Engaging Learners Techniques

Intentional Professional Learning Communities (PLCs) are critical for educators and have the power to transform schools. This is an excellent podcast where Dr. Pendleton shares how creating a safe, collaborative space for teachers can boost their skills and drive student success. From gaining buy-in to actionable, high-interest topics, her insights are a game-changer for fostering continuous learning. 💡📈 Their purpose is not just sharing strategies but ensuring those strategies are actionable—able to be implemented immediately or soon after professional development (PD). Why should teachers spend valuable time learning something that doesn’t directly impact their classrooms? 1️⃣ Actionable Learning Builds Momentum When PLCs focus on strategies that can be applied right away, teachers see tangible results. It boosts confidence and reinforces the value of the time spent in collaboration. 2️⃣ Bridging Theory and Practice There’s a significant gap between learning about educational theories and putting them into practice. PLCs that emphasize actionable strategies help bridge this gap. Teachers can collaborate on how to tweak a broad concept into something that works. 3️⃣ Sustained Professional Growth Immediate application of PD strategies also fosters a culture of continuous improvement. Teachers who see small successes are encouraged to experiment and innovate further. This approach aligns with modern educational needs—like adapting to remote learning or integrating SEL strategies—which require quick pivots and practical solutions. By focusing on immediate implementation, intentional PLCs ensure that professional development is not just a theoretical exercise but a transformative experience for educators and students alike. Isn't that the ultimate goal of any learning opportunity? It's all about combining that growth mindset and supportive community to make sure teachers have what they need to succeed! #PLCs #TeacherLeadership #StudentSuccess #EducationMatters #SupportTeachers

Learning flourishes when students are exposed to a rich tapestry of strategies that activate different parts of the brain and heart. Beyond memorization and review, innovative approaches like peer teaching, role-playing, project-based learning, and multisensory exploration allow learners to engage deeply and authentically. For example, when students teach a concept to classmates, they strengthen their communication, metacognition, and confidence. Role-playing historical events or scientific processes builds empathy, critical thinking, and problem-solving. Project-based learning such as designing a community garden or creating a presentation fosters collaboration, creativity, and real-world application. Multisensory strategies like using manipulatives, visuals, movement, and sound especially benefit neurodiverse learners, enhancing retention, focus, and emotional connection to content. These methods don’t just improve academic outcomes they cultivate lifelong skills like adaptability, initiative, and resilience. When teachers intentionally layer strategies that match students’ strengths and needs, they create classrooms that are inclusive, dynamic, and deeply empowering. #LearningInEveryWay

Published this week, final version: “The Ends of Tests: Possibilities for Transformative Assessment and Learning with Generative AI” In "The Ends of Tests," Cope, Kalantzis, and Saini propose a transformative vision for education in the era of Generative AI. Moving beyond the limitations of traditional assessments—especially multiple-choice and time-limited essays—they advocate for AI-integrated, formative learning environments that prioritize deep understanding over rote recall. Central to their argument is the concept of cybersocial learning, where educators curate AI systems using rubric agents, knowledge bases, and contextual analytics to scaffold learner thinking in real time. This reconfigures the teacher’s role: not diminished by AI, but amplified through new pedagogical tools. The authors call for education systems to abandon superficial summative assessments in favor of dynamic, dialogic, and multimodal evaluations embedded in everyday learning. Importantly, this model aims to redress structural inequalities by personalizing feedback within each learner’s “zone of proximal knowledge.” Rather than automating outdated systems, the paper imagines AI as a medium for epistemic justice, pedagogical renewal, and educational equity at scale. Full text and video here: https://lnkd.in/efhjt6jf

“Law is for EXTROVERTS only” And yet, here I am. 🔸An introvert. 🔸Who hated speaking up in class. 🔸Who would rehearse saying ‘present sir’ in attendance in my first semester Later? ✅ I argued in moot courts, ✅ Won multiple law based competitions, ✅ Handled clients, ✅ Built a legal career I love. So… what changed? But first— Let’s talk about you. If you’re an introvert in law school….... You’ve probably wondered: “Is law even made for someone like me?” Everyone around seems louder, bolder, more confident. They network like it’s their second language. And you? You overthink replying to a WhatsApp group text. Relatable? I thought law needed me to transform into an extrovert. But you know what's the truth: Law doesn’t need you to be loud. It needs you to be: ✅ precise. ✅ Calm. ✅ Thoughtful. Introvert superpowers, basically. Don’t believe me? 👉 Abhishek Manu Singhvi is an introvert. 👉 So is Gopal Subramanium. 👉 And even Supreme Court judge Justice DY Chandrachud once admitted: “I’m more comfortable in books than at parties.” So no, you don’t need to change who you are. You just need to channel it strategically. How? Here’s what helped me (and can help you too): 1⃣ Prepare more than most. When you’re not loud, your content has to be gold. I prepped my moot arguments 10x more than my peers. Silence isn’t a flaw. It's your thinking time. 2⃣ Start with writing. Introverts think well on paper. Start a blog. Draft that legal opinion. Even LinkedIn posts (like this one) can become your stage. 3⃣ One-on-one networking > Room of 50. I stopped forcing myself into crowded events. Instead, I reached out to seniors on LinkedIn. Built solid connections-quietly. 4⃣ Practice low-stakes speaking. Start small. Class presentations. Online debates. Each tiny win adds up. 5⃣ Lean into your calm. In heated arguments, the calmest voice wins. Introverts thrive under pressure because they don’t react impulsively. You don’t need to be the loudest in the room. You just need to make sense when you speak. And the good news? That’s learnable. Trainable. Doable. If I can go from whispering “present sir” to presenting arguments in front of judges— So can you. Quiet doesn’t mean incapable. Introvert doesn’t mean inferior. And law isn’t just for the loud—it’s for the thoughtful. If you're an introvert trying to navigate law school or the legal profession, I'm here to assist you. I'm organizing a FREE WEBINAR for all law students who think they're introverts and cannot survive law school grind. The webinar will include actionable tips and career guidance for you all. I'll take 50 questions as well from the attendees. Follow me & comment “INTROVERT” in the comments. I'll send you Google meet link in your DM on 30th April 2025 (Wed) Webinar time will be 7:30 PM. Let’s build a tribe where silence is strength. Because some of the most powerful lawyers speak less. But say more. #lawstudents #freewebinar #publicspeaking #introverts

The Compassionate Systems Approach, published in January 2020, is one of the most insightful yet underutilized resources within the IB framework. This document represents a thoughtful integration of the IB Learner Profile, international-mindedness, Approaches to Learning (ATL), and Approaches to Teaching, providing educators with a practical guide to implementing these principles in the classroom. This resource highlights the importance of blending systems thinking with social-emotional learning (SEL). By doing so, it helps students develop a deeper understanding of complex global issues, while fostering the empathy needed to address them effectively and compassionately. The approach emphasizes the development of cognitive and emotional skills to equip learners with the ability to navigate and resolve the interconnected challenges of our time. What makes this document particularly valuable is its practical focus. It provides a range of tools—such as the Systems Iceberg, Ladder of Inference, and Behaviour Over Time Graphs—that are designed to help students analyze and understand complex systems while maintaining a compassionate perspective. These tools are adaptable across various IB programmes, making them relevant for diverse educational contexts. The Compassionate Systems Approach aligns seamlessly with the IB mission to develop internationally minded individuals who contribute to a more peaceful and just world. By incorporating this approach into teaching practices, educators can empower students to think critically, act empathetically, and engage meaningfully with global challenges. It is a resource that deserves greater recognition for its ability to transform both teaching and learning.

This is an excellent resource from Dr. Maged Abdallah on transforming teaching from rote memorisation to fostering deep, transferable conceptual understanding. It positions conceptual teaching as a shift from focusing on isolated facts and procedural skills to helping students grasp powerful ideas that transcend subjects and contexts, enabling them to make connections, think critically, and apply their knowledge in new situations. It traces the evolution of concept-based education, highlighting the influence of true thinkers like H. Lynn Erickson and Jerome Bruner, and explains how the (IB) has embedded conceptual understanding at its core It shows how conceptual understanding is not just about knowing facts or performing skills, but about understanding why concepts matter and how they apply broadly. It emphasises that facts, skills, and concepts must be integrated: facts provide foundational knowledge, skills enable application, and concepts offer the frameworks for meaning and transfer and advocates for designing curriculum and teaching around broad, transferable concepts, using generalisations and essential questions to drive inquiry and deepen understanding. Practical strategies are provided for planning /teaching conceptually, such as starting with key concepts, crafting thought-provoking questions, and designing authentic learning experiences that require students to apply concepts in real-world contexts. It explores the use of thinking routines, visual tools, and structured dialogue to make thinking visible and promote metacognition. Assessment in a concept-based classroom focuses on students’ ability to transfer understanding, reason with evidence, and articulate nuanced generalisations, rather than simply recalling information with reflective practices to capture the depth of students’ conceptual thinking. The guide then illustrates how conceptual teaching is implemented across all IB programmes: the Primary Years Programme (PYP) uses transdisciplinary themes and key concepts to build foundational understanding; the Middle Years Programme (MYP) employs key and related concepts, statements of inquiry, and interdisciplinary learning; the Diploma Programme (DP) integrates conceptual frameworks and critical inquiry, especially through Theory of Knowledge; and the Career-related Programme (CP) connects academic and professional learning through enduring concepts and ethical reflection. Transitioning to concept-based teaching is presented as an incremental, collaborative process that involves rethinking objectives, lesson design, and assessment, with an emphasis on building professional communities and embracing a mindset shift. The guide concludes by affirming that while the journey may be challenging, it leads to more engaged learners who are prepared to navigate complexity and transfer their understanding beyond the classroom, ultimately redefining educational success as the construction of meaningful, enduring understanding[1].

STATEMENT OF INQUIRY, AGENCY, AND DOING THE RIGHT THING When I was a young coordinator, a teacher asked me “How do I unpack a statement of inquiry with my students?" I gave him some ideas and a few cool exercises. Case closed, or so I thought. A lot of water has flowed under the bridge since then and someone recently asked me the same question, but to a completely different result. This time I asked “But why would you unpack SOI? Why on Earth would you even give SOI to your students?” #MYP is an #inquirybased program that uses concepts as its main organizing principle, right? One of the main features of inquiry is #agency and students’ active involvement in knowledge creation, right? In that case, is giving the ultimate answer to our big question depriving our students’ of agency? Because this is what we are doing if we provide them SOI at the beginning of the unit. We are putting an unspoken message that we don’t trust them to inquiry hard and come to conclusions on their own, so we are giving them the answer just in case. How is that supporting inquiry, deep learning, critical thinking, and transfer? I’ve heard more than once that even if a teacher would like to do it, #IB requires that we give SOI to the students at the beginning of the unit. I decided to verify this rumour and went through Standards and Practices and MYP Principles into Practice. Guess what? Neither of them says anything about how SOI should be given to the students. As a matter of fact, the documents don’t mention that SOI needs to be given to students explicitly at all. They only stated it should be central to the teaching and learning in a unit and that is a whole world of difference. If that’s the case, what’s the alternative? #Inquiry. I mean true inquiry. Prepare a unit where students see the concepts in action, ask (or co-ask) questions, make predictions or hypotheses, collect evidence, and finally come to their own conclusions which they generalise into a Statement of Inquiry. This approach gives instant teaching feedback - if students’ #SOI is close to the one, we envisioned the unit went as planned, follows the spirit of inquiry and concept-based learning much better, and does not go against “the letter of the law.” “But this is difficult, my students will never do that on their own.” How do you know? Have you tried? Really tried? Have you prepared a seriously good inquiry that really captures the hearts and minds of your students? I never once said that this is an easy approach. To be honest, it’s more difficult to plan a unit where students will come to SOI on their own rather than give them one. But it’s the right one, and as Stoics say we should be doing the right thing, even if it is more difficult to do so. Or not? Maybe I'm wrong or I missed something important? Let me know in the comment. Image credit: CoPilot

❓ Are your students busy… or busy thinking? After completing my CBCI course, this question stayed with me. I realised that sometimes it’s not about adding more activities, but about being intentional and strategic. When we design the right thinking space, students start looking for patterns, making connections, and forming big ideas — not just finishing tasks. That’s where concept formation became a game-changer for me. Over time, I curated a set of Concept Formation Activities that worked in my classroom — and I believe they may work for you too. These routines help learners move from examples ➝ to connections ➝ to generalisations/ conceptual understanding. ✨ Inside the toolkit, you’ll find activities like: 🔹 Which Breaks the Pattern? 🔹 Sort It 🔹 Where Do You Stand? 🔹 Connections & Contrast 🔹 Walk & Wonder Each activity comes with guiding prompts and space for students to form their own Concept formation — giving them voice, ownership, and clarity of thought. 🌱 The Goal? To make concept formation visible in everyday classrooms so students are not just busy… they are busy thinking. 👉 I’d love to hear from educators: How do you design intentional thinking spaces in your classroom? #ConceptBasedLearning #EducatorsInspire #ThinkingClassroom #StudentAgency #TLRI

Here is an effective study technique used by First Class Law School graduates that you should consider applying this session. I have noticed that many students face one major challenge that significantly affects their academic performance. This post addresses that issue. As a student myself, I’ve observed a common pattern: one intense week of academic focus followed by two weeks of low motivation. This made me wonder, "How do Nigerian Law School students still manage to graduate with First Class honors despite these challenges?" Through my research and interviews with these students, I discovered a key study secret they all share... ...discipline. Discipline is a self-regulatory psychological skill involving self-control, habit formation, and the ability to stay focused on long-term academic goals despite distractions or low motivation. Here’s how First Class graduates maintain discipline: 1. Structured Routine and Consistency They follow strict daily study routines including regular interaction with course materials, group discussions, and personal reviews. Every day is a building block, and they stick to their schedules even when motivation wanes. 2. Accountability and Support Systems They stay accountable to mentors, peers, or study groups. Regular check-ins with mentors and support from friends help reinforce motivation and discipline. 3. Focus and Minimizing Distractions They limit social media use, say no to unnecessary social invitations, and focus on their academic goals without comparing themselves to others. 4. Resilience, Faith, and a Positive Mindset They accept stress and doubt as part of growth, maintaining resilience through affirmations, prayer, and surrounding themselves with encouraging people. 5. Balanced Engagement and Prioritization They balance focused solo study for deep understanding with group discussions for new insights. They also manage extracurricular activities effectively without compromising academics by prioritizing and adhering to a routine. Discipline truly is the foundation of academic success. Without it, no other study hack works effectively. For more insights, I referred to Barr. Chisom Ogbunando's interview with Young VIP TV . Check out their page for the full session and follow for updates. I am Uduak Wisdom, an academic excellence content creator. I share tips from personal experience and research to help students reach their full academic potential. If this is your first time seeing my post, connect with me and tap the 🔔 icon on my profile to get more content on academic excellence.