When classrooms are intentionally designed to promote inclusion, belonging, and accessibility, they positively influence key learner factors, including Attention, Self-Regulation, Learner Mindset, and Sense of Belonging.
When classrooms are intentionally designed to promote inclusion, belonging, and accessibility, they positively influence key learner factors, including Attention, Self-Regulation, Learner Mindset, and Sense of Belonging.
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.
Learners who have been negatively affected by Adverse Experiences, English language learners, first generation college students, and adults from marginalized populations benefit greatly from having a mentor in the workplace or learning environment who can provide a sense of Safety, build Social Supports, foster intrinsic Motivation, and encourage academic persistence which contributes to a Learner Mindset.
Visual reading aids, such as handouts and online guides, help learners to maintain Attention and serve to support the learning process.
With increased life experiences, social interactions, and participation in education, adult learners bring a plethora of Background Knowledge to learning.
Many stereotypes exist about the academic performance of learners based on categories such as their race, gender, or age.
Adult learners who are struggling with Foundational Reading Skills, including decoding and phonemic awareness, can benefit from explicitly learning phonics skills in an educational setting.
In terms of lifelong and lifewide learning, it is often called “learning-oriented assessment”, since the focus is on fostering a Learner Mindset by providing feedback, reflection, and revision opportunities rather than evaluation.
The purpose of shadowing a student is to understand what a learner experiences through the learner's eyes to build empathy and develop a better understanding of an individual learner's Sense of Belonging across contexts.
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