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Stop Teaching, Start Thinking: Build a Classroom that Prioritizes Deep Thinking, Part Two

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Picture this: Your brightest student, the one who aces every test, sits frozen when asked to design a solution for reducing food waste in the cafeteria. They know their content areas well—reciting facts about nutrition and waste effortlessly—but can’t connect the dots, question assumptions, or propose creative alternatives.

Sound familiar? You’re not alone. And you’re definitely not failing as a teacher.

NOTE: This is part two of a two-part blog series. Click here for part one, which outlines the author’s recommended strategy for transitioning to a deeper thinking-focused way of teaching.

One Story to Illustrate This Strategy in Action

Four college students engaged in discussion around a table in a bright, modern classroom with laptops, charts, and notebooks in front of them.

At Riverside Middle School, Sarah Chen was frustrated. Her 7th graders could define democracy but couldn’t explain why their school dress code mattered. So she tried something different.

Instead of assigning a chapter on government systems, she posed a challenge: “Our school is considering a new cell phone policy. You’re the advisory committee. What would you recommend and why?”

What followed was three weeks of engaged learning unlike anything Sarah had seen before. Students researched policies, interviewed administrators, surveyed peers, debated trade-offs, and presented thoughtful recommendations that surprised even the principal.

The result? They learned more about democratic processes in those three weeks than in any textbook chapter they’d ever read.

That’s the power of thinking classrooms.

Your 48-Hour Challenge

A teacher sits alone at a wooden desk under a warm lamp, reviewing lesson plans marked with highlights and sticky notes. He holds a pen, his brow furrowed in focused reflection, surrounded by notebooks and a coffee mug.

Pick one lesson you’re teaching this week and examine it closely. Ask yourself some key questions to reorient your approach . First, consider what you’re truly asking students to think about, rather than just what information you’re asking them to recall. Next, evaluate if you are allowing them the necessary space to grapple with ideas and concepts, as growth comes through the struggle to make sense of information. Finally, determine if you are genuinely interested in what their responses might be.

Then make one small change. Replace one recall question with one thinking question. See what happens.

The Leadership Reality Check

If you’re a school leader reading this, here’s your reality: You can’t mandate thinking. You can’t train it in a single workshop. You can’t measure it with standardized tests.

A middle-aged male teacher sits at a wooden desk under warm lamp light, thoughtfully reviewing lesson plans marked with highlights, sticky notes, and revisions. Open notebooks and a cup of coffee are nearby, emphasizing a focused moment of preparation.

But you can celebrate intellectual risk-taking over right answers. You can protect time for deep work instead of covering more content. You can model thinking in your own decision-making processes. You can create conditions where teachers feel safe to experiment and learn from their attempts. When you visit classrooms, ask about the thinking you observed rather than focusing solely on student behavior or lesson pacing. Most importantly, resist the urge to rush implementation—thinking classrooms develop through sustained practice, not quick fixes.

Change happens through renovation, not revolution. Start with teachers who are curious. Support their experiments. Share their successes.

The Question That Changes Everything

Photo of a diverse group of middle school students in a modern, naturally lit classroom actively sketching ideas, discussing in small groups, and organizing thoughts with sticky notes, while a smiling teacher facilitates nearby. Lightbulbs, gears, and a question mark are subtly overlaid to symbolize cognitive engagement.

Here’s what I want you to consider: What if thinking was the curriculum itself?

Not thinking about math, or thinking about history, but thinking as the fundamental skill that transforms how students engage with everything they encounter.

I learned this lesson working with a chief academic officer who had a simple but powerful rule. Whether we were doing staff development with teachers or working directly with students, she would remind us: “Don’t rescue them from their struggle.” She understood that growth came through the struggle to make sense of information and apply it in meaningful ways. When we give students the answer too quickly, we shortcut their learning process.

This principle changes how we see those moments when students look confused or frustrated. Instead of rushing in with explanations, we can ask questions that help them work through their thinking. Instead of providing the solution, we can provide scaffolding that helps them construct their own understanding.

Consider classrooms where students question their own assumptions. Where confusion is celebrated as the beginning of understanding. Where “I don’t know” is the start of inquiry, not the end of discussion. Where learning feels urgent because students see its relevance.

This isn’t wishful thinking. This is what happens when we stop teaching and start facilitating thinking.

Ready to Go Deeper? Your Book Study Guide Awaits

A diverse group of four educators sit around a table in a sunlit classroom or library, actively discussing with open books, tablets, notebooks, sticky notes, pens, highlighters, and coffee cups spread across the table.
Professional learning comes alive when educators connect through shared study and collaboration.

If this post has you thinking “I need to learn more about this,” you’re in luck. I’ve created a comprehensive 10-session book study guide that takes you through “Creating Thinking Classrooms” with practical applications, reflection questions, and accountability built right in.

Perfect for:

  • Teacher teams who want to tackle this together
  • Individual educators who need structure and direction
  • Professional learning communities looking for meaningful work
  • Anyone who learns best with a thinking partner (even if it’s just you and the guide)

What you’ll get:

Minimalist icon of a dark blue open book with simple text lines, overlaid by a glowing yellow magnifying glass, symbolizing detailed study and focused analysis.
  • 10 complete session guides with focused discussion questions and practical applications
  • Pre-study self-assessment and goal-setting activities
  • “Quick win” activities you can try between each session
  • Weekly reflection journal prompts that deepen understanding
  • Detailed 30-60-90 day implementation plan with success metrics
  • T-TESS alignment guidance for professional evaluation support
  • Troubleshooting strategies for common challenges (student resistance, time constraints, parent concerns)
  • Progress monitoring tools and success indicators
  • Implementation tips for starting small and building momentum
  • Final reflection activities including creating your personal teaching manifesto

★📖 Get the complete Book Study Guide here 📖★

Whether you’re going solo or gathering a group, this guide will keep you accountable and help you actually implement what you’re learning (instead of just reading and forgetting).

Your Next Move

Don’t try to transform everything at once. Pick one class, one unit, one lesson. Ask yourself: “How can I make this more about thinking and less about knowing?”

Then try it. Learn from what happens. Adjust. Try again.

Here’s the reality: Our students don’t need more information. They need more opportunities to think deeply about the information they already have access to.

The world doesn’t need better memorizers. It needs better thinkers.

Silhouette of a human head with a brain inside next to two gold speech bubbles, one with a question mark and the other with checkmarks.

Not ready to dive into a book study right now? No problem! You can download my Critical Thinking Prompts by Content Area PDF to help you quickly add deeper thinking to your lessons, no matter what subject you teach.

What’s one thing you’ll try differently this week?

Share your experiments in the comments below. Let’s build a community of educators who prioritize thinking over knowing.

This post was inspired by “Creating Thinking Classrooms: Leading Educational Change for This Century” by Garfield Gini-Newman & Roland Case (Corwin, 2018). You can find the book through your local library, bookstore, or online retailers. Ready to transform your classroom? Grab the book and use the study guide above as your roadmap.

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Photo-realistic image of a middle school classroom where a smiling African American girl leads a group discussion. Her classmates and teacher attentively look toward her as lightbulb and gear icons subtly glow on a blurred classroom background, symbolizing creative thinking and collaboration.
Educational ResearchEducational TrendsGood Teaching

Stop Teaching, Start Thinking: Build a Classroom that Prioritizes Deep Thinking, Part One

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Picture this: Your brightest student, the one who aces every test, sits frozen when asked to design a solution for reducing food waste in the cafeteria. They know their content areas well—reciting facts about nutrition and waste effortlessly—but can’t connect the dots, question assumptions, or propose creative alternatives. They’re missing the critical, deep thinking they need to be successful.

Sound familiar? You’re not alone. And you’re definitely not failing as a teacher.

This is part one of a two-part blog series. Keep an eye out for the second installment, which includes a study guide for the referenced text!

The Problem We Don’t Talk About

A middle school student sits at a desk, looking confused as he examines printed sheets of graphs and a pie chart, while a teacher stands in the background with arms crossed, observing silently from a distance.

Here’s what I’ve been noticing more and more: We’ve become very good at teaching students to be intellectual parrots. They can repeat information accurately, but when you ask them to think critically about that information, the room goes quiet.

The good news? Garfield Gini-Newman and Roland Case tackled this exact problem back in 2018 with “Creating Thinking Classrooms: Leading Educational Change for This Century.” I just discovered this when a presenter at the TCEA AI for Educators conference referenced it, and it’s exactly what so many of us have been looking for. The approach doesn’t require you to throw out everything you know about teaching.

The Three-Shift Solution That Works

Split-frame flat illustration showing a teacher at a chalkboard labeled "Global Issues" on the left, and a diverse group of students discussing global topics with books on the table on the right.

Shift 1: Reorient Your Teaching Lens

From information delivery to thinking facilitation

Instead of asking “Did they get the right answer?” start asking “How are they thinking about this problem?”

This shift changes everything about classroom dynamics. When we focus on right answers, students learn to ask “What does the teacher want?” When we focus on thinking processes, they ask “What do I think and why?”

Here’s what this looks like in practice:

Math class: Instead of “What’s 15% of 240?” try “Show me how you figured out 15% of 240. What if it were 15% of 238—how would your approach change?” You might discover one student visualizes it as money (15 cents per dollar), another uses the decimal method, and a third breaks it into chunks (10% + 5%). All arrive at the same answer, but now you understand their thinking patterns.

History class: Instead of “What caused World War I?” ask “Walk me through how you’re weighing these different factors. Which do you think was most significant and why?” Now you see how they analyze cause and effect, prioritize evidence, and construct arguments.

Science class: Instead of “What happens when you mix baking soda and vinegar?” try “What are you noticing? What do you think is happening here? What makes you think that?” You discover their observation skills, hypothesis formation, and reasoning patterns.

Try this tomorrow: Replace your next “What happened in 1865?” with “Why do you think this event was a turning point?” Watch how the energy in your room changes.

Shift 2: Refocus Your Goals

From shallow wins to deep understanding

We’ve been celebrating the wrong victories. Getting 30 kids to memorize the same facts isn’t success—it’s efficient storage. Real success is watching a student connect historical patterns to current events without being prompted.

The progression that matters:

  • Knowledge → Understanding
  • Skills → Real-world competence
  • Good attitudes → Genuine commitment

Reality check: When was the last time your students surprised you with their thinking? If you can’t remember, it’s time to refocus.

Shift 3: Realign Your Daily Practice

Five principles that transform classrooms

Once you’ve shifted your mindset and refocused your goals, the rubber meets the road in your daily classroom practices. These five principles aren’t about adding more to your plate—they’re about doing what you’re already doing, but with thinking at the center.

  • Engage Students with questions that matter. Replace “What is photosynthesis?” with “Why don’t plants grow in my basement?”
  • Sustain Inquiry beyond single lessons. Turn units into mysteries students want to solve.
  • Nurture Self-Regulated Learners. Teach thinking vocabulary: “I’m questioning…” “My evidence suggests…” “I wonder if…”
  • Create Assessment-Rich Learning. Make feedback so frequent and specific that grades become less important.
  • Enhance Learning Through Digital Tools. Use technology to amplify thinking, not replace it.

This post was inspired by “Creating Thinking Classrooms: Leading Educational Change for This Century” by Garfield Gini-Newman & Roland Case (Corwin, 2018). You can find the book through your local library, bookstore, or online retailers. Ready to transform your classroom? Grab the book and use the study guide (coming soon in part two) as your roadmap.

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Educational Research

Seven Research Trends to Keep an Eye On, Part Four

by Dr. Cynthia Sosa
written by Dr. Cynthia Sosa

We all recognize the work of educational theorists whose legacy is imprinted in every educator such as Piaget, Vygotsky or Dewey. Their contributions are undeniable. Their theories have shaped generations of educators for decades. However, education is never static. The dynamic world and society we live in, diverse students, emerging technologies, and varied learning environments are all contributing factors. Yet, there is always new research constantly emerging. This series of posts cuts through the noise to bring you seven current research frameworks to engage learners or drive impactful professional
learning.

Please note that this is part one of a seven-part blog series. Click here to see all available parts, and check back regularly for more research trends to keep an eye on!

#6 Liz Kolb’s Triple E Framework

The Triple E Framework is an educational technology integration model with 3 main focuses. Kolb emphasizes that technology should do 3 things: 1) engage students in learning, 2) enhance the learning experience, and 3) extend learning opportunities beyond traditional classroom boundaries. It moves beyond simply using technology to focusing instead on its pedagogical impact. The framework provides educators with a practical lens to evaluate and implement technology effectively to improve student outcomes.

Figure 1 Kolb’s Triple E Framework

Let’s dive in a little further into the guiding principles. 

  • For engagement, teachers need to consider the impact of what they are using to teach and how they are teaching. Does it promote active learning, focus, and motivation?
  • Considering enhancement, we should intentionally design the learning to go deeper in understanding, scaffolding difficult concepts, and develop authentic and creative assessments for demonstration of learning in innovative ways.
  • In extension, using technology should ‘extend’ thinking and learning by offering a means to learn away from school, connect skills for relevancy.

The beauty of the Triple E Framework lies in its simplicity and its focus on pedagogy first. It’s not about the coolest new gadget, but about thoughtfully considering how technology can amplify good teaching practices. It might just be the framework you need to move from just tech to truly transformative learning experiences.

#7 CAST’s Universal Design for Learning (UDL)

CAST, a non-profit organization, developed the Universal Design for Learning (UDL) framework as a proactive approach to designing learning environments that are accessible and effective for all students. UDL is rooted in the idea that learner variability is the norm, not an exception. With this in mind, CAST aims to remove barriers to learning from the beginning rather than reacting with accommodations after. This framework emerged from the architectural concept of universal design.

At its core, UDL is guided by three main principles, each corresponding to different brain networks involved in learning. These principles are: 1) multiple means of representation, 2) multiple means of action & expression, and 3) multiple means of engagement. CAST does a fabulous job of developing a matrix with each of these principles listed. Furthermore, the principles are organized into guidelines, which have considerations that provide more information. If you have worked with Tomlinson’s Differentiated Instruction framework, you will find similarities. Let’s look closely at the 3 principles.

  • Multiple means of representation addresses the “what” of learning by providing diverse ways to present information and content
  • Multiple means of action & expression focuses on the “how” of learning by offering varied ways for students to demonstrate their knowledge and skills
  • Multiple means of engagement tackles the “why” of learning by stimulating interest, motivation, and sustained effort.

Figure 2 UDL graph with their focus and principles

The ultimate goal of UDL is to develop “expert learners” who are purposeful and motivated, resourceful and knowledgeable, and capable of self-regulated learning. By intentionally designing curriculum, instruction, and assessment with these principles in mind, educators can empower all students to access, participate in, and make progress. UDL is not about lowering expectations or simplifying content, but rather about providing equitable opportunities for every learner to thrive and reach their full potential.

Now that you have all 7 research trends, which did you gravitate toward? Which one are you going to research more about? Which one is your favorite? Let us know in the comments.

Sosa, C. (2025,Aug. 29). 7 research trends to keep an eye on, part four. [Blog entry]. TCEA TechNotes.

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Educational Research

Seven Research Trends to Keep an Eye On, Part Three

by Dr. Cynthia Sosa
written by Dr. Cynthia Sosa

#4 Malcolm Knowles’ Andragogy Framework  

Andragogy has a special place in my heart because this framework was part of my dissertation work. I believe the ideals and concepts in Andragogy are what is missing in our current educational professional development.

Figure 1 – Knowles et al.’s ‘The Adult Learner’

Andragogy is a framework that derives from various other research in teaching, learning, human development, human resource management, and adult learning to name a few. Knowles posited that adults need to be taught differently based on the assumptions that Knowles discovered rather than teaching as we would children, which is pedagogy. Knowles outlined various principles, artifacts, and processes to implement adult learning principles into any learning situation, including professional learning and development. This is important because we know professional development in education is not effective, so why do we keep scheduling and planning for traditional professional development? Why do we keep doing sit ‘n’ gets? 

Andragogy, often defined as the “art and science of helping adults learn,” stands in contrast to pedagogy, which traditionally focuses on the education of children. While pedagogy often adopts a teacher-centered approach, andragogy emphasizes the unique characteristics and needs of adult learners. You can find my lecture notes for a previous presentation with some more information.

In my research, I followed the process model listed below by developing a pre-assessment to assess the skills or knowledge expectations, the learning contract, and the implementation cycle. 

Most importantly, let’s take a look at the assumptions of learning in adults, which can drive teaching and coaching for high school and higher.

  • Self-Concept. Adult learners will be more self-directed in their learning. No longer are they dependent on others. They will want to take responsibility for their own learning AND make their own decisions.
  • Adult Learner Experience. Experience is important as an adult. They are more capable of utilizing the experiences as a rich resource for learning. They connect new information to past experiences and can build upon it.  
  • Readiness to Learn. Maturity leads adult learners to be most motivated to learn when it is relevant to their current life, career, or situation/problem.
  • Orientation to Learning. Maturity shifts learning from subject centered (must learn it) to problem or task-centered and when it is needed. They want to learn things that have immediate relevance and application to their lives.  
  • Motivation to Learn. Adults are motivated intrinsically because they want to learn new information to improve job skills, self-esteem, personal growth, or a better quality of life.
  • Need to Know. Adult learners want to understand the “why” behind their learning. They need to know the benefits of learning something and the consequences of not learning it.  

Figure 2 – Knowles’ Andragogy

The entire framework is quite complex as he developed the assumptions, the andragogical process, and other processes plus learning contracts and an evaluative process. More specifically, the Andragogical Process Model for Learning is what should also be used for instructional design or professional development sessions. In essence, the andragogical process model empowers adult learners to take an active role in their education, recognizing their experience, self-direction, and desire for relevant and practical learning. It shifts the instructor’s role from a traditional lecturer to a facilitator who guides and supports the learning journey. This journey includes providing a conducive learning environment to mutually planning the objectives and plans after diagnosing the learning needs. In addition, the process is evaluated for efficacy.

One concern is if the learners make their own choices on what and how to learn, how is that monitored? So, along with the assumptions and the andragogical process model for learning, I utilized the learning contracts. The learning contracts were the learning plans listed in the process model. The contracts would itemize what the learner wants to learn, the resources they will use, and the evaluation methods to demonstrate their learning. The learning contract or plans provide a documented source for accountability to self or administration.

Overall, Andragogy has so much potential to disrupt and improve traditional professional development that merges a learners’ autonomy and motivation to learn what is needed and the need for accountability in professional learning. Andragogy is a phenomenal framework that will undoubtedly improve professional learning for teachers. 

#5 Seemiller & Grace’s Generation Z Study 

One of the more interesting studies to emerge about generational perspectives is Seemiller and Grace’s (2016) work. In particular, they interviewed 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions. In their book, they include data from other studies they have completed to include more than 150,000 students’ voices reflected in the evidence. The research found a few interesting items about who they are, how they learn, and what they want. 

Figure 3 – Seemiller & Grace’s ‘Generation Z Goes to College’

The qualitative results are a great inspection of who these students are and what the need for learning. Let’s break down the 5 trends that emerged.

  • First, Generation Z are observers. Generation Z prefers to observe others model doing something before trying it themselves.​ I can say that I have noticed an uptick in students asking for a model or example of the assignment tasked. It’s not that the was not the case before, but they are certainly making it known and requesting it more often for most of their work.
  • Next, Generation Z want to learn skills that are applicable and transferable. Generation Z prefer and WANT to learn skills and information that are easily and immediately applicable to real life. This trend directly connects to David Kohl’s Experiential Learning and Love and Wegner’s Situated Learning. 
  • Generation Z feel that it is up to them to make change happen in their community and globally. Now, you may ponder that every generation is involved in making change happen. We have seen volunteering increase. The difference is, as Seemiller and Grace, pointed out, they don’t just want to put some time in volunteering. They want to completely change the system or eradicate the issue. 
  • Did you think about Generation Z as interpersonal learners? Well, that is the next trend discovered.Generation Z prefer to learn by themselves. They want to set up their own schedules and reflect on their learning. 
  • Last, Generation Z sees peers and faculty as resources to further their understanding.They appreciate working together and after want to reflect on their own understanding and perspectives. I have seen this trend in my courses with undergraduate students. They definitely don’t mind collaborating or discussions or activities in class, but ultimately would like to work on their own.

Seemiller and Grace are trailblazers researching vital information that will continue to transform our thoughts and understanding about Gen Z learners and workers.

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Educational Research

Seven Research Trends to Keep an Eye On, Part Two

by Dr. Cynthia Sosa
written by Dr. Cynthia Sosa

We all recognize the work of educational theorists whose legacy is imprinted in every educator such as Piaget, Vygotsky or Dewey. Their contributions are undeniable. Their theories have shaped generations of educators for decades. However, education is never static. The dynamic world and society we live in, diverse students, emerging technologies, and varied learning environments are all contributing factors. Yet, there is always new research constantly emerging. This series of posts cuts through the noise to bring you seven current research frameworks to engage learners or drive impactful professional
learning.

Please note that this is part one of a seven-part blog series. Click here to see all available parts, and check back regularly for more research trends to keep an eye on!

2. Sonny Magana’s T3 Framework of Innovation

The T3 Framework of Innovation by Sonny Magana (2017) is a research-based framework that categorizes the way technology can be used for teaching and learning. In his book, Disruptive Classroom Technologies: A Framework for Innovation in Education, Magana calls for the disruption of our ways and this idea is steadily gaining momentum for its simplicity to explain and demonstrate technology use at various levels. There are three domains with two levels within each domain. Each of these domains and levels increase complexity and use and the impact of the digital tools used.

In each of the three domains, Magana has outlined 2 levels of how technology is implemented in the classroom and what he feels is the way students interact with technology. It follows a bit of a hierarchy of technology use from low and simple usage to higher, more intricate and complex usage.

The first domain is Translational. Within this domain are two levels: (1) automation and (2) consumption. In each of these levels within the domain of translational, we see a general usage of technology, one where we use technology to automate tasks that are normally completed in non-tech or non-digital ways. One example is using an app for a quiz instead of a traditional hardcopy.

The second domain is Transformational. Within this domain are two levels: (1) production and (2) contribution. Magana now describes transformational actions as disruptive because it changes the role of person involved, the task itself, or the impact of product.

In this domain, students are now either producing artifacts that exhibit mastery of goals, evidence of knowledge or thinking visibly, or contributing to others’ knowledge growth. It is “doing new things in new ways.”

Moreover, it is the production of artifacts that demonstrate growth and mastery from stated goals and the metacognitive reflection of learning. Example apps for producing and tracking goals are Snorkl, Canva Whiteboard, Google Sheets, or Microsoft Forms.

The third and last domain is Transcendent. Within this domain are two levels: (1) inquiry design and (2) social entrepreneurship. Now, we have heard of using technology in new and innovative ways, something that has never been conceptualized before; however, the problem with that is that it is left open-ended. What does that look like? Magana provides guidance in the last domain of transcendence. It is student-driven, progressive, and has the potential to disrupt and advance learning. While complex, it can still be very attainable. Using inquiry design, students are working mostly on their own to find solutions to particular ‘wicked’ problems. The basis of social entrepreneurship implies that students should be investigating and helping the greater good. Learning, at this stage, is not confined to the four walls of the classroom.

Magana’s T3 Framework of Innovation challenges educators to move beyond simply digitizing old practices, instead aiming for genuine, deep learning. By categorizing technology integration into translational, transformational, and transcendent levels, the framework provides a clear roadmap for fostering student achievement and preparing them for a dynamic future.

3. George Siemens’ Connectivism Theory

The article, Connectivism: A Learning Theory for the Digital Age, Siemens (2005), is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. Who knew that Siemens theory would be so relevant 20 years later?

This particular theory is near the top of my list. It is a favorite of mine that I have actively made a more deliberate effort to implement. It is in the same bracket as other philosophies like constructivism or progressivism and goes beyond the seminal research such as constructivism or progressivism to challenge us to rethink learning. Siemens posits that technology and connection are missing in our current understandings.

It is based on the ideas that a dynamic learning environment and the individual is only part of the equation to connecting the dots to new information. The ability to draw distinctions between important and unimportant information is vital. Moreover, the ability to recognize when new information alters the landscape based on previous decisions.

Connectivism advocates connection, collaboration, and access to build and find knowledge. This theory sets up the idea that learning is acquired through new, more connected ways. Lifelong learning is a core tenet for continuous adaptation and acquiring new information. Let’s take a look at the principles of Connectivism:

  • Learning and knowledge rests in diversity of opinions.
  • Learning is a process of connecting specialized nodes or information sources.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

To break this down a bit more, let’s envision what this may look like in a classroom or for an educator subscribed to this theory. The learner is participating in and connecting to others online in discussion forums and communities of shared interests. By the way, did you know TCEA has an online community with all its members? They may use social media to learn following experts, sharing their own resources, and, again, engaging in discussions.

The learner may go a bit further by collaborating online for the development of documents or projects. The learner may join an online course, learning from the instructors or the other diverse learners. The learner may increase and focus on their PLN [Professional Learning Network] that includes anyone or space that has shared interests to connect with and learn from. Last, the learner will utilize online resources and databases to learn, develop research skills, and synthesize information
for professional growth.

Siemens’ theory offers a timely perspective on learning in this currently connected and digital age. He asserts that knowledge resides in interconnected networks of diverse opinions and information. We should leverage these dynamic networks as the core skill for continuous learning and adaptation in a rapidly evolving world.

Don’t forget to post a comment if you like this post or have a follow-up question. We would love to hear from you!

Sosa, C. (2025, Aug 8). Seven research trends to keep an eye on, part two. [Blog entry]. TCEA TechNotes.

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Educational Research

Seven Research Trends to Keep an Eye On, Part One

by Dr. Cynthia Sosa
written by Dr. Cynthia Sosa

We all recognize the work of educational theorists whose legacy is imprinted in every educator such as Piaget, Vygotsky, or Dewey. Their contributions are undeniable. Their theories have shaped generations of educators for decades. However, education is never static. The dynamic world and society we live in, diverse students, emerging technologies, and varied learning environments are all contributing factors. Yet, there is always new research constantly emerging. This post cuts through the noise to bring you seven current research frameworks to engage learners or drive impactful professional learning.

Please note that this is part one of a seven-part blog series. Click here to see all available parts, and check back regularly for more research trends to keep an eye on!

1. Project Zero’s Thinking Routines

Project Zero, which has been Harvard’s Graduate School of Education’s research department since 1967 (did you know Howard Gardner, researcher for Multiple Intelligences works here?), developed a set of research-based and proven thinking practices. Project Zero (n.d.) emphasized, “the Visible Thinking research has a double goal: on the one hand, to cultivate students’ thinking skills and dispositions, and, on the other, to deepen content learning” (para. 2, “Background on PZ’s Visible Thinking”). They postulate that learners need the opportunity to show their thinking for better understanding and attaining that metacognition. 

I absolutely love these and use them faithfully in my higher education courses for general discussion posts, whole/group discussions, reflections, or closures. These routines are ubiquitous in that they fit in any area of your instructional design and can fit a variety of purposes. I am sure you have heard of think-pair-share, right? Well, that one is on the list. A routine is a set of questions or sequence of steps that are scaffolded to support thinking. There are different categories that you can choose from to reshape and think more deeply in that manner. Some of the type of thinking categories you may find on their website are core thinking routines, introducing and exploring ideas, digging deeper into ideas, and global thinking to name a few.

When you select a routine, you will see information listed and a PDF resource link that shows you the questions, graphic organizer, and the instructions. Look at the examples below:

Examples

Connect, Extend, Challenge– Core Thinking Routine 

Consider what you have just read, seen, or heard, and then ask yourself:

  • How are the ideas and information connected to what you already knew?
  • What new ideas did you get that broadened your thinking or extended it in different directions?
  • What challenges or puzzles emerge for you? 

Generate, Sort, Connect, Elaborate – Synthesizing and Organizing Ideas

  • Generate a list of ideas and initial thoughts that come to mind when you think about this particular topic/issue. 
  • Sort your ideas. Place central ideas near the center and more tangential ideas toward the outside of the page. 
  • Connect your ideas by drawing connecting lines between ideas that have something in common. Explain and write in a short sentence how the ideas are connected. 
  • Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas. Continue generating, connecting, and elaborating new ideas until you feel you have a good representation of your understanding.

Thinking Routines have unlimited possibilities in how and where to use. Use these in a discussion board forum for student discussions, chart paper for gallery walks on Canva Whiteboard, Figma, or any other app that promotes collaboration in real time and the ability to add text so others can view. 

Below, you see an example of a discussion board forum where the initial post needs to include the Thinking Routine ‘Compass Points,’ a core thinking routine. 


Figure 1 Discussion board with a Thinking Routine


In the example below, the students added their responses for the thinking routine, ‘The 4C’s,’ on a shared Microsoft Word Document. Students were in pairs or trios and each group responded on a separate page.


Figure 2 Thinking Routine: The Four Cs


Here is the same thinking routine, The 4Cs, in Canva. The 4Cs routine is for ‘considering controversies, dilemmas, and perspectives.’


Figure 3 Canva’s Whiteboard


I guarantee you will be able to find a thinking routine that fits your lesson objective or include it as part of shorter reflective professional learning activities making deep thinking an everyday possibility in your classroom. You should allow these empowering opportunities to transform casual thought into visible learning for improved success.

Don’t forget to post a comment if you like this post or have a follow-up question. We would love to hear from you!


Sosa, C. (2025, July 28). Seven research trends to keep an eye on, part one. [Blog entry]. TCEA TechNotes.

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Educational ResearchEducational TrendsOnline Tools and Apps

Harnessing Visual Learning with Free Tools

by Miguel Guhlin
written by Miguel Guhlin

Are you spending hours lining up ovals and squares in your favorite graphic organizer program? My routine involves crafting a first draft of my great ideas in concept maps that span pages. Then, I refine them into concept maps to share with others.

Visual learning facilitates comprehension for those who struggle with abstract concepts. Working through an academic text, I often make a concept map. Tools like Draw.io (also known as diagrams.net) and MXStudioGraph (see free AI tool to convert writing into code) can serve as essential instruments for creating clarity. How can you leverage these free tools and concepts in your K-16 work? Let’s see how to harness visual learning with these free tools.

Revisiting the Research

Wondering what the scientific consensus is on the use of visual tools for constructing knowledge? Consider these points about the power of graphic organizers:

  • Organize and comprehend information. Working at the Deep Learning phase, graphic organizers assist students in seeing relationships between ideas. This relational aspect, how facts and perspectives connect, reflects the Deep Learning phase (source).
  • Enhance critical thinking. Compare and contrast diagrams, as well as cause/effect organizers, encourage deeper processing of information (source).
  • Non-linguistic pathway to understanding. Students with learning disabilities (source) can benefit from diagrams with minimal words to organize their thinking.
  • Improve metacognition. Using organizers assists students (source) in seeing “the big picture” about text, stimulating meta-cognition (source).

You can find an overview of these ideas in the PRISM Framework, adapted from Biggs’ SOLO Taxonomy. What’s your plan for learning new information, to help you see the connections? Having a strategy is important. That’s why I like the PRISM Framework and use it when possible. One way to identify and see patterns could involve the use of AI to scaffold your awareness. But one can get lost in the dense thickets of academic text.

Diagram generated by the author using AI-generated MXStudioGraph code in Draw.io.

A Hattie Connection

These diagramming tools (e.g. Draw.io) support high-effect size instructional strategies. No doubt, you are familiar with John Hattie’s and Corwin Press’ Visible Learning MetaX database. When students visually organize information, they engage in deeper cognitive processing. A Deep Learning strategy, Concept Mapping has an effect size (d=0.66).

Note: Although I use the term “visual learning,” it should not be confused with the visual learning of discredited learning styles (e.g. Fleming’s VARK model featuring four sensory modalities to receive and process information, although they are really cool, they lack empirical evidence). Learning styles fall into neuromyth territory. Fortunately, we have evidence through high-effect size instructional strategies.

It assists students in building relationships between ideas and gaining a deeper conceptual understanding. With digital tools like Draw.io, students can link concepts, add explanatory text. What’s more, they can visually represent hierarchies and connections. This moves them towards the “Relational” and “Extended Abstract” levels of understanding as described in the SOLO Taxonomy. It aligns with the “Deep Learning” phase where learners integrate and connect knowledge.

Other related high-impact strategies that tools like Draw.io facilitates include:

  • Outlining and Organizing: With an effect size of 0.84, this strategy helps students structure information, which supports critical thinking and problem-solving. Draw.io can be used to create visual outlines that are more dynamic and interconnected than traditional linear notes.
  • Graphic Organizers: Tools like Venn diagrams, flowcharts, and cycle diagrams help students categorize information, see relationships, and reduce cognitive overload by breaking down complex information into manageable sections. The ALDO framework also points to the use of graphic organizers.
  • Computational Thinking. Consider that Decomposition might be another way to interpret helping students break down problems and information into easier to manipulate and solve chunks.
Diagram generated by the author using AI-generated MXStudioGraph code in Draw.io.

Let’s address the elephant in the room first. This article requires Generative AI use.

A Metaphor for GenAI Use

Generative AI can, focused on specific texts, identify big patterns. In this situation, use GenAI not as a final answer but as a cognitive trampoline that may launch your thinking in different directions.

Or consider it a stationary handrail to provide our brains something to interact with. Eventually, we can step away from this “barre work” to the center floor to think without support. But how do we shift AI provided text summaries, even of our own writing, into concept maps to help us identify previously missed connections?

Perhaps we can use GenAI like a ground penetrating radar to identify unknown connections between ideas. Then, with some elbow-powered excavation (I don’t own a mechanized excavator), we can dig out the deep conceptual understandings that may be there in our own work and that of others. Or, find them to simply be false echoes.

Whatever your metaphor, trampoline, the ballet’s barre work or ground penetrating radar, let’s take a look at a potential process using free tools.

This diagram was based on author’s text above, as processed by GenAI into MXStudioGraph code and rendered by Draw.io.

Free Tools

In this blog entry, I’d like to introduce you to two tools. The first is code-based, not unlike Mermaid syntax I’ve written about before. However, where Mermaid syntax results in a clunky concept map, MXGraphXML offers more beautiful creations and flexibility. To make generating code easier, use this free custom Bot I made for the purpose:

Get BoodleBox free for two months with the code “MGFREE” and access the BoodleBox AI version of the Diagram Generator AI (shown above). Or, if you are using ChatGPT, Access the ChatGPT version of the Diagram Generator AI to create MXStudioGraph code from a selection of text you provide.

Here’s what that looks like:

The BoodleBox Bot version of Diagram Generator AI in action, converting my prompt into diagram code.
This is the rendered code in Draw.io desktop app on Windows OS. You can get the same effect in Diagrams.net.

You will combine the MXGraphXML code with a free diagramming tool to get a concept map (as shown above) that you can modify and rework. Wait, before you panic, there’s no coding involved. Let’s get a little background on both tools.

AI Generated MXStudioGraph Code

MXStudioGraph is built upon the robust foundation of mxGraph. It is an open-source JavaScript library renowned for enabling interactive diagrams and visualizations. Educators and students can use MXGraph code to design, edit, and visualize a wide array of diagrams. This can mean creating anything from simple flowcharts to complex network structures. To keep things simple, students and staff control the generation of the code through natural language interaction with GenAI.

For example, to render the section of this text A Metaphor for GenAI Use, I used a simple prompt:

Use MXGraph XML code compatible with Draw.io to capture the key concepts in this selection of text: [A Metaphor for GenAI Use text]

This resulted in:

Gemini-generated MXStudioGraph code at author’s direction

Drawio A Free Accessible Diagramming Solution

The resulting code is useless to me without some way to turn it into a more visual tool. To accomplish that, I rely on the free, open source Draw.io that you can install on your Windows, Mac, or GNU/Linux computer (or access via diagrams.net). It is a fantastic tool I relied on as an educator and technology director for a variety of diagrams. It leverages the same mxGraph engine mentioned above.

Some benefits of Draw.io:

  • Completely Free: There are no hidden costs, subscriptions, or mandatory accounts. Both the online editor and the desktop app (available for Windows, Mac, and Linux) are available at no charge. If you ever had to justify purchasing Inspiration for a K-12 school district, you will appreciate such a powerful tool available for free.
  • No Account Needed: You or your students can begin diagramming immediately without the hassle of sign-ups or logins.
  • Flexible Storage Options: You can save diagrams to popular cloud services like Google Drive, OneDrive, and Dropbox, or directly to your device. You can run it without internet access, too.

Some other benefits? You can run it locally on your device or via the web. It also features integration with cloud storage if that’s a need (such as a Chromebook environment), and supports collaboration.

Unlocking Learning K12 Classroom Use Cases

Having students struggle with writing can be powerful. When you use GenAI as a way to convert student-authored content into a diagram using natural language, this means students might perceive their writing in a clearer fashion. They can see the relationships and concepts. What’s more, once the AI-generated MXStudioGraph code is in Draw.io, they can manipulate it to say what they want it to, restoring agency and ownership.

Some more uses:

  • Graphic Organizers and Mind Maps: Students can brainstorm ideas, map out complex concepts, and visually structure information for essays, research projects, or study guides.
  • Timelines and Story Maps: Ideal for social studies and literature, students can create chronological timelines of historical events they have created or develop storyboards to analyze narrative structures.
  • Scientific Illustrations and Process Flows: Labeling diagrams of biological structures (plants, animals), chemical processes, or ecological cycles becomes more interactive and clear with custom shapes and connectors.
  • Mathematical and Logical Reasoning: Construct Venn diagrams to explore set theory, build flowcharts to outline problem-solving steps, or even create geometric figures to support mathematical reasoning.
  • Collaborative Projects: The real-time editing feature empowers student groups to work together seamlessly on shared diagrams for presentations, group assignments, or inquiry-based learning activities.
  • Assessment and Review Tools: Teachers can design visual quizzes, create concept maps for review sessions, or use process flow diagrams to assess students’ understanding of sequential information.

Getting Started Is Easy

Get started by visiting the free online editor at app.diagrams.net or by downloading the desktop application.

Follow these steps:
1) Use your favorite GenAI tool, dropping text in with this prompt:

Use MXGraph XML code compatible with Draw.io to capture the key concepts in this selection of text: [text or link to text]

GenAI tools like ChatGPT, Gemini, Perplexity, Mistral.ai, Copilot, Raina have built-in support for MXStudioGraph. But, they can be finicky. To assist you in avoiding that, use the TCEA Diagram Generator AI (requires a free ChatGPT account).

Note: You can see an example of this earlier in this blog entry in the AI Generated MXStudioGraph Code section.

2) Copy the code

3) Paste the code into Draw.io on your computer or browser, depending on which you chose to install or use:

Author screenshot of Draw.io

Then, paste the code:

Author screenshot of Draw.io

4) Modify diagram, then save your changes. You can also export the diagram in a variety of formats:

Author screenshot of Draw.io

Give it a go, it’s not as hard as you might think.

Harness Visual Learning Tools

Students will both have fun and extend their digital toolbox when creating visualizations. Digital tools like Draw.io can make that possible. Mix in GenAI generated MXStudioGraph XML code renditions of author-created writing. Free, avoiding student user accounts, usable from grade 3 through adult learners, AI-powered Draw.io offers a powerful choice to manipulate deep learning connections. You now have a tool to better identify and map deeper conceptual thinking in your own work or that of others.

But Wait, There’s More!

For more information on learning styles and implications for classroom usage, be sure to read:

Robinson, D. H., Yan, V. X., & Kim, J. A. (Eds.). (2022). Learning styles on trial: Implications for classroom instruction and student achievement. Springer. https://doi.org/10.1007/978-3-030-90792-1 (Reviewed by Kassandra R. Spurlock)

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Educational ResearchGood Teaching

Support Relational Thinking with Research-Based Strategies

by Miguel Guhlin
written by Miguel Guhlin

“I don’t get it!” This common classroom refrain highlights a frequent struggle. Students memorize facts but miss connections. They see pieces but not the whole picture. It’s easy to experience a fragmented view of what’s happening around us. This leads to frustration and disinterest, making it hard to use what we know. It’s easy to get trapped, recognizing individual puzzle pieces but unable to put a complete picture together. This can lead to frustration and disengagement, hindering their ability to apply knowledge in meaningful ways. This blog offers several strategies, no AI or technology needed.

What is Multi-Structural Thinking?

Here’s a vignette to capture the challenge many students face:

Picture Maria, a student grappling with a new concept. “I just don’t understand!” she exclaims, her voice laced with frustration. Her teacher, Mrs. Ramirez, offers a reassuring smile.
“You have all the pieces,” she explains, “but you haven’t quite figured out how they fit together yet.” Mrs. Ramirez then sketches four boxes on a piece of paper, labeling them “Main Idea,” “Details,” “Connections,” and “Summary.”
“Let’s tackle this one box at a time,” she suggests. A flicker of hope sparks in Maria’s eyes as she begins to relax. Maria’s experience exemplifies multi-structural thinking.

Like Maria, students experience thinking like pieces of a jigsaw puzzle they can’t seem to put together. Watching colleagues at work put a jigsaw puzzle, bringing every piece to its home, I identify with students who feel like they just can’t see the whole picture.

Students like Maria have the individual facts but can’t make the next step to see the complete image they form. For example, a student may know about the Boston Tea Party, the Declaration of Independence. What they may not see is how they are connected to the American Revolution. This fragmented view stops them from developing a deeper grasp of historical events and what they mean.

How do we move students from unistructural or multistructural thinking to encompass more perspectives? One way is to guide them towards relational thinking.

Strategies That Work

Relational thinking is the ability to see the connections between ideas and understand the bigger picture. Several high-effect size instructional strategies can help with that. If you read the TCEA blog, you know that there are various phases of learning (e.g. Surface, Deep, and Transfer Learning) that students may be in at any time relevant to what they are studying. Matching a high-effect size instructional strategy appropriate to the phase of learning students are in is key.

A few strategies (updated as of 01/2025) you may want to cultivate in your practice appear below.

Instructional Strategies by Phase of Learning

Surface Learning

  1. Feedback corrective reinforcement and cues (Effect Size: 0.92)
    Providing learners with information about their performance to guide improvement, reinforce success, and clarify next steps.
  2. The Jigsaw Method (Effect Size: 0.92)
    Students collaborate in expert groups to master subtopics and teach them to peers, fostering connections between concepts.
  3. Effects of testing (Effect Size: 0.63)
    Using tests and quizzes to enhance learning and retention.
  4. Flipped classrooms (Effect Size: 0.58)
    Reversing the traditional learning environment by delivering instructional content outside of the classroom.
  5. Direct instruction (Effect Size: 0.56)
    A teacher-led approach focusing on clear explanations and modeling foundational skills and concepts, suitable for introducing new topics.
  6. Retrieval Practice/Practice Testing (Effect Size: 0.49)
    Actively recalling information from memory to reinforce learning and improve long-term retention.

Deep Learning

  1. The Jigsaw Method (Effect Size: 0.92)
    Students collaborate in expert groups to master subtopics and teach them to peers, fostering connections between concepts.
  2. Constructivist Teaching (Effect Size: 0.90)
    Students actively explore ideas and solutions through hands-on activities, fostering deeper understanding.
  3. Feedback timing (Effect Size: 0.89)
    Providing learners with insights at the most effective moment in the learning process
  4. Argumentation (Effect Size: 0.86)
    Engaging in the process of reasoned debate to deeply explore and understand concepts.
  5. Outlining and Organizing (Effect Size: 0.86)
    Structuring information hierarchically using outlines or graphic organizers to identify relationships between ideas.

Transfer Learning

  1. Self-Reported Grades (Effect Size: 0.96)
    A strategy where students assess and predict their own performance or learning outcomes.
    This approach encourages self-reflection, goal setting, and self-regulation, fostering deeper engagement and ownership of the learning process.
  2. Mathematics problem solving (Effect Size: 0.88)
    Strategies and techniques used to approach and solve math problems
  3. Transfer strategies (Effect Size: 0.75)
    Activities that encourage students to apply learned concepts in new situations, emphasizing metacognition.
  4. Problem-Based Learning (Effect Size: 0.53)
    A strategy where students work in groups through a problem-based learning scenario and decide what they need to learn to resolve a particular problem or questions. The aim is also to promote critical thinking skills, problem-solving abilities, and communication skills.

Exploring how each of these strategies can be adapted in your work could take a lifetime. One recommendation is to slowly get comfortable with one strategy from each phase of learning, then work with your students.

Let’s take a look at three of my favorites strategies along with technology you can use (but you don’t have to). Each can lay the groundwork for relational thinking.

Three Strategies for Everyday Use

Strategy #1: The Jigsaw Method

If you are wondering, “Why not pick the Jigsaw Method for surface and deep learning phases?” you are on the right track. The Jigsaw Method, especially the three step jigsaw, works great for both Surface and Deep phases of learning. When I’ve used it with adult learners, I’ve found that learners become experts and advocates for what they have learned in a quick manner.

Grade K-5 Students

To introduce the Jigsaw Method to K-5 students, it might be fun to use a Game Design activity. Here’s one for your consideration:

K-5 Introduction: “Game Creator Teams”

  1. Home Groups and Game Elements:
    • “We’re going to design our own video game! First, we’ll split into Home Groups. Each group will choose a different part of the game to become experts on (characters, levels, story, music, or art).”
  2. Expert Groups and Becoming Game Designers:
    • “Now, let’s form Expert Groups. All the ‘Character Designers’ will meet together, all the ‘Level Designers’ will meet, and so on. Work together to brainstorm and plan the best ideas for your part of the game!”
  3. Home Groups and Teaching the Team:
    • “Time to go back to your Home Groups. Take turns sharing your game element ideas with your group. Work together to combine all the ideas and create a super fun game concept!”

You can follow suggestions in this blog entry for actually constructing the game using what students put together in this initial effort. Follow this same model of shifting students from 1) Home Groups, 2) Expert Groups, and 3) Home Groups with academic topics. Use it until students can do it with minimal guidance. I like to share a jigsaw organizer with students so they have something to write on. Some rely on EduProtocols but I find that the technology gets in the way. You want students engaged by ideas and their thinking, less so by the technology at surface learning.

Grade 6-12 Students

If you are in the grades 6-12, you may want to try this out to introduce students to the Jigsaw Method.

6-12 Introduction: “Pop Culture Showdown”

  1. Home Teams and Categories:
    • “We’re having a Pop Culture Showdown! You’ll start in Home Teams, and each of you will pick a different category to research: (Movies, Music, Social Media Trends, Memes, or Fashion).”
  2. Expert Groups and Deep Dive:
    • “Next, you’ll meet with the Expert Groups—all the ‘Movie Buffs’ together, all the ‘Music Maniacs’ together, etc. Your mission is to become the ultimate expert on your category so you can teach your team all about it.”
  3. Home Teams and the Showdown:
    • “Finally, return to your Home Teams. Take turns presenting your category. After everyone shares, your team will work together to create a final Pop Culture presentation that showcases the most important and interesting things from all the categories!”

What are some other ways you could introduce the Jigsaw Method in your classroom that would work for your students?

Two More Strategies for Deep Learning

You may be thinking, “I can’t use Jigsaw Method ALL the time for Deep Learning. What else is there?” Two of my other favorite strategies include two Deep Learning strategies. I can’t part with Outlining and Organizing and Argumentation. Use these when you want students to develop a deeper conceptual understanding of how facts, perspectives connect in a subject area.

Please find below two blog entries that explore various approaches:

Ok, let’s switch gears from introductory learning opportunities and seeing how learning connects to applying that learning to new situations. Applying what we have learned to new situations involves transfer learning.

Transfer Learning

This final area is one that many educators don’t spend too much time on. John Hattie suggests (source) “that around 90% of classroom teaching and learning focuses on surface knowledge and learning.” At some point, students must make the transition to Deep Learning, and eventually Transfer Learning. It’s when this level of insight is required that tools like John Biggs’ SOLO Taxonomy are helpful.

My go-to strategy for Transfer Learning is Problem-Based Learning. I also see value in schema-based frameworks that involve mathematic problem-solving. Read more about Problem-Based Learning, as well access other resources.

Relational Thinking: Seeing the Big Picture

Relational thinking empowers students to see how individual ideas fit together to form a cohesive whole. They begin to see the completed jigsaw puzzle, understanding the relationships between the pieces. For instance, they can articulate how the Boston Tea Party directly contributed to the Declaration of Independence and the ensuing American Revolution. As Maria works with Mrs. Ramirez, using the four-box strategy, she starts to connect the dots. She progresses from simply listing facts to explaining their significance and interrelationships. This shift marks a crucial step towards deeper learning and critical thinking.

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Created by author
Content AreasEducational ResearchMath

Got GRITS? A Coaching Strategy for Lesson Study Groups

by Miguel Guhlin
written by Miguel Guhlin

Understanding fractions—especially adding and subtracting with unlike denominators—can be a major hurdle for fifth-grade students. Many struggle with conceptualizing the process beyond rote memorization. To address this, a structured lesson study approach can be highly effective. The GRITS Model (Goal Setting, Research, Implementation, Team Analysis, and Strengthening) provides a roadmap for refining instruction and ensuring deeper student comprehension.

Let’s explore how the GRITS model can be applied to improve student learning in this crucial math skill.

G – Goal Setting & Planning

“A well-planned lesson is the foundation of student success,” says Julia, a third-grade teacher.

Teachers choose a learning goal, identify student needs, and plan a lesson to address them. With a coach, teachers identify a learning goal. This goal should be based on student needs, curriculum standards, or instructional challenges. A great way to determine this? A low-stakes formative assessment, such as an entry ticket. With the data in hand, a coach and teacher can work together and put a lesson together.

Key Actions:

  • Anticipate potential student misconceptions and plan how to address them.
  • Review student performance data to identify gaps or misconceptions.
  • Align the lesson with curriculum standards and long-term learning objectives.
  • Set measurable outcomes for student understanding.
  • Determine the best instructional approach (e.g., hands-on learning, inquiry-based methods).

Objective:

Students will develop a strong conceptual understanding of adding and subtracting fractions with unlike denominators using visual models and real-world applications.

Lesson Plan Draft:

  • Utilize fraction bars and number lines to illustrate sums and differences.
  • Introduce a real-world scenario (e.g., sharing different-sized pizza slices).
  • Guide students in finding a common denominator and solving problems step by step.

By beginning with clear objectives and a well-structured plan, the team ensures alignment with student needs and curriculum standards.

R – Research & Lesson Development

“The best teaching is rooted in evidence and experience,” says Mark, an instructional coach.

Educators study best practices, research effective strategies, and refine the lesson plan based on evidence and expertise. Here are some key questions, research sources, and lesson adjustments to consider.

Key Actions:

  • Plan formative assessment checkpoints to gauge understanding during the lesson.
  • Consult educational research on effective teaching strategies.
  • Explore high-impact teaching strategies (e.g., scaffolding, peer teaching, manipulatives).
  • Consider different learning styles and differentiation strategies.
  • Develop lesson materials, including worksheets, visual aids, and real-world examples.


Key Questions to Guide Research:

  • What misconceptions do students typically have about fractions?
  • What strategies help deepen conceptual understanding?
  • How can we ensure students see the connection between visual models and algorithms?

Research Sources:

Lesson Adjustments Based on Research:

  • Incorporate collaborative problem-solving with manipulatives.
  • Add a self-reflection component where students explain their thinking.

Through research-driven adjustments, educators refine their approach to maximize student engagement and comprehension.

I – Implementation & Observation

“Seeing student reactions in real time helps us refine our approach,” says Lisa, a fifth-grade teacher.

One teacher teaches the lesson while others observe how students engage and respond. This portion is not unlike pineapple charts:

If you have a lesson planned that you believe other teachers might be interested in, whether it’s for a particular teaching technique you’ll be using, a new tool, or a powerful way to differentiate learning, you post that information in the faculty workroom (or anywhere teachers gather) on a pineapple chart. The chart is based on the idea of a pineapple as a symbol of welcome and includes all the days of the week and each period of the day. You post your interesting lesson on the chart on the specific day and time when you’ll be teaching it and thus invite your colleagues in to watch you in action. Here’s a sample.

You might consider combining these strategies. Let’s take a closer look.

Teaching Phase:
One teacher delivers the lesson while the rest observe student engagement. The lesson includes:

  1. Engage: Start with a relatable question (e.g., “If one person eats ⅓ of a pizza and another eats ¼, who ate more? How can we figure this out?”).
  2. Explore: Use fraction bars and number lines to model different sums.
  3. Explain: Guide students in finding a common denominator step-by-step.
  4. Elaborate: Provide real-world and word problems for practice.
  5. Evaluate: Have students explain their reasoning using visuals.

Observation Focus:

  • Are students using visual models effectively?
  • Are they able to explain why they need a common denominator?
  • What misconceptions arise?

During this phase, teachers gather insights on student understanding and instructional effectiveness. Some insights might be:

  • “Hands-on materials helped, but a few students played with the fraction bars instead of using them to solve problems.”
  • “A number line helped students compare fractions, but they had trouble placing mixed numbers correctly.”
  • “When students found a common denominator, they often forgot to adjust the numerators accordingly.”

What other insights can you imagine? Now that this phase is done, move to the next.

T – Team Analysis & Reflection

“Collaboration turns good lessons into great ones,” says Brian, a math specialist.

The group reviews student work, discusses observations, and identifies what worked and what needs improvement.
Post-Lesson Discussion:

  • What worked well? (e.g., students engaged with the pizza problem, strong participation in group work)
  • Where did students struggle? (e.g., some still tried to add numerators and denominators directly)
  • How can we improve the lesson? (e.g., provide more scaffolded examples before moving to word problems)

Student Work Review:

  • Examine student explanations and models.
  • Identify patterns in misconceptions.
  • Discuss targeted interventions.

This reflection stage ensures the lesson is continually refined to meet student needs. You might even try the PRISM Framework sentence stems to see how they work:

  • “I notice that many students describe [concept] as…”
  • “A common way students explain this idea is by saying…”
  • “The pattern I see in student models is that they often include/miss…”
  • “Here, I noticed that students frequently misunderstand…”
  • “A common error students make is assuming that…”

Give it a try yourself.

S – Strengthening & Sharing

“Our greatest impact comes from learning together and growing as educators,” says Sophia, a PLC facilitator.

The lesson is revised, possibly re-taught, and the insights are shared with other educators.
Lesson Revisions:

  • Add a warm-up activity where students estimate sums before solving.
  • Introduce color-coded fraction bars to differentiate denominators.
  • Provide more think-pair-share moments to solidify understanding.

Re-teaching: A different teacher implements the revised lesson while the group continues to observe and refine.

Sharing the Findings:

  • Document insights in a school-wide professional learning community (PLC).
  • Create a resource guide for other teachers on effective fraction strategies.
  • Consider making an instructional video for staff development.

The Power of the GRITS Model in Lesson Study

By following the GRITS cycle, coach and teachers create a dynamic, responsive approach to instruction. This model ensures that lessons evolve based on real student responses. Since it’s not based on assumptions or one-person’s perspective, it can make professional learning both practical and impactful. Whether applied to math or any other subject, the GRITS Model empowers teachers to get better at teaching, and coaches at coaching.

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How School Leaders Can Practice Effective Instructional Leadership
Educational ResearchLeadership

Educational Leadership Matters

by Lori Gracey
written by Lori Gracey

Educational leadership plays a pivotal role in student success, with school principals significantly influencing outcomes. From enhancing instructional quality to fostering a positive school culture, the research consistently demonstrates that effective leadership directly can have a measurable impact on student achievement.

Research-Backed Insights on Why Educational Leadership Matters

The value a principal brings to a campus is undeniable. Principals influence school climate and culture by setting high expectations and cultivating an atmosphere of continuous improvement (Leithwood, Day, Sammons, Harris, & Hopkins, 2006). When teachers feel supported and guided, their instructional quality improves, which directly elevates student outcomes.

Effective principals align resources, professional development, and school policies with the goal of enhancing teaching and learning. They also promote collective teacher efficacy—an influential factor with one of the highest effect sizes in John Hattie’s research.

Instructional Leadership vs. Transformational: What Impacts Students Most?

Most school leaders are trained in transformational leadership, which focuses on vision, inspiration, and broad-scale change. They create common goals, buffer external demands, give teachers autonomy. While these are important qualities, Hattie found that its effect size (~0.11) is relatively small in improving student outcomes. Transformational leadership is far below the hinge effect size of 0.4. That’s primarily because this type of leader doesn’t focus on teaching and learning.

By contrast, instructional leadership emphasizes pedagogical development, teacher support, and direct engagement with the teaching and learning process. The effect size of an instructional leader (0.42) is almost four times that of the transformational leader. Instructional leaders are are directly involved in guiding curriculum in the classroom, instruction, and assessment practices. This leadership style, supported by Robinson, Lloyd, and Rowe (2008), significantly outperforms other styles in driving student achievement.

Effective principals consistently communicate high academic expectations and model evidence-based instructional practices. They actively involve teachers in analyzing student data to identify learning gaps and collaboratively develop targeted interventions—a strategy well-supported by Hattie’s research on visible learning (Hattie, 2009)

How School Leaders Can Practice Effective Instructional Leadership

Below are some research-based strategies for practicing effective instructional leadership in schools:

1. Prioritize Instructional Leadership Activities

  • Allocate Time for Classroom Observations:
    Schedule regular, brief visits to classrooms and follow up with timely, actionable feedback. This supports the belief that continuous teacher growth is achieved with clear feedback and not tied to the formal teacher evaluation process.
  • Engage in Data-Informed Discussions:
    Lead data reviews to identify student performance trends. Collaborate with teachers to design and implement instructional strategies based on the findings. (Incidentally, identifying the most effective instructional strategies is one of the first things the principal must do. Explore TCEA’s research-based online courses for additional support on this topic.)

2. Cultivate a Collaborative School Culture

  • Foster Professional Learning Communities (PLCs):
    Encourage teachers to meet regularly to analyze student work, co-develop lesson plans, share best practices, and reflect on instructional outcomes.
  • Promote Shared Leadership:
    Distribute leadership tasks to teacher leaders or department heads, offering them autonomy while maintaining focus on collective school goals and standards.

3. Provide Effective Feedback and Support

  • Offer Specific, Timely Feedback:
    Give actionable feedback aligned with clear success criteria and directly connected to student learning goals.
  • Personalize Professional Development:
    Customize professional learning based on teacher needs, subject area, and student data. Each session should directly connect to classroom practice. Professional development should not follow a one-size-fits-all approach.

4. Set and Communicate High Expectations

  • Establish Rigorous Goals:
    Collaborate with staff to define ambitious yet attainable learning outcomes. Support teachers in distinguishing between behavior goals and true learning goals.
  • Celebrate Progress:
    Recognize and communicate small wins and data-driven improvements to strengthen collective efficacy and sustain commitment to schoolwide goals.

5. Build Relational Trust

  • Be Visible and Approachable:
    Engage with students, families, and teachers by regularly visiting classrooms, hallways, and school events to foster transparency and trust.
  • Practice Active Listening:
    Solicit input from staff, students, and community members so that it’s clear that every voice shapes school improvement.

Building Impact at Scale

Leadership doesn’t require dramatic overhauls. Small, intentional practices —like classroom walk-throughs, targeted feedback, and collaborative problem-solving—compound to create meaningful gains in student achievement. When instructional leadership becomes embedded in a principals and assistant principals daily routine, school outcomes improve consistently over time.

FAQs on Educational Leadership

What is educational leadership, and why does it matter?

Educational leadership involves guiding and supporting teachers, students, and school communities to achieve learning goals. It matters because strong leadership directly affects teacher performance, school culture, and student achievement.

How does instructional leadership differ from transformational leadership?

Instructional leadership focuses on teaching and learning—observing classrooms, using data, and supporting teacher growth. Transformational leadership, on the other hand, centers on inspiring and motivating staff through vision and change. Research shows instructional leadership has a stronger impact on student outcomes.

What does collective efficacy mean in schools?

Collective efficacy is the shared belief among educators that they can positively influence student learning. When school leaders reinforce this belief, it boosts motivation, collaboration, and achievement across the school.

How can school leaders use data effectively?

Effective leaders use data to identify learning gaps, inform instructional decisions, and personalize professional development. It helps align teaching practices with student needs and schoolwide goals.

What strategies help build trust in school leadership?

Being visible, following through on commitments, and actively listening to teachers and staff are key. Trust grows when leaders consistently support their teams and value their voices.

Why is setting high expectations important for principals?

High expectations signal belief in students’ and teachers’ potential. When principals set clear, ambitious goals and celebrate progress, it cultivates a culture of achievement and continuous growth.

References on Educational Leadership

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