Teaching and Learning

Schools that flourish use innovative instructional approaches for all students, including English language learners, students with disabilities, and low-achieving students. The NWCC provides technical assistance to build Northwest states’ capacity to identify and scale up the exceptional work of schools and districts whose approaches to teaching and learning are improving student outcomes.

Center on Innovations in Learning

The Center on Innovations in Learning’s mission is to (a) increase the capacity of state education agencies (SEAs) to stimulate, select, implement, and scale up learning innovations in local education agencies (LEAs) and schools to improve learning outcomes for all students; and (b) increase the capacity of regional comprehensive centers (RCCs) to provide technical assistance to SEAs relative to the Center’s scope of responsibility.

Culturally Responsive Teaching: A Guide to Evidence-Based Practices for Teaching All Students Equitably

Addressing the unique needs of students from diverse backgrounds is one of the major challenges facing public education today because many teachers are inadequately prepared with the relevant content knowledge, experience, and training. Inadequate preparation can create a cultural gap between teachers and students that limits the ability of educators to choose effective instructional practices and curricular materials.
This guide provides a wide range of practices—supported by research—that can help prepare educators become more culturally responsive in their approach to teaching.

A Review of the Literature on Social and Emotional Learning for Students Ages 3–8

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the first in a series of four related reports about what is known about SEL programs for students ages 3–8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic’s Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report identifies key components of effective SEL programs and offers guidance on selecting programs.

Competency-Based Education: Staying Shallow or Going Deep?

This brief explores how states and districts can define learner competencies that reflect the full range of knowledge, skills, and dispositions necessary for students to achieve college and career readiness.

Data for Decisions Initiative (DDI)

The Data for Decisions Initiative (DDI) seeks to help education stakeholders—including educators, policymakers, and researchers—access solution-driven tools, resources, and research to inform their practice and develop a better understanding of how high-quality data use can successfully inform teaching and learning.

This page offers foundational research in the field—that is, research that focuses on the critical components of data for decision making, such as data systems, data teams, data coaches, creating a data culture, vision, and the need for leadership. It seeks to understand data for decision making and data use in education.

Using Technology to Support At-Risk Students’ Learning

The Alliance for Excellent Education released a report finding that technology—when implemented properly—can produce significant gains in student achievement and boost engagement, particularly among students most at risk.
The report is based on a review of more than 70 recent research studies and provides concrete examples of classroom environments in which technology has made a positive difference in the learning outcomes of students at risk of failing courses and dropping out. Specifically, the report identifies three important components to successfully using technology with at-risk students: (1) interactive learning, (2) use of technology to explore and create rather than to “drill and kill,” and (3) the right blend of teachers and technology. The report also identifies significant disparities in technology access and implementation between affluent and low-income schools.

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