised, theoretically broader, methodologically wider, and involve teachers - Nunan proposes five key points for future classroom-oriented SLA research: more contextualised (classroom-based rather than classroom-oriented) research, extended theoretical bases, a wider range of r
• Slow the pace of the first week or two of a corequisite course pair - A faculty-suggested implementation tactic for the one-term corequisite pairs: deliberately reduce the pace of the opening lessons so students adjust to the workload, the new learning strategies, and t
• Small Group Instruction - Small group instruction involves a teacher working with a small number of students on a specific skill or concept, enabling targeted support, immediate feedback, and tailored scaffolding.
• Small Group Phonemic Awareness Intervention - Targeted small-group instruction that develops learners' ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words.
• Small school reformers should intentionally build professional community, principal leadership, and teacher influence rather than relying on size reduction - The report recommends that reformers treat small size as only a lever, not a guarantee.
• Small-Group Scaffolding Tool - A six-step decision procedure that trains teachers to scaffold a small group's collective zone of proximal development, rather than an individual student's, during collaborative discussion.
• Small-group spatial language training sessions for preschoolers using a treasure hunt cover story - A concrete training recipe: six sessions of about 20 min in groups of four to eight children, mostly twice a week, training production and comprehension of the terms in front of, behind, to the left,
• Small-group student-constructed reference products such as a Philosophy Dictionary - Under objective A, the guide's first suggested activity has students build their own glossary of the ideas behind the cultural movements.
• SMART Goal Setting - SMART goal setting ensures goals are Specific, Measurable, Attainable, Relevant, and Time-Specific.
• Snap It - A game where children make a train of connecting cubes, snap the train into two parts, hide one part behind their back, and show the remaining cubes.
• Snowball Discussion - Learners begin in pairs, responding to a discussion question only with a single partner.
• SOAP (Specific, Observable, Appropriate, Personal) - SOAP is an acronym that guides teachers in selecting behaviors for students to self-monitor, ensuring each target behavior is well-defined and suitable for the individual learner.
• SOAR Feedback Method - The SOAR method maximizes the impact of feedback on student writing by ensuring it is Specific, Ongoing, Action-Oriented, and Reasonable.
• Social Annotation - Social annotation is a collaborative method where learners add notes, comments, and multimedia to shared texts and media, turning reading into an anchored, interactive conversation.
• Social Awareness - Model Empathy and Explain - The facilitator models empathic reasoning aloud and leads explicit discussions of perspectives, emotions, and social issues — including social justice topics — using current events and fictional chara
• Social Awareness Instruction with Current Events - Using current events and fictional characters to explicitly teach social awareness, perspective-taking, and empathy through structured discussion.
• Social Emotional Learning Curricula - Structured, sequenced programs that explicitly teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Social Emotional Learning Integration - Embedding social-emotional competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) into academic instruction rather than teaching them as a s
• Social Emotional Learning Routines - Recurring, structured classroom practices that build students' self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Social Norms Marketing Campaign - A campaign strategy that corrects learners' misperceptions of peer behavior and attitudes by publicizing accurate normative data, reducing pressure to conform to exaggerated norms.
• Socratic Questioning - A strategy in which the instructor teaches through a disciplined sequence of probing questions, guiding learners to articulate, examine, and revise their own reasoning rather than receiving explanatio
• Socratic Seminar - A structured, dialogue-based discussion in which participants question, analyze, and build meaning from a shared text through open-ended inquiry rather than teacher-led explanation.
• Solicit and formally review unsolicited scholarly responses when publishing a controversial position - When a journal publishes a controversial position, it can invite both solicited and unsolicited short responses from scholars, subject them to formal review and likely revision, and publish them in a
• Solicit open-format curiosity questions after interactive simulations and use responses as a springboard for instruction - Students explore free interactive simulations before or during class, then submit open-format responses via real-time formative assessment to prompts such as "What are you curious about after running
• Soliciting Feedback on Instruction - Instructors systematically gather, interpret, and act on learner feedback about their teaching to improve instructional quality.
• Solve Before You Teach - The instructor works through the task themselves before teaching it, surfacing solution paths, misconceptions, and decision points so instruction anticipates rather than reacts to learner difficulty.
• Songs and Rhymes - Setting information to melody, rhythm, or rhyme to leverage prosodic structure as a retrieval scaffold for verbal recall.
• Songwriting - Students create their own verses or entire songs to build phonemic awareness, vocabulary, and language development through creative, multisensory composition.
• Sort And Classify - Learners group items into categories based on shared features, inducing or applying classification rules through active comparison.
• Sort papers to be rated into piles of approximately equal value before scoring against the scale - A rating procedure for objective scales in which the rater first groups drawings into piles of similar quality before assigning scale values.
• Sound Walls - A classroom visual reference organized by phonemes (not letters) that supports explicit teaching of letter-sound correspondence, phonemic awareness, and phonics.
• Sound-blocking Devices - Sound-blocking devices, such as noise-reducing headphones or earmuffs, can help children with auditory sensitivities manage sensory input by reducing background noise.
• Source Evaluation - Teaching learners to judge the credibility, authority, and reliability of information sources before using them.
• Sourcing - Sourcing teaches learners to ask who created a document, when, why, and under what circumstances before using its content — treating the origin of information as evidence about its reliability.
• Spaced Learning Through Activity Breaks - Breaking up learning or work into short chunks of time interspersed with activity breaks leverages the 'spacing effect,' a well-replicated phenomenon in psychology.
• Spaced Practice Scheduling - Distributing practice sessions over time rather than massing them together, exploiting the spacing effect to improve long-term retention.
• Spaced Repetition Scheduling - Scheduling review of material at increasing intervals over time rather than massing it into a single session, so each review occurs just as forgetting begins.
• Spaced Retrieval Practice - Scheduling recall attempts across increasing intervals of time so that learners must reconstruct knowledge from memory rather than re-expose themselves to it.
• Spaced Scheduling - Distributing learning episodes and reviews over time rather than massing them together, exploiting the spacing effect to improve long-term retention.
• Spaces that Foster Creativity - Deliberately designing the physical (and virtual) learning environment — flexible furniture, varied activity zones, learner work on display, and natural light — to support creative work, collaboration
• Spacing Activities in Handwriting - Activities designed to improve spacing between letters and words, which is crucial for overall legibility.
• Spacing effects are best manipulated within the drill-and-practice category of CAI - The dissertation reviews five categories of computer assisted instruction — tutorials, drill-and-practice, simulation, instructional games, and problem-solving — and argues that while spaced practice
• Spark Engagement with Student-Generated Questions - Students formulate questions and investigate topics they are curious about or consider important.
• Speak the Future, Design the Future (Changing the Discourse) - A design strategy that treats language as a lever for equity — critiquing deficit-oriented "Discourse I" language and deliberately replacing it with transformative "Discourse II" language during schoo
• Specific Feedback - Providing targeted feedback tied directly to specific words, phrases, sentences, or paragraphs in student writing, addressing both content and craft.
• Specific Goal Questioning - Design questions with a specific goal in mind, such as identifying grabbers or understanding essay structure.
• Specific Technique Identification - Providing specific guidance on what to look for in a text, naming sentences or words whenever possible, helps students learn from the text.
• Specifically increase the use of professional accountability in schools - As a specific implementable recommendation within its multi-pronged approach, the paper advises that accountability design "should specifically increase the use of professional accountability, which h
• Specify acoustic, durable finishes and mandatory carpeting in quiet and severe-disorder spaces - The common-facilities section gives implementable material specifications, treating acoustics and maintenance as the major considerations when choosing finishes.
• Specify directions for strategic investments in research and development to support learning - The statement of task directs the report to "specify directions for strategic investments in research and development to promote the knowledge, training, and technologies that are needed to support le
• Specify implementation research questions as a distinct step in impact study design - The guide treats the specification of implementation research questions as an explicit early step when embedding implementation research in an impact study.
• Specify pathways of influence rather than making general claims of policy imposition or agenda-shaping - The review recommends that scholars of international organizations in education move beyond general claims of policy imposition or agenda-shaping and instead analyze the specific avenues through which
• Specify the knowledge-acquisition component when using curiosity and interest terms, and prefer experience-sampling over one-shot self-report - The article recommends that researchers either eliminate the terms curiosity and interest and specify which component of the knowledge-acquisition process is meant, or qualify the terms (e.g., "the re
• Speech-to-Text Technology - Speech-to-text (dictation) technology converts spoken language into written text, allowing learners to compose by voice rather than by spelling, handwriting, or typing.
• Speed Chatting (Pre-Reading) - A pre-reading activity in which learners rotate through brief timed pair conversations about a topic, activating prior knowledge and building engagement before reading.
• Spelling Instruction - Systematic teaching of spelling through explicit pattern instruction, orthographic mapping, and distributed practice rather than rote memorization of word lists.
• Spelling Instruction Through Encoding - Teaching spelling by having learners write words from dictation and construct spellings from sound-letter knowledge, rather than only reading or copying them.
• Spelling Retrieval Practice - Learners practice spelling by generating word spellings from memory rather than copying or passively re-reading them.
• Spend class time presenting the app evaluation framework so learners can make better-informed app choices - Drawing on workshop feedback, the article recommends that teachers present the evaluation framework to students in class.
• SQ3R - A five-step reading strategy — Survey, Question, Read, Recite, Review — that structures text study around previewing, goal-setting, and self-testing.
• Squeeze Ball or Theraputty - Providing a squeeze ball or Theraputty offers a tactile outlet for students to manage frustration and agitation.
• SSW advocacy practices for immigrant students: support groups, rights education, safe spaces, and community referrals - The article documents concrete advocacy practices SSWs used to counteract racialized contexts: creating support groups for students with detained or deported parents, educating students and families a
• Staff certification processes and flexible rule reevaluation to protect equipment and maintain a safe, productive youth-driven space - In a youth-driven voluntary space, staff established and enforced rules while remaining flexible, reevaluating them regularly in response to how teens used the space.
• Staff development should make teaching principles explicit through articulation, reflection and evaluation, supported by institutional incentives and training - The article recommends that university teachers articulate their theories and beliefs about teaching, since "making teaching principles explicit is a necessary step before they can be critically evalu
• Staff dual language classrooms with monolingual target-language teachers to prevent code-switching asymmetry - The article's discussion argues that evenly dispersing bilingual teachers across English-only and Spanish-only classrooms would only create illusions of symmetry, since code-switching potential would
• Staff game jams with tutors who have pedagogical, technological, collaborative and creative competencies, plus volunteers for materials and technical support - The article recommends tutors familiarized with video-game development who hold "pedagogical, technological, collaborative, and creative competencies", create a safe space, and remain neutral and impa
• Staff online tutoring with experienced, highly qualified classroom teachers and provide training in literacy, trauma-informed teaching, and remote instruction - Hoot Reading's staffing model requires that all tutors are experienced classroom teachers with Bachelor's, Master's, or a Ph.D.
• Staff Passport to Literacy with trained paraprofessional interventionists receiving 8 hours of training over 2 days - The program's staffing model uses paraprofessionals as interventionists: "Reading instruction is provided by trained interventionists in small groups of 4-7 students.
• Stage GAI use in assessment: permit exploration, restrict independent reasoning, require justification - The article prescribes concrete ethical boundaries for GAI use within LEARN-informed assessment.
• Stage-matched early writing instruction: match teaching to the child's position on the writing-feature continuum - The article recommends that writing instruction be sequential and matched to the child's current stage of writing development.
• Staged institutional implementation: audit interactions, map to teaming levels, build AI literacy, co-design, and evaluate iteratively - The chapter recommends institutions translate the teaming framework into practice as a staged, capacity-building process rather than a technical deployment challenge.
• Staged readiness strategy: establish policy clarity and faculty capacity-building before ambitious AI-enabled or online scale-up - The article recommends that institutions sequence AI and online expansion so that governance and faculty development precede scale.
• Staged research agenda for GenAI peer feedback: feasibility, quasi-experimental quality and literacy studies, uptake trials, stakeholder perspectives, and equity analyses - The article outlines a five-strand research agenda.
• Stakeholders should use both ED's rulemaking comment period and accreditors' own standards-revision input processes to advocate for opportunity-expanding policies - The brief recommends a two-track engagement strategy.
• Stand Up Sit Down - A whole-body response game in which students stand or sit based on the (often disguised) value of a mentally computed number, turning fact retrieval into fast-paced kinesthetic practice.
• Standard Inverted Classroom - Learners study lecture videos and other materials before class, freeing class time for practice, application, and individualized support.
• Standard-Based Regrouping - Form homogeneous groups based on learners' mastery of specific standards.
• Standardize handwriting-interpretation tests before using them as measures of form- or position-perception - From their low and unstable correlations, the authors recommend that tests such as mirror-reading, illegible-writing reading, and handwriting pairing need standardization before serving as measures of
• Standardize the hiring process with structured interviews, competency-aligned protocols, and performance-based tasks - The guide urges hiring teams to standardize hiring by "Auditing, updating, and standardizing the hiring process," "Developing a structured interview process that aligns ideal candidate competencies wi
• Standardized administration procedures for HLS: training, translation, documentation, and exception handling - Session participants reached consensus on administrative procedures for HLS delivery.
• Standards-Based Grading - Shift from arbitrary points and percentages to evaluating students on mastery of specific learning standards, making expectations clear and grades meaningful.
• Start adult learners in homogeneous small groups and use individual instruction with gradual release - For adult learners (twenty-five or older, returning after a year or more), the paper recommends starting nontraditional students in homogeneous small groups during initial re-entry to college, citing
• Start behavioral and achievement support before school entry and monitor trajectories continuously - Because achievement and behavior are highly stable from grade 1 onward, the authors recommend that "even earlier time points than those considered here, e.g., preschool, and thus precursor skills (inc
• Start early: foster a positive math climate at home and school to prevent the distal avoidance pathway - For the direct/distal pathway, the authors argue intervention must "start early and target the socio-cultural climate in which the child is embedded", since anxious attitudes may be transmitted from p
• Start grammar instruction from the problems learners notice in their own written output - The article proposes building grammar teaching on the grammatical features learners spontaneously notice while composing, rather than on preselected target forms.
• Start PD with ready and willing teachers and scale up over time, using train-the-trainers models - In districts where teachers view PD as optional, the report describes first offering PD to teachers who are willing and excited, to "build word of mouth about the benefits of the PD, and thus increase
• Start R&D without a formal office: a single school initiative paired with strategic research support can yield meaningful change - Drawn from the rural district use case's lessons learned, this strategy holds that formal R&D infrastructure is not a prerequisite.
• Start simple: relationships-first, low-tech student success systems can suffice in small, tight-knit communities - Drawing on Demopolis High School's experience, the report recommends that districts "Focus on relationships first," design systems that let staff see student history across grade levels and years, and
• Start with Yourself (Identity Mapping) - Educators reflect on their own intersectional identities and how those identities shape their perceptions, biases, and relationships with students before attempting empathy- or equity-oriented work.
• State actions to strengthen and sustain a funded residency pathway: clarify goals, upgrade data systems, adjust grant parameters, offer transition grants, and pair new LEAs with experienced IHEs - The brief recommends that state leadership "clarify the state's short- and long-term goals for the residency pathway in California"; that the CTC and CDE "upgrade and align statewide data systems," in
• State agencies can strengthen leadership initiatives through sustained endorsement, cross-agency communication, and amplification - The report's implications section recommends actions for state policymakers and agency leaders to support 21CSLA.
• State and district leaders should collect information from mentors about how they chose activities and topics, to decide whether variation reflects teacher needs or insufficient mentor resources - Because mentoring activities and topics varied greatly across teachers, the report recommends that leaders gather evidence before acting: "state and district leaders might consider collecting addition
• State and federal policy recommendations: recruit and prepare more candidates, retain new teachers through early-career mentoring, and improve working conditions - The report recommends seven "evidence-based approaches for resolving teacher shortages, which focus on recruiting and preparing more candidates, retaining new teachers through early-career mentoring,
• State boards should set realistic annual targets and invest in data infrastructure and collaborative time for improvement - The article recommends a set of actions for state boards of education: seek evidence of malleability and predictive power for proposed indicators, "set realistic annual targets grounded in what school
• State education agencies build tutoring systems through guidance, workforce investment, professional development, vetted vendor hubs, and legislation - The brief enumerates seven state strategies for building intensive tutoring systems: "Statewide investments in creating a tutoring workforce," research-based program guardrails, publicly available res