Do you want to start a conversation about responding to trauma-impact in the classroom? Try this free, DIY, 90-minute workshop with handouts with your colleagues.
Using Words with Visuals: Dual Coding as a Teaching Strategy
Dual coding – pairing relevant images with words – is a strategy from cognitive psychology that makes the most of the visual and audio channels for learning in working memory. Teachers can use dual coding strategies to design classroom materials that enhance learning and improve adult student outcomes in their behavior-change course.
How to Use Spacing and Retrieval Practice to Improve Learning
Here are practical classroom activities that make use of the evidence based strategies of spacing and retrieval practice from cognitive psychology. Building these strategies into your learning design and teaching them to your students can improve adult learner outcomes in your behavior-change course.
Five Pearls from Teaching Pros: Turning Resistance into Learning Opportunities
Beware the Pretty, Shiny Thing in Curriculum Design
Create Sticky Messages for Your Learners: Four Steps to Success
Parenting Inside Out: An Evidence-Based Curriculum for Justice-Involved Parents
Responding to an Insurrection in a Graduate Program Classroom
Working with an Angry Outburst in My Prison Classroom
10 Trauma-Informed Classroom Strategies for Navigating Behavior Emergencies
Teach to Heal: Explore Alternatives to Limiting Beliefs
Teach to Heal: Explore Limiting Learner Beliefs
Teach to Heal: Start by Finding Out What They Already Know
How to Use Your Teaching Relationship to Nurture Student Healing from Trauma
Use The 1st 15 Minutes of Class to Build Executive Functions in Your Adult Students
Make Your Classroom Safe for Trauma-Impacted Adult Learners
Because one-third of adult learners are trauma impacted, teachers, trainers and college faculty must be equipped with strategies to help these learners relax their vigilance and free up psychological energy for learning. One place to start is by creating safety, predictability and consistency through trauma-informed classroom structures and processes.
How Trauma Impacts the Brain of Adult Learners
As teachers and trainers we dread the angry, resistant and reluctant adult learners in our classrooms. If we can adopt a trauma-informed lens to view these folks, we can gain more empathy for them, stop reacting to their reaction, and then become curious about ways we might support them in building a more adaptive and flexible response to learning.
Test for Transfer to Real Life with Demonstration of Learning Tasks
The last activity of your lesson or training should include a performance task in which learners apply what they've learned to a real-life task. Create these demonstration of learning tasks to mimic the situations in which learners will need to use what they know and make this the last task of your session.
