Predictability: Environment & Structure

Overview

Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next. Predictability in the learning environment helps students feel secure because they know the expectations, freeing up their Working Memory so they can apply their cognitive skills to learning.

Use It in the Classroom

Starting at 1:41, watch how this teacher introduces a routine for transiting from one subject to another. By talking about expectations and practicing, students know what to do to effectively prepare for their next task.

Through modeling and teaching schedules and routines, teachers can establish clear expectations for students and show that the classroom is a safe, predictable space to learn. When students complete routine tasks, they have more time to devote to learning and also have the opportunity to learn Self-Regulation skills. Some examples of these routines include transitioning, forming groups, and using technology.

Design It into Your Product

Developers can create consistent interfaces and repetitive structures or frameworks to facilitate predictability within their products. This supports learners by letting them know what to anticipate and allows their Attention to be on learning content.

View References

Resources

Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.

Creating Routines and Procedures

Examples from Scholastic of how teachers establish classroom routines

Daily Agenda

Resource on The Learning Accelerator

Ideas for Daily Schedules

Various examples of ways to structure the school day

Predictability and Student Trust

Blog on the connection between classroom predictability and student trust

Understanding Routines and Schedules

Presentation on the purpose of routines and schedules for supporting students

Factors Supported by this Strategy

Literacy

Cognition

Attention

Cognitive Flexibility

Inhibition & Self-regulation

Student Background

More Teacher Modeling & Support Strategies

Accessible Syntax

Teachers can support language development by using and providing Syntax that is appropriately leveled (e.g., short, simple structure for young students).

Accessible Vocabulary

Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using [word wall][1] words).

Brief Instruction Steps

Content that is provided in clear, short chunks can support students' Working Memory.

Discussing Emotions

Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.

Encourage Student Self-advocacy

Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

Feedback on Writing

Providing constructive feedback supports students' writing development by letting them know how to improve their writing.

Foster Growth Mindset

Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

Growth Mindset Feedback

Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

Incorporate Students' Cultural Practices

Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation.

Model Positive Connections to Literacy

By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.

Model the Assignment or Skill

By talking through their thinking at each step of a process, teachers can model what learning looks like.

Read-alouds

Reading aloud regularly exposes students to new and familiar Vocabulary and texts.

Read-alouds: Deliberate Topics

Reading aloud books about skills children are learning provides another model for their development.

Student Choice

Providing students a voice in their learning is critical for making learning meaningful.

Wait Time

Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

Predictability: Environment & Structure

Overview

Use It in the Classroom

Design It into Your Product

Resources

Factors Supported by this Strategy

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