Audiobooks, digital text-to-speech books, and e-books are digital formats of literature that allow for portable and accessible reading experiences through audible narration and/or a written electronic version of a text.

Providing instructional steps clearly and concisely can help learners understand classroom expectations, reduce cognitive load, and complete tasks more efficiently.

Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.

Checking in with learners, or taking the time to talk with individual learners about their experiences or goals, is important for fostering a positive classroom environment.

Collaborative writing activities allow peers to work together to plan, draft, edit, and revise during the composition process, supporting writing skills and engagement with content knowledge as students write to reflect upon and apply what they have learned.

Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.

As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.

Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.

Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners view errors and learning more positively.

Developing cultural awareness as an educator is an ongoing process that includes a recognition and appreciation for the full diversity of students and an understanding of how one's own Identity intersects with students' Identities.

Discussing emotions with students consists of supporting their ability to identify, label, and manage their feelings.

Discussing race with students can range from conversations on cultural celebration (e.g., celebrating the importance of diversity) to developing critical consciousness (e.g., understanding the impact of social inequities like racism and how to dismantle it).

Encouraging learners to draw as a form of synthesizing key concepts and to explain their drawings in the classroom, can support the development of Core Academic Literacies, especially when solving complex problems across content areas.

A first step to supporting learners is truly understanding who they are.

Self-advocacy is the ability of an individual to understand and effectively express and assert their own rights, needs, desires, and interests.

Equitable grading systems and practices reimagine how to communicate student progress and mastery through various methods that reduce subjectivity, and increase opportunities to learn.

Students explaining their thinking during learning is a metacognitive process that involves actively self-questioning or being questioned while exploring new concepts, and explaining thoughts and reasoning in response.

Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.

Feedback is the process of providing learners with information about their learning to support their progress and improvement, and can come from a range of sources, including teachers and peers.

Visiting places connected to classroom learning provides opportunities to add relevance to classroom topics and deepen understanding through firsthand experiences.

Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.

Flexible seating refers to the practice of offering students a range of work surfaces, seating sizes and heights, movement, and varied body positions in the classroom, and often incorporates a range of technologies to offer a more personalized learning experience.

Flipped learning is when the delivery of traditional content (i.e., lectures, videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities.

Growth mindset is the belief that people can grow their intelligence and abilities (through effort, good strategies, and support from others).

Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.

Games support learning, as learners engage with new information in fun and informal ways.

Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.

Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.

In guided inquiry, teachers scaffold student learning and help students use their own language for constructing knowledge by active listening and questioning.

Learning about students' cultures and connecting them to instructional practices helps foster a Sense of Belonging, increase positive student Identity development, and mitigate Stereotype Threat.

Lateral reading refers to a specific type of media literacy used by professional fact-checkers to ascertain the credibility of digital information.

A mnemonic device is a creative way to support memory for new information using connections to current knowledge, for example by creating visuals, acronyms, or rhymes.

Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory, and tactile.

Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.

Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.

Music and dance support learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural backgrounds, and offering structure during play.

An open classroom climate is an educational environment where students feel comfortable and confident expressing their opinions in class.

Physical activity and exercise refer to any activities that allow students to engage in movement, physical play, or fitness, promoting physical and mental well-being.

When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk.

Project-based learning (PBL) actively engages learners in authentic tasks designed to create products or design solutions that answer a given question or solve a problem.

Respectful redirection, or error correction, outlines a clear and concise way that educators can provide feedback on behaviors that need immediate correction, in a positive manner.

Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.

A rubric is a tool that communicates expectations for success for students to achieve and can include symbols or charts that are easy for students to understand.

Culturally responsive texts include those that reflect different facets of students' identities, including race, ethnicity, gender, socioeconomic, and disability status, as well as the intersections of those identities.

Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.

Simulations involve students engaging in interactive experiences that mimic real-world scenarios to explore content, practice skills, and solve problems.

Socratic seminar refers to a discussion technique that engages learners in the exploration of content through Critical Thinking and classroom dialogue in order to help learners make meaning from what they are learning.

A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.

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

Supported independent reading, sometimes called Scaffolded Silent Reading, is when teachers scaffold and monitor learners' independent reading time, offering students a choice of accessible texts, and periodic check-in's with individual students to provide guidance and accountability.

Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.

Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement and learning outcomes.

Translanguaging is a flexible classroom practice enabling students to listen, speak, read, and write across their multiple languages or dialects, even if the teacher does not have formal knowledge of these additional languages.

Youth participatory action research (YPAR) is a student-centered approach that puts the learner at the helm of the research process, from ideation to dissemination, to investigate and advocate for change they want to see in their schools and communities.