School of Practice

Maybe you’ve seen it in your classroom: Students who zip through chapters but then can’t tell you much about what they just read. To move those kids from fluency to sense-making, you’ve got to teach them the habits of good independent readers. In this episode of School of Practice, educator and literacy specialist Nina Parrish walks us through evidence-based strategies that keep kids focused as they tackle challenging texts—from pre-reading tactics that make vocabulary stick and activate prior knowledge, to active reading protocols that turn kids into engaged, metacognitive readers who are always asking themselves, “Did I really understand that?” Related resources: Learn more about this episode 5 Ways to Support Students Who Struggle With Reading Comprehension 5 Research-Backed Ways to Build Better Readers 4 Reading Strategies to Retire This Year (Plus 6 to Try Out!) How to Move From the ‘Main Idea’ to ‘Background Knowledge’ Slowing Down the Reading Process to Build Students’ Comprehension Skills Aiding Reading Comprehension With Post-its 4 Ways to Teach Vocabulary and Reading Comprehension Sweeping Round Robin Reading Out of Your Classroom Research: Promoting Fluency Through Challenge: Repeated Reading With Texts of Varying Complexity  Research: A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students’ Reading Comprehension  Research: Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency  Research: Understanding Specific Reading Comprehension Deficit: A Review  Research: The Effect of Mandatory Reading Logs on Children’s Motivation to Read

Have you ever been shocked when your students bomb a unit test after weeks of seemingly locked-in learning?  Veteran educator Jay McTighe has the ultimate research-backed solution: formative assessment. In the best-case scenario, it’s frequent, quick, and highly attuned to the content and your students.  “You don’t want to wait till the end to find out, ‘Gosh, I didn’t realize the kids never understood this concept or had this continued skill error,’” says McTighe, an author and assessment expert. “Whatever you’re teaching, you should always be doing very quick checks to see how it’s working.” Frequent pulse checks midstream are “potentially one of a classroom educator’s most powerful tools to enhance student learning,” according to David Marzano, a leading researcher. They’re also important tools for students to gauge their own progress. The key to getting the best outcomes is *how* you deploy them. In this episode of School of Practice, we chat with McTighe about how to get the most out of formative assessments, how to choose the right technique for your content and students, how to insert them seamlessly into the flow of instruction, and whether or not they should be graded. Plus, Jay shares his “Vagoo Rule,” a mysterious yet very important tip that you won’t want to miss. Related resources: 8 Quick Checks for Understanding  Building SEL Skills Through Formative Assessment 7 Smart, Fast Ways to Do Formative Assessment 13 Super-Quick Formative Assessments  Research: The Impact of Formative Assessment on K-12 Learning: A Meta-Analysis  Assessing Student Learning by Design: Principles and Practices for Teachers and School Leaders  Research: The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review  Seven Keys to Effective Feedback Research: Formative Assessment Is an Essential Component of Classroom Work and Can Raise Student Achievement  Hacking Student Motivation  The 10 Minute Teacher Podcast

Did you know there’s a strong connection between the hand and the neural circuitry of the brain?  As students learn to write letters by hand, they also learn to recognize them more fluently. This letter recognition leads to greater letter-writing fluency, which leads to stronger overall reading development. Handwriting, the research reveals, is in fact a foundational tool for literacy. And as kids get older, the benefits continue, deepening how they process new material and encode learning. Meanwhile, good handwriting instruction doesn’t require a huge time investment: Brief instructional lessons followed by frequent modeling and feedback for students can slip into all areas of the curriculum throughout the school day, says Brooke MacKenzie, a former elementary teacher and certified reading specialist. “Handwriting practice can and should be quick and dirty,” she says. “It’s not like you need a 20-minute lesson on how to hold your pencil.” In this episode of School of Practice, MacKenzie chats with us about four fundamental handwriting skills. Plus, she shares her top instructional secrets—from using cursive to help students struggling with print to why Kindergarteners should “talk to their pencils.” Related resources: How to Teach Handwriting—and Why It Matters  The Power of Multimodal Learning (in 5 Charts) Neuroscientists Say Don’t Write Off Handwriting The 10 Most Significant Education Studies of 2025 Research: The Impact of Handwriting and Typing Practice in Children’s Letter and Word Learning: Implications for Literacy Development (2025) Research: Handwriting But Not Typewriting Leads to Widespread Brain Connectivity: A High-Density EEG Study with Implications for the Classroom (2024) Research: The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults (2020) Research: The Effects of Handwriting Experience on Functional Brain Development in Pre-literate Children (2012) Ghost Games (2022)

It’s a tricky (but very common) classroom dilemma: How do you talk about—and normalize—learning accommodations in class without singling anyone out in front of peers?  Unfortunately, many teachers aren’t trained to have these sensitive conversations, so they’re figuring it out on the fly. But we’re here to help! In this episode of School of Practice, we chat with Daniel Vollrath, a veteran high school special education teacher, and elementary teacher Jeremiah Kim. They’ll share excellent, teacher-tested tips for talking with individual students (and your whole class) about learning supports in age-appropriate ways, establishing classroom norms that make space for different learning needs, and managing privacy without making disability a taboo topic. Related resources: It’s Important to Talk About Learning Accommodations With Your Students—Here’s How to Do It A One-Page Chart to Support Every Student Every Day  Equity vs. Equality. What Does Fair Look Like in the Classroom 2024? Talking to Students About Their Learning Differences: A Guide for Teachers Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported (2025) The Purpose-Driven Classroom (2024) Stigma Consciousness Among Adolescents With Learning Disabilities: Considering Individual Experiences of Being Stereotyped (2018) Stigma and Stratification Limiting the Math Course Progression of Adolescents Labeled with a Learning Disability (2016) Empowering Students with Hidden Disabilities (2016) Redefining Disability, Re-imagining the Self: Disability Identification Predicts Self-esteem and Strategic Responses to Stigma (2012)

Are you curious what the latest research reveals about everything from brain breaks to groundbreaking research on AI, cell phones, and handwriting in the classroom? Then you won’t want to miss this special year-end bonus episode based on one of our most popular feature articles of the year.  In the latest episode of School of Practice, Edutopia’s research editor Youki Terada and editor-in-chief Stephen Merrill walk us through the latest research on the impact of cell phone bans on classroom learning, why more recess time is critical for learning, how adept problem solvers tackle thorny math word problems, and how microbreaks powerfully impact focus and attention. Plus, we’ll share practical tips for bringing these findings right into classrooms today.  Related resources: The 10 Most Significant Education Studies of 2025 Sustaining Student Concentration: The Effectiveness of Micro-Breaks in a Classroom Setting (2025)  Highlight, Write, Elaborate: Note-Taking Strategies to Master Reality-Based Mathematical Tasks (2025)  The Impact of Cellphone Bans in Schools on Student Outcomes: Evidence from Florida (2025)  Removing Phones from Classrooms Improves Academic Performance (2025)  Ill Communication: Technology, distraction & student performance (2016) The Impact of Recess on Chronic Stress Levels in Elementary School Children (2025)  The Impact of Handwriting and Typing Practice in Children’s Letter and Word Learning: Implications for Literacy Development (2025)  Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task (2025)  Generative AI Can Harm Learning (2024) IEPs in the Age of AI: Examining IEP Goals Written with and Without ChatGPT (2025)

When students take notes during a lesson, research shows they get just about 30 to 45 percent of the important information right on the first try.  High school teacher Benjamin Barbour discovered this disturbing problem after taking a quick peek at his students’ notes midway through whole-group instruction. What he saw stopped him in his tracks.  “While some students had terrific notes, others had a big list of facts from the lecture or from the book,” Barbour says. “There was no rhyme or reason. Maybe there was a date but no information attached. And I realized: My students can’t even use these notes.” In this episode of School of Practice, we take a look at Barbour’s three-step process for teaching better note-taking and substantially improving study skills. Just a few minutes of practice each day, Barbour says, can yield big gains for student learning. Plus, he explains the brilliant strategy he uses to incentivize better note-taking and study habits in his classroom. Related resources: Teaching Students What to Do With the Notes They Take  How Testing Students Twice Can Improve Note-Taking Skills  Neuroscientists Say Don’t Write Off Handwriting  Research: Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis  Research: The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults Research: Revising lecture notes: how revision, pauses, and partners affect note taking and achievement  Research: The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking

“I’m done, what’s next?” In every classroom, a handful of students will finish the work at warp speed. While the rest of the class is still mid-task, teachers must quickly pivot to keep the fast finishers busy, without missing an instructional beat. Former K-12 teacher Todd Finley argues this challenge presents a golden opportunity. “Instead of asking the question: ‘How do I keep fast finishers busy?’ the question should be: ‘Am I providing them with activities that are really meaningful?’” he says. In this episode of School of Practice, Finley, a professor of English education at East Carolina University, shares flexible, low-prep strategies for keeping speed racers engaged in meaningful work that’s immersive and challenging. Plus: Logistical tips for busy classrooms, and pointers for aligning tasks to classroom objectives. Related resources: Your Student Finished Early—Now What? Early Finisher Activities Your Students Will Love The Representation of Semantic Information Across Human Cerebral Cortex During Listening Versus Reading Is Invariant to Stimulus Modality We Drastically Underestimate the Importance of Brain Breaks Classroom Cheat Codes: Effective Teaching Strategies to Power-Up Engagement

The idea that you’re not a writer unless you stare down a blank page and produce text—that’s about to change, says high school teacher Jen Roberts. In her classroom, AI is not the enemy. It’s a tool she uses to help students become better writers. And yes, she sets guardrails. “You can be a real writer who started with an AI-generated outline,” she says. “You can have an AI thought partner who helps you plot out your story.” Yet for this to work in classrooms, “we need to readjust our expectations about student writing—and what we’re going to allow them to do and not do.” In this episode of School of Practice, we dive into this radical pedagogical shift with Roberts, and examine the strategies she’s developed to weave AI into the writing process to deliver thoughtful, authentic student writing. Related resources: Authentic Writing in the Age of AI Proactively Limiting the Use of AI in the Classroom When Students Use AI in Ways They Shouldn’t What ELA Teachers Should Know About AI Detectors Research: Generative AI Can Harm Learning Research: Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT Lit & Tech blog

Did you know that drawing can be a learning superpower—even for students who claim they’re not good at it?  When kids attentively sketch something they’re learning about, they tap into the visual, kinesthetic, and linguistic parts of the brain, research shows. This generates abundant connections across the brain’s neural network and encodes learning even more deeply than more passive learning tasks, like reading or listening to a lecture.  In this episode of School of Practice, high school biology and chemistry teacher Selim Tlili delves into how drawing to learn works across grade levels and subjects, as well as how he sets up and grades the practice in his classroom. Plus, he’s got special tips for engaging even the most reluctant sketch artists. Related resources: How Sketching Supports Learning in Science Using Drawing as a Powerful Learning Tool The Science of Drawing and Memory Research: The Surprisingly Powerful Influence of Drawing on Memory 5 Popular Education Beliefs That Aren’t Backed by Research Sketching for Science

Humans are social creatures, hardwired to take cues from others. If students don’t see classmates asking for help, they assume they should avoid it too. But when help-seeking becomes visible in the classroom, it starts to feel natural. In this episode of School of Practice, high school teacher Cathleen Beachboard explains how she rewrote the script with her students to make asking for help not just acceptable but expected. Bonus: Once this shift happens, students won’t just ask more questions, they’ll start answering them, too. Related resources: Why Students Don’t Ask for Help—and How to Change That Building Problem-Solving Skills Through ‘Speed Dating’ Why Kids Are Afraid to Ask for Help Pint-Sized Public Relations: The Development of Reputation Management “Why didn’t you just ask?” Underestimating the discomfort of help-seeking The School of Hope

After trying numerous seating arrangements—including rows, blocks, and U shapes—educator Jay Schauer stumbled on a desk layout that outperformed them all. Edutopia’s community took notice. In this episode of School of Practice, Schauer walks listeners through the many benefits of arranging desks in L-shaped groups, including better communication, greater flexibility, and improved learning outcomes for students. Plus, we ask him how to adapt the setup for testing, tiny rooms, and a range of other real classroom challenges. Related resources: A Desk Layout Alternative to Rows and Circles A Strategic Approach to Seating Arrangements in High School 11 Smart Student Desk Layouts Research: Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later Boosting Student Belonging With the Jigsaw Technique

It’s a powerful, non-verbal classroom management tool designed to curb off-task behavior without breaking the flow of learning. Here’s how to use it across grade levels. Crystal Frommert has been using “the look” in her classroom for 20 years. She says the tactic—a skeptical glance and an arched eyebrow directed at a chronic whisperer, for example—is almost universal among teachers, despite recent debates about whether the practice has run its course. Frommert, who has taught math at the middle and high school levels, explains why she thinks “the look” still works; how it fits in with other classroom management tools; and what she does to adapt it for students who may not pick up on non-verbal cues. Plus, we ask what’s on everyone’s mind: Can it actually work on teenagers? Related resources: New Teachers: How to Develop ‘The Look’ 8 Small But Impactful Classroom Management Shifts Research: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors 4 Subtle Shifts for Better Classroom Management 8 Proactive Classroom Management Tips 11 Research-Based Classroom Management Strategies

School of Practice, the first podcast from the team at Edutopia, brings you ready-to-use strategies to improve your teaching today. Join us for 15-minute episodes filled with smart, pedagogy-shifting advice—backed by research and test-driven by teachers just like you.