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Using Words with Visuals: Dual Coding as a Teaching Strategy

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.

10 Trauma-Informed Classroom Strategies for Navigating Behavior Emergencies

10 Trauma-Informed Classroom Strategies for Navigating Behavior Emergencies

10 simple, trauma-informed classroom strategies for navigating behavior challenges have helped me diffuse upset, build nurturing relationships, and keep my classroom safe for trauma-impacted adult learners. Here are the strategies illustrated with a true, nail-biting story from my classroom.

Use The 1st 15 Minutes of Class to Build Executive Functions in Your Adult Students

Use The 1st 15 Minutes of Class to Build Executive Functions in Your Adult Students

If you teach trauma-impacted adult students who struggle with executive functions, try these evidence-based strategies in the first 15 minutes of your class to help them reduce their anxiety and build critical executive functions needed to achieve their learning goals.

Make Your Classroom Safe for Trauma-Impacted Adult Learners

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

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

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.