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In this chapter from Brain-Based Learning, authors Eric Jensen and Liesl McConchie discuss how each of the senses impact learning.

In this chapter from Brain-Based Learning, authors Eric Jensen and Liesl McConchie guide teachers through the principles that will support them in sustaining their physical, emotional, and social health so that they can be the teacher they strive to be.

This excerpt from The Five Practices in Practice, High School, provides 'talk moves' designed to engage students in class discussions.

In this excerpt from The Teacher Credibility and Collective Efficacy Playbook by Douglas Fisher, Nancy Frey, and Dominque Smith, the authors define and explain how to use teacher credibility. 

In this excerpt from Planning Powerful Instruction, Grades 2-5, the authors introduce and explain the EMPOWER framework that will empower your units and lessons for transformational teaching and learning.

"As educators move to competency-based designs in teaching and assessment, they often realize that their traditional or standards-based grading approaches are inadequate in communicating student learning. These limitations include..." Read the full article by Rose Colby, co-author of Deeper Competency-Based Learning on the CompetencyWorks blog.

This resource from Productive Math Struggle gives teachers a self inventory survey to assess where they are with productive struggle.

This resource from Produtive Math Struggle presents a productive struggle walkthrough tool for teacher behaviors, student behaviors, or both.

This free resource from Productive Math Struggle outlines how teachers can identify what is and isn't productive struggle. 

In this solo activity from More Energizing Brain Breaks, students practice balance and control as they learn to move a "tray" around their bodies without letting it fall.

In this partner activity from More Energizing Brain Breaks, students compete against a partner to do quick addition with small numbers.

In this group activity from More Energizing Brain Breaks, students practice communicating their undersanding of a difficult concept to peers in order to reinforce their recent learning.