Learning Sciences Research
ments — including architects, education
leaders, curriculum developers and
teachers — can benefit from incorporating
learning sciences research into their work.
Keep reading for three learning
sciences insights, and associated de-
sign considerations, for setting up
research-based environments to support
powerful learning for the full spectrum
of students. These teacher strategies will
help you be a resource for the best possi-
ble learning environment.
1. Students learn well when they
feel safe and connected.
To thrive at school, students need
to feel that they are part of a positive,
supportive learning community. Feel-
ing safe and connected at school can
reduce students’ anxiety, allowing them
to focus their attention on the learning
at hand.
Trauma-Informed Design
Childhood trauma results from emo-
tionally painful or stressful events and
is often associated with lasting mental
and physical effects. Unfortunately,
such trauma is commonplace: nearly
half of all children in the United States
have experienced at least one adverse
childhood experience, such as parental
divorce, death, or incarceration; being a
victim of violence or witnessing violence
in their community; or
experiencing econom-
ic hardship. Many
students who have
experienced trauma
view the world as a
scary place and may
have trouble engaging
in everyday activities,
including participating
in learning activities in
the classroom.
The good news is
that trauma-informed
practices, such as
teaching coping
skills and building caring relationships
between teachers and students, can
benefit all students, not just those who
have experienced traumatic events.
TEACHER STRATEGIES:
• Begin class with a breathing or
mindfulness exercise to acclimate stu-
dents to the learning environment.
• Set and stick to a consistent sched-
ule and classroom routines, informing
students in advance about any upcom-
ing changes to their schedule. When
school is predictable it feels safe. Post
the schedule somewhere prominent so
that students can refer back to it.
• Designate a “calm down corner” in
the classroom, so that students always have
a safe place to visit to refocus and recharge
until they are ready to rejoin the group.
Deck this space out with cozy seating
(bean bags or pillows) and quiet, indepen-
dent activities (tactile toys or books).
• Explicitly teach social and emo-
tional skills, like empathy and kindness,
and encourage students to practice using
these skills in multiple contexts (during
group work or on the playground).
Positive Student-Teacher
Relationships
It can be challenging for teachers to
build authentic relationships with each
of their students, but these connections
matter. To grow and persist through
challenging learning experiences at
school, students need teachers who
know them as individuals; who care
about them, have high ex-
pectations for their success,
and understand what they
need to succeed. Teachers
and students who have dif-
ferent cultural backgrounds
may experience difficulty
connecting, so teachers
should practice culturally
relevant pedagogy (CRP) to
help all learners. Practicing
CRP requires teachers to un-
derstand their own cultural
background, make a point to
learn about the backgrounds
of their students, and incor-
porate the personal and sociopolitical
issues that impact their students and
communities into their teaching.
When teachers are able to build
such stable, trusting relationships with
their students, this connection can pro-
mote students’ self-worth and sense of
belonging, allowing them to be confi-
dent and valued in the classroom.
TEACHER STRATEGIES:
• Foster connections with students
by opening up about your own hob-
bies, pets, and family members, and
by encouraging them to do the same
with you. Designate a gallery space
in the classroom for students to show
off photos of their families or special
memories.
• When teaching students from a
culture different from your own, discov-
er culturally appropriate ways to get to
know them. Learn about how students
from different cultures may interpret
directions, feedback, and discipline to
create an atmosphere that guides and
supports them appropriately. Build an
inclusive classroom by displaying art-
work or poetry from a variety of cultures,
and books featuring diverse characters.
• Communicate positive and high
expectations (related to classroom
behavior and, especially, learning) for
all students. Explicitly remind them: “I
believe you can do it,” and prominently
display student work so they can take
pride in their achievements.
• Ensure that each student has an eq-
uitable opportunity to participate in class
by rotating the students who are called
on. Allow sufficient wait time for students
who may need more time to formulate
responses. Work to invite students with
language differences, and those who may
be less comfortable speaking in class, to
participate in other ways.
2. Collaboration and social inter-
action can be powerful learning
experiences because they encour-
age deeper processing and en-
gage the “social brain”.
Students can be highly tuned to
social dynamics, particularly during the
transition to and through adolescence,
and research shows that collaborative
and relational interactions can drive
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