The post 2024 Student Voice Report appeared first on Challenge Success.

By Jackie Vandermel, Student Advisory Council Member 2024

Seven years ago in a dimly lit school auditorium, I watched polar bears, majestic and vulnerable, struggle to find rest on icebergs that were tragically smaller than their bodies. The narrator implored action to save our planet before 2040 to prevent the ice from melting away. It’s seven years later, and the urgency has only escalated—UN reports state that we have just seven years to prevent irreversible damage from climate change.

As I reflect on this, it strikes me how despite the profound relevance of climate change to my generation, it was never a part of our school curriculum. This disconnect between what we were learning and the pressing issues of our time was a lost opportunity for engagement and education.

My Classroom Experiences

Growing up, my schooling experience was quite traditional and uniform. I remember sitting in a classroom where the teacher taught in a one-size-fits-all manner. Not only did I struggle at times to keep up with the pace of the class and experience teaching methods that aligned with my learning style, but I also yearned to dive deeper into subjects that piqued my interest, like climate change. This lack of alignment often left me feeling disconnected and unengaged.

It wasn’t that the teachers weren’t competent or the curriculum wasn’t comprehensive; it was the lack of personalized attention, both in terms of catering to my learning style and exploring my individual interests, that made the educational experience less fulfilling. For example, I find that structuring my study sessions around individual exploration and visual representations of information suits my learning style, as opposed to engaging in group discussions or auditory lectures, which can potentially distract from my process of logical analysis.

Why Personalized Learning?

Personalized learning, as I’ve come to understand it, addresses these very issues. It’s an educational approach that tailors the learning process to the individual needs, skills, and interests of each student. This concept, though simple, is revolutionary in its potential to transform education. It recognizes that each student is different and that these differences can and should be used to facilitate more effective learning.

Personalized learning not only offers greater flexibility, but also significantly contributes to mental health and academic achievement. Data from Challenge Success on over 30,000 high school students shows higher levels of engagement when students have interest in the content, have their learning personalized, and feel that “what I am learning about is relevant to my life.” This type of learning shifts away from traditional, sometimes stifling, educational methods and embraces a more student-centric approach.

This shift can help mitigate student burnout, a growing concern in our current education system. Students can avoid the feeling of being overwhelmed with course material that doesn’t match their learning style, and instead focus on areas where they excel and that resonate with their interests and styles. Such an environment fosters adaptation, versatility, and flexibility, which are qualities essential in today’s ever-changing world.

The Impact of Personalized Learning

A striking example of personalized learning showing tangible improvements in academic achievement is evident from a 2015 study involving 11,000 students across 62 schools. These students, who were part of personalized learning programs, demonstrated greater gains in math and reading compared to their peers in more traditional settings. Interestingly, the longer they were exposed to personalized learning practices, the more significant their academic growth.

However, the transition to personalized learning is not without its challenges. One of the primary obstacles is resource allocation. Schools often operate under tight budgets, and personalized learning can require significant investment in technology and training. Additionally, teacher training is crucial, as educators must be equipped with the skills and knowledge to adapt to varied learning styles and needs. Curriculum development is another area that needs attention, as it must be flexible enough to cater to diverse interests and abilities.

While individualized learning comes with challenges, by embracing it, we encourage students to take ownership of their education.

They learn at their own pace and in ways that align with their individual styles and interests. Researchers have proven that this approach can increase engagement, motivation, and success rates. By tailoring education to the unique needs of each student, we cultivate not only a sense of belonging but also well-being in the classroom. Personalized learning, therefore, is not just a pedagogical choice; it’s a pathway to nurturing more fulfilled and capable learners.

References

Herold, B. (2016, October 19). Personalized learning: What does the research say? Education Week. https://www.edweek.org/technology/personalized-learning-what-does-the-research-say/2016/10

Pontual Falcão, T., Mendes de Andrade e Peres, F., Sales de Morais, D. C., & da Silva Oliveira, G. (2018). Participatory methodologies to promote student engagement in the development of educational digital games. Computers & Education, 116, 161–175. https://doi.org/10.1016/j.compedu.2017.09.006

---

Jackie is a student at Columbia University passionate about improving the educational experience for herself and her peers. She advocates for more student involvement in shaping educational policies and practices, and believes that balancing academic rigor with other aspects of life is essential for student success. Some of Jackie’s other interests include environmental science research and engineering, writing and sustainable filmmaking, meeting and collaborating with go-getters, rollerblading, and exploring nature with her cat. Don’t hesitate to reach out to her.

The post From Icebergs to Classrooms: Recognizing the Need for Personalized Learning appeared first on Challenge Success.

Listen in as the Challenge Success Student Advisory Council shares about student engagement and what teachers can do to help in this recent podcast episode.

Listen Here

---

Bauer is an incoming junior at Chaminade College Preparatory who wholeheartedly believes in living life to the fullest. Fueled by a deep-rooted passion for creative thinking, entrepreneurial pursuits, and making powerful memories, Bauer founded Cardboard Superheroes (www.cardboardsuperheroes.com)—an organization whose mission is to promote creative thinking. Through his organization he has presented multiple Comic-Con panels, curated museum exhibitions, served as a paid consultant for the Comic-Con Museum, and served as a board member for the Two-Bit Circus Foundation. However, Bauer aims to not only seize opportunities for personal growth but also uplift the mental well-being of fellow students through a school curriculum he developed which is currently implemented in over 200 schools. By encouraging others to pause, reflect, and embrace their unique voices, he hopes to empower a generation to savor life’s extraordinary journey. “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.”

The post Student Engagement – Student Advisory Council Podcast appeared first on Challenge Success.

In its recent Youth Risk Behavior Survey Data Summary and Trends Report, the CDC recognized that improving youth mental health requires an understanding of young people’s environments and how these environments affect their behaviors and experiences. As a result, their latest survey includes a question about “school connectedness,” which is the feeling among students that people at their school care about them, their well-being, and success.

While the research shows that school connectedness has long-lasting protective effects for adolescents, only 61% of students in the CDC survey feel close to people at school. In the Challenge Success Student Survey, we look at belonging and connection in school through a variety of dimensions. We have found that: 

• only 69% have an adult at school they can go to with a personal problem
  
• only 38% feel they can really be themselves at their schools most or all of the time
  
• only 36% feel like a part of the school community most or all of the time

Understanding the Link Between Learning and Belonging

We have known for years that social, emotional, and cognitive processing are all neurologically intertwined. When students of all ages and stages feel they belong to a community, they are more likely to thrive — and students don’t learn as much when they feel uncertain about their belonging.

When we combine our findings from our survey questions around engagement with the belonging questions, we find that students who are fully engaged are also more likely to feel a strong sense of belonging in school. This association between belonging and engagement is bidirectional, meaning that students’ sense of belonging in school is also significantly positively correlated with feeling engaged in their schoolwork. 

These kinds of findings are a powerful tool in helping you to understand how students in your school are actually doing, but once you gather the data, how you choose to use it is what really makes a difference.    

Below, we have included three of our top strategies to improve connection in schools. And, if you are interested in learning how students in your school are doing, we can help. Together we will go beyond merely collecting the data. Our expert research team offers deep analysis of your results and works with you to co-develop a customized plan to focus your efforts on the students who are struggling the most to improve their well-being, engagement, and belonging right away.

LEARN MORE ABOUT
OUR SURVEYS

Three Ways to Nurture Connection in Your School & Improve Youth Mental Health

1. Solicit Student Voice: Empower students to build advocacy skills so that they learn how to ask for what they need. Provide communications channels for students to share their ideas with adults at school, such as a comment box, student advisory group, or focus group. Do you want to find out how students in your school are doing? Work with us to gather real data about students in your school and partner with our expert research and program teams to analyze your results and take steps to improve well-being, engagement, and belonging. Learn more here. 
   
   
2. Leverage Your Schedule: How time is allocated during the school day reflects what is important to the community, intentionally or unintentionally. The organization of time in the school schedule can facilitate or impede connections between and among the school staff and students. Learn more about our take on school schedules and well-being here, or contact us to be part of a select group of schools working on schedule change in our 2023-2024 School Program.
   
   
3. Make Learning Meaningful: The adolescent years are the peak of our identity development as human beings. Since teens are inherently curious about who they are, we can leverage this focus by creating ways for them to explore their identity through the curriculum. When teachers intentionally design lessons that are meaningful to their students, build an authentic climate of respect into their classrooms, and listen closely to students and incorporate their input, students’ sense of belonging and academic engagement are more likely to be high. Read more about the connection between belonging and engagement here and check out some strategies for peer-to-peer connection building here.
   

Upcoming Events to Support Youth Mental Health

• The Institute for Social Emotional Learning (IFSEL) is hosting a free TeachMeet on April 4th all about School Belonging as a Protective Factor. Their TeachMeets offer a simple structure to share resources and connect with people around the world who “get it”.
  
  
• Join us on May 10th for our flagship workshop, The Well-Balanced Student, which offers schools and families research and strategies that encourage a more balanced student experience, including topics like homework, sleep, cheating, and more. If you have or work with children younger than third grade, join us May 24th for The Well-Balanced Child instead, where we share strategies for healthy PK-2nd grade child development.

If the cost of attending an event is a barrier for you or students you work with, please reach out about our financial assistance.

A: After seeing the data, I felt it was even more important to have well-being, engagement, and belonging…Frosh year I was really scared coming in, because I went to public MS and was not the minority race, coming into HS where I was minority race, that was really scary for me. That’s why I cofounded Asian Cultural Alliance – so students like me could find people going through the same experience.

Q: How has the Challenge Success survey data expanded your awareness around well-being, engagement, and belonging?

-Emma, Student Advisory Committee Member

The post How to Mitigate the Youth Mental Health Crisis in Schools: Connection + Belonging appeared first on Challenge Success.

CONTEXT
Morris County School of Technology joined the School Program primarily because of student stress and perfectionism. A focus on achievement and getting into the “right” college were pervasive. Their goal was to change the school atmosphere from competitive to collaborative to benefit student well-being.

Surveyed students, caregivers/parents, and faculty
revealing some disconnects in student vs. adult perceptions of stress and homework. 

Hosted Well-Balanced Student workshops
as a result of their survey work. They hosted one for caregivers and one for students to share their data from the surveys and open important discussions about homework, stress, sleep, engagement, and more.

Asked students for input
at the close of the workshop. Student responses inspired and informed their Challenge Success team’s next steps.

Attended Challenge Success Conferences
for inspiration and planning

Planned a pilot after the conference
The team was excited about an idea they heard from another school, called W.E.D. Day – a Wellness and Enrichment Day every other Wednesday – that included academic supports, advisory, and agency/choice time for catching up on classroom and homework. They planned a pilot to test out their idea and then make adjustments based on student and faculty feedback.

Shared survey data with faculty
during back to school week, released the W.E.D. Day idea and sought input

Gathered faculty input
for what school changes faculty would like to see

Launched W.E.D. Day Pilot
did more stakeholder data gathering and made two rounds of adjustments as part of the School Program. Thus far, they’ve been impressed with the widespread support from students, faculty, and parents!

Hosted the College Workshop in December
to begin to reframe views around college admissions

WHAT’S NEXT?
They are planning to continue adjusting W.E.D. Day to ensure it serves their needs and have already scheduled a student fishbowl in April to inform their next moves. Placing student voices at the center of the change process and using data to make informed decisions has driven their efforts. We are so excited to see their progress!

The post School Story: Morris County School of Technology appeared first on Challenge Success.

How do you describe the Mastery Transcript Consortium to someone who has never heard of it?

MTC provides a way to look at the whole child. The traditional transcript most often includes narrowly defined grades, and it rarely reflects learning outside of class, meaningful student growth, or demonstrations of proficiency in essential skills and application of knowledge. We aim to capture the different facets of a student, moving away from a transcript that flattens young people and towards a representation of their holistic achievement. We are currently working with over 370 schools and counting to broaden the scope of what we exalt as “achievement.”

What makes the Mastery Transcript unique?

As you can see on this page, our transcript shows mastery credits earned and courses that have been completed but no grades. Rather, it demonstrates a student’s proficiency in a clearly defined set of skills. 

There are two types of credits: foundational and advanced. Foundational skills are required to get a diploma. Advanced credits are examples of where the student has decided to explore further or go especially deep. Each school or district determines their own “competencies/skill areas” that are in accordance with the school community’s culture and priorities. Learners upload evidence that, once approved, will be attached to their transcripts, demonstrating their learning. This agency allows students to take ownership of their learning and demonstrate it in unique ways when they apply to college, for jobs, etc.

For instance, there are different ways to prove a student can read a map. MTC member schools  are changing the conversation around what educational experiences can and should be validated and presented on the high school transcript. Also, a student can articulate and demonstrate how they’ve met it–it’s a very empowering experience for a young person.

Why do schools prefer the Mastery Transcript?

Our transcript better reflects a student’s cumulative learning compared to a traditional transcript. It doesn’t force teachers to determine whether they should give a grade based on the student’s individual growth or based on how the student compares to the rest of the class.

Traditional transcript credits reflect a learner’s end-state proficiency whereas our underlying assessment models used to award credit are aligned towards growth. Consider two learners whose proficiency is assessed at regular intervals using a system with 5 levels of proficiency.  Their assessments are as follows:

Learner One:  4 / 4 / 4 / 4 / 4 / 4  (strong proficiency, no growth)

Learner Two:  2 / 2 / 2 / 3 / 4 / 5 (mastery, high growth)

In a model that uses averaged scores, Learner One’s mean score of 4 suggests their achievement is higher than does Learner’s Two mean score of 3. But in a Mastery Learning model, Learner Two has demonstrated both high growth and the highest level of end-state proficiency (i.e. mastery). Viewed through this lens, Learner Two’s learning may actually be  deeper than that of Learner One.

What do students think about the Mastery Transcript?

We recently spoke with numerous students who are currently enrolled in schools that use the Mastery Transcript. Here are some of their thoughts:

“I used to be more of a traditional ‘AP’ student, and with the MT I am able to be more active in what I do and learn. I have been able to pursue things that I love to do and have that gratification.” – High School Senior

“I have had a really good experience with the MT both personally and with the response of the schools I have sent it to. Even schools that don’t normally take transcripts were happy to receive it. I really love the exploration and compiling of my own evidence. In my experience, I continue to be shocked in a good way with what the MT can contain and do. I have always used portfolio style, end of year compilation of evidence, but the MT has made this much easier to use and has also helped me find things about myself that maybe I didn’t even realize or know.” – High School Senior

Have you had any pushback from colleges about the different format of the transcript?

One of my colleagues, Edgar Montes, partners with admission officers to discuss how to read the Mastery Transcript, why it’s important, and how it shows a more complete picture of the student. Last year more than 100 colleges reviewed Mastery Transcripts, and all were able to use it. We have recently released a brief online module “How to Navigate the Mastery Transcript” for admission officers to help them build competency and confidence in reading the transcript as well.

How long does it take for a school to move to a Mastery Transcript?

The timing varies based on the school’s starting point, capacity, and bandwidth. Our Journeys to Mastery framework supports schools and gives them a base and examples to work with, but the school has to determine the foundational competencies that fit their school culture. We also provide quality control and guidance. Some member schools started using the transcript immediately upon joining while others planned a transition of five or more years.

What are you particularly excited about right now?

Right now we are deeply partnering with Utah at the state level. They have a lot of Native American reservations in the state and want to honor the valuable learning taking place there. For example, traditional transcripts are not designed to convey those community leadership skills that may have been cultivated tribally.  They have our largest density of MTC schools, with thirty-one in counting. Very exciting to say the least.

We are also working with partners to begin development of tools to help schools better capture ongoing student-centered learning even before adopting the Mastery Transcript. This project sets schools up for success with our transcript because those nuanced layers of PBL and interdisciplinary work are recorded with posterity to be translated as “achievement” using our tool. Our vision is that MTC can continue to embolden and facilitate those transitioning to Mastery Transcripts.

Teacher, filmmaker, activist, artist … describing Tamika Guishard isn’t easy, nor should it be. Each of the varied roles and many accomplishments that mark her resume combine to create the unique perspective she brings to advancing the conversation surrounding the future of education. Tamika brings experiences from such renowned organizations as National Park Service, DC Public Schools, University of Chicago Laboratory Schools and Tribeca Film Institute.

Read more about her new role at MTC here

The post Q&A with Mastery Transcript Consortium appeared first on Challenge Success.

Long before the pandemic hit, Challenge Success was hard at work updating our homework white paper, Quality Over Quantity: Elements of Effective Homework, to reflect the new peer-reviewed research that has emerged since the publication of our original paper in 2012. We were initially tempted to hold back these updated findings given the unprecedented and fluid educational landscape we are currently facing; but we realized it’s more important than ever to think critically and thoughtfully about the purpose of homework, especially given the blur between home and school and the educational inequities facing so many kids right now. Based on the research, we know that it is essential for student well-being that time spent doing work outside of a teacher-directed “classroom” is experienced by students as purposeful, meaningful, and engaging. 

The good news is that our original findings about homework continue to hold true based on the most recent research – especially in the current context. We know that:

1. The amount of time spent on homework is not necessarily related to increased academic achievement in middle and high school, and there is no correlation at all between homework and achievement in elementary school (except for self-directed reading).

    

2. When assigned, homework should be high quality and engaging.

    

3. Too much homework may increase stress and interfere with sleep, downtime, family time, and other important activities that are critical to student well-being. Maintaining these protective activities is essential in a time when a variety of in-person social interactions are missing for kids.  

This new paper reviews the most current research on homework, highlights the elements of effective homework, and offers essential questions for both parents and educators to ask about how homework can be improved. We invite you to share Quality Over Quantity: Elements of Effective Homework with your school and professional communities and engage in dialogue about how homework practices can better support all students equitably during this time of online learning. Read recent coverage of our white paper in The Washington Post.  

Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. 

The post Effective Homework Practices During COVID and Beyond appeared first on Challenge Success.

Dear Challenge Success Family,

During these uncertain times with school closures and significant shifts away from normal routines, many people have expressed concerns about the impact on students’ academic journeys. I want to encourage parents, educators, and students in the Challenge Success family to remember the big picture. This is a time to focus on — and be grateful for — your family’s safety, health, and well-being. Make building strong family relationships a priority. Reach out to neighbors, friends, and others in your community to check in, offer support, and connect virtually. We will get through this together.

Each family is experiencing this time differently depending on how the local schools are approaching remote learning, the work commitments the adults are juggling, and the unique needs of each child.  I worry about our underserved population in particular and for children with challenges and learning differences who rely on schools for food, safety, therapeutic care, and stability. I know that educators are working tirelessly to meet the needs of all of their students to the best of their ability. For those families who have been given remote lessons and resources from the schools, try to honor as best as you can what the school is asking your child to do. If the workload feels like too much for your child and your home situation, communicate with elementary school teachers and have your middle and high school students advocate for themselves directly as well. 

For families concerned that their children are missing out on academic content, remember that at a time like this, less is more. I encourage you to broaden your definition of learning and focus on playtime, downtime, and family time. Think about how to help your kids continue to develop skills rather than trying to re-create school content by assigning extra worksheets and flashcards. Critical skills for kids of all grade levels include reading, problem solving, and communication, as well as social-emotional skills like resilience, collaboration, flexibility, and positive coping. Use this time at home to support these skills along with prioritizing students’ well-being and engagement with learning. As a family, discuss and agree to a routine that might include the following:

• Reading for Pleasure – Time spent reading is strongly linked to academic achievement. For kids of all ages, this is one of the best “academic” areas for you to encourage. Re-reading childhood favorites, reading aloud, reading interactively with a family member, and listening to audiobooks are all excellent ways to support literacy skills.
• Personal Interest Projects – Find time for students to dive more deeply into their own interest areas. Give them voice and choice to explore something they are curious about or have always wanted to learn. Whether it’s researching sea otters, understanding the stock market, or analyzing the lyrics to songs from Hamilton, let your student explore online resources or call a friend or family member to share their expertise.
• Social Time – Kids will likely be missing the social aspects of school more than the academics. Encourage them to connect to friends near and far through Facetime, social media, phone calls, and even handwritten letters. Leave chalk messages on driveways or ask kids to brainstorm other creative ways to interact with neighbors and friends.
• Family Time –  While you might feel like you have nothing but family time right now, make sure you actually spend time together as a family unit. Prepare and eat meals together, play games, or take a walk.  Use this time to check in on how your family is coping; calm fears and let your children know that you are there to keep them safe.
• Chores – We often believe that our children are too young or too busy to help with household chores, but contributing to the family in this way can foster responsibility and independence. Use the time now to practice important skills like cooking, doing laundry, mowing the lawn, or cleaning the bathroom.
• Service – Find big or small ways to be of service to somebody else. Pose this as a problem that your family might solve together: How might we help others? You may want to organize a food drive where neighbors leave canned goods on their porches and one healthy adult delivers them to a food bank, have older kids virtually babysit for a co-worker’s younger kids, or reach out to seniors to see what they might need.
• Exercise and Meditation/Deep Breathing – This is important for kids and adults alike. Go for a run, do family yoga, coordinate with friends to do virtual workouts together, or put on some music and dance. This is a great way to build in family time while also developing positive coping skills.
  
• Good Sleep – Most kids do not get the 9-11 hours they actually need each night. Use this time to develop good sleep hygiene by keeping devices out of bedrooms, turning off screens at least an hour before bedtime, and getting to bed at an appropriate hour. You can also let your teen wake up later than usual now that they do not have to commute to school.
• Sensible Screen Time – Try to balance work time (yours and your child’s) with ample breaks and time to connect. It might feel like everyone is spending too much time on screens right now, especially if you need to use the television or the computer to keep kids occupied while you get some work done, but it’s ok. Try to strike a balance with non-screen activities as much as possible, especially during evenings and weekends.

If you set up a routine that includes the suggestions above, your child will be learning important academic and social and emotional skills that will prepare them for returning to the classroom and help them thrive in school and out. So be gentle on yourself. Be patient with your kids and your partner. Have empathy for teachers and express your gratitude for them and others. Try to embrace and enjoy this family time and stay healthy.

Warmly,
Denise

Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. 

The post A Message to our Challenge Success Family during COVID-19 appeared first on Challenge Success.

While some of the changes we recommend are made at the school or district level, there are many things that educators can do immediately – even, tomorrow! –  to increase students’ balance, sense of belonging, and deep engagement.

Here are 7 of our favorite SPACE-aligned teacher practices:

1. Start class with a community-building exercise
Have students respond to a question of the day like, “If you could be on a reality show, which one would you be on?” Pose a series of “would you rather” questions and have everyone physically move to one side of the classroom or the other to answer them. Have students share gratitude or a highlight from their week.

2. Carve out five minutes for mindfulness
There are many simple ways to practice mindfulness. Try a 3-2-1 sensory check: what are three things you hear right now, two things you see, and one thing you feel. Play a guided meditation using an app or YouTube video. Offer students this quiet time to journal or write a reflection.

3. Create a compliment board
Who doesn’t love to hear nice things about themselves? Write a student’s name on the board and let classmates add post-it notes full of compliments. Take a picture to share with the student, and rotate through all students in a given month or the school year.

4. Collect data about students’ experience
How long did your homework take last night? From fist to five, what was your level of anxiety preparing for the assessment? In what ways were my expectations unclear to you? We’ll never know if we don’t ask! You can use tech tools like Kahoot or Poll Everywhere or employ good, old-fashioned hand-raising.

5. Institute a homework holiday
Research shows that teens need playtime, downtime, and family time (PDF) every day to thrive. Give students a break from homework for a night to support their PDF. You can encourage them to use some of this unstructured time to share something they’ve learned from your class with family and friends. 

6. Expand the audience for your next assessment
Students often produce higher quality work when they know it will be seen by an authentic audience, not just their teacher. Incorporate this by assigning tasks such as: participate in a Wikipedia “edit-a-thon”, start a social media campaign, write a letter to the editor, post your poetry at a local cafe, share your findings with the city council, or perform for a nearby retirement community.

7. Make the end of class count
Incorporate student feedback into your exit ticket or end of class discussion by asking a question that lets you know how they felt about the process. For example, “What is one thing you want me to know about your experience in class today?” or ”What did today’s lesson make you wonder?”

Chris Stapel, PhD is a Senior Research Associate. Working closely with the research and program teams, as well as middle and high school communities, he leads the organization in its efforts to connect high-quality research to school settings. Chris is an experienced learning designer, professional learning coach, and social science researcher. Prior to joining Challenge Success, Chris was a mathematics teacher in public and independent schools. He lives in Minneapolis.

The post Teacher Practices to Develop Balanced, Engaged Students appeared first on Challenge Success.