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  • 32 Research-Based Instructional Strategies

    32 Research-Based Instructional Strategies

    by TeachThought Staff

    You want to teach with what’s been proven to work.

    That makes sense. In the ‘data era’ of education that’s mean research-based instructional strategies to drive data-based teaching, and while there’s a lot to consider here we’d love to explore more deeply, for now we’re just going to take a look at the instructional strategies themselves.

    See also Examples of Learning Technology

    But upside to sharing this information as a post is that it can act a starting point to research the above, which is why we’ve tried to include links, related content, and suggested reading for many of the strategies, and are trying to add citations for all of them that reference the original study that demonstrated that strategy’s effectiveness. (This is an ongoing process.)

    How should you use a list like this? In 6 Questions Hattie Didn’t Ask, Terry Heick wondered the same.

    “In lieu of any problems, this much data has to be useful. Right? Maybe. But it might be that so much effort is required to localize and recalibrate it a specific context, that’s it’s just not–especially when it keeps schools and districts from becoming ‘researchers’ on their own terms, leaning instead on Hattie’s list. Imagine ‘PDs’ where this book has been tossed down in the middle of every table in the library and teachers are told to ‘come up with lessons’ that use those strategies that appear in the ‘top 10.’ Then, on walk-throughs for the next month, teachers are constantly asked about ‘reciprocal teaching’ (.74 ES after all). If you consider the analogy of a restaurant, Hattie’s book is like a big book of cooking practices that have been shown to be effective within certain contexts: Use of Microwave (.11 ES) Chefs Academic Training (.23 ES), Use of Fresh Ingredients (.98). The problem is, without the macro-picture of instructional design, they are simply contextual-less, singular items.”

    In short, these instructional strategies have been demonstrated to, in at least one study, be ‘effective.’ As implied above, it’s not that simple–and it doesn’t mean it will work well in your next lesson. But as a place to begin taking a closer look at what seems to work–and more importantly how and why it works–feel free to begin your exploring with the list below.

    These strategies are research-based and tuned for 8th-grade classrooms. Each card includes a short description, citations, and two “Try it” moves you can use tomorrow.

    Planning & Clarity

    Setting Goals & Success Criteria

    Make learning goals visible and pair them with concrete success criteria students can self-check.

    Evidence:
    Locke & Latham (2002) ·
    REL Midwest (ERIC open-access, 2018)

    • Co-write 2–4 “I can…” criteria; reference them at launch, mid-lesson, and exit.
    • Run a 1-minute “criteria check” where students highlight where their work meets/doesn’t.

    Cues, Questions & Advance Organizers

    Activate prior knowledge and preview the structure so new content has hooks.

    Evidence:
    Mayer (1979) ·
    ERIC (1979)

    • Start with a 90-second concept map (big nodes only) before instruction.
    • Pose 2 essential questions; revisit mid-lesson and at exit.

    Scaffolding Instruction

    Provide temporary supports (prompts, hints, partial solutions) and fade them as competence grows.

    Evidence:
    Wood, Bruner & Ross (1976) ·
    ERIC (2002 overview)

    • Give a 4-step checklist; remove one step each subsequent attempt.
    • Sentence starters for draft 1 only; original phrasing required on draft 2.

    High Expectations (Warm Demanding)

    Communicate belief in every student’s ability and provide credible pathways to meet the bar.

    Evidence:
    Rosenthal & Jacobson (1968) ·
    ERIC (1968)

    • Set a visible quality bar (exemplar + single rubric row) and require one revision for all.
    • Use growth-focused feedback scripts (“Next step: add a counterexample in ¶2”).

    Plan With the Nine Research-Based Categories

    Use Marzano’s nine categories to balance clarity, processing, practice, feedback, and transfer across units.

    Evidence:
    Marzano et al. (2001) ·
    McREL (ERIC-indexed report)

    • Tag each lesson segment to a category; add one missing category this week.
    • Use a PLC template with nine checkboxes during unit planning.

    Instruction & Modeling

    Direct / Explicit Instruction (Rosenshine)

    Teach in small steps with clear models, guided practice, frequent CFUs, and cumulative review before independence.

    Evidence:
    Rosenshine (2012) ·
    ERIC (2012)

    • Chunk new material into 5-minute bursts with a quick CFU after each.
    • “You do a little / I peek a lot”: circulate and prompt during guided practice.

    Related: TeachThought: Project-Based Learning

    Modeling with Worked Examples

    Show complete exemplars (and non-examples), then fade to completion problems and full independence.

    Evidence:
    Sweller et al. (2006) ·
    ERIC (2006)

    • Model one full problem; then assign a completion problem with the last step blank.
    • Show a non-example; ask students to spot and fix the error.

    Guided Practice (Opportunities to Practice)

    Provide structured practice with immediate feedback before asking for independent performance.

    Evidence:
    Rosenshine (2012) ·
    ERIC (2012)

    • Run “I do → We do → You do” across a single period; pause for quick corrections.
    • Use mini-whiteboards for whole-class guided checks and fast feedback.

    Deliberate Practice & Spacing

    Short, frequent practice with feedback, distributed over time and interleaved with prior content.

    Evidence:
    Cepeda et al. (2008) ·
    ERIC (2012 overview)

    • Turn a 20-minute block into two 8-minute bursts with a 2-minute retrieval check.
    • Open with 3 spaced “warm-backs” from last week before new content.

    Nonlinguistic Representations (Dual Coding)

    Pair words with visuals (diagrams, timelines, gestures) so verbal and image traces reinforce each other.

    Evidence:
    Clark & Paivio (1991) ·
    ERIC (2019)

    • Require a 30–60s sketch for each new concept.
    • Introduce an icon/gesture for key terms and cue students to use them.

    Processing & Meaning-Making

    Cooperative Learning

    Structured peer interaction with shared goals and individual accountability.

    Evidence:
    Johnson & Johnson (1989) ·
    ERIC (1994)

    • Assign roles (facilitator, checker, summarizer) + an individual exit slip.
    • Give a 60-second “quiet think” before talk so every student brings an idea.

    Concept Mapping

    Externalize relationships between ideas via labeled connections and hierarchies.

    Evidence:
    Novak & Gowin (1984) ·
    ERIC (2018)

    • Give 10 terms + verb list (causes, leads to, contrasts with); require labeled arrows.
    • Students write a 2-sentence “pathway” using three nodes.

    Reciprocal Teaching

    Rotate roles (clarify, question, predict, summarize) to build comprehension through coached dialogue.

    Evidence:
    Palincsar & Brown (1984) ·
    ERIC (1992)

    • Run a 10-minute rotation on a short text; swap roles mid-reading.
    • Provide role cards; require a 3-sentence group summary at the end.

    Related: TeachThought: Questioning & Inquiry

    Summarizing & Note-Taking

    Distill essential ideas concisely; generative processing supports retention and comprehension.

    Evidence:
    Hidi & Anderson (1986) ·
    ERIC (1999)

    • Impose a 12-word summary limit, then expand to 40 words with one quotation.
    • Use Cornell notes: add one test question per section before leaving.

    Generating & Testing Hypotheses

    Make predictions, test them, and revise thinking based on evidence.

    Evidence:
    Marzano et al. (2001) ·
    ERIC (2013)

    • Students write a specific prediction and design a 3-step mini-test to check it.
    • Require a “claim–evidence–revision” sentence after results.

    Comparison Matrix (Protocol)

    Use a criteria-by-item grid so students weigh alternatives and justify choices.

    Evidence:
    Marzano et al. (2001) ·
    McREL (ERIC-indexed)

    • Provide a 3×3 matrix with criteria in rows; students rate/justify each item.
    • End with a forced choice: which is best for X and why (cite two criteria)?

    Anticipation Guides

    Use brief agree/disagree statements to surface preconceptions and set a purpose for reading.

    Evidence:
    Buehl (2001) ·
    ERIC (2015)

    • Create 4 statements tied to misconceptions; students justify pre/post.
    • After reading, students flip one stance and cite a specific line or datum.

    Feedback & Assessment

    Low-Threat / Formative Assessment

    Frequent checks for understanding, without grading pressure, surface misconceptions early.

    Evidence:
    Bangert-Drowns, Kulik & Kulik (1991) ·
    ERIC (2019)

    • Use 2–3 ungraded checks (thumb, mini-whiteboard, 1-question poll) per lesson.
    • Exit ticket: “One thing I’m unsure about is…”—address at start of next class.

    Metacognitive Reflection

    Guide students to monitor progress, choose strategies intentionally, and revise based on evidence of learning.

    Evidence:
    Flavell (1979) ·
    ERIC (2019)

    • Students name the strategy they used and why in one sentence on the work.
    • Three-item self-check: “What worked? What didn’t? What I’ll try next.”

    Related: TeachThought: 50 Questions That Promote Metacognition

    Reinforcing Effort & Recognition

    Acknowledge students for meeting explicit performance criteria and for effective strategies—not for generic “trying.”

    Evidence:
    Deci, Koestner & Ryan (1999) ·
    ERIC (2000)

    • Tie recognition to a posted criterion (e.g., “Meets: includes counterclaim with evidence”).
    • Use intermittent shout-outs for effective strategies (“You compared sources before deciding”).

    Homework With a Clear Purpose (Later Grades)

    Homework is most effective when reinforcing taught material with a clear learning purpose and minimal parental involvement.

    Evidence:
    Cooper (1989) ·
    ERIC (2012)

    • Label homework with a purpose tag (“practicing X,” “preparing for Y”).
    • Include a 60-second self-check key so students verify process, not just answers.

    Transfer & Student Independence

    Independent Practice

    Students apply newly learned skills without scaffolds to build fluency and generalization.

    Evidence:
    Rosenshine (2012) ·
    ERIC (2012)

    • Set a fluency goal (correct in a row / within time) and chart progress.
    • 3 scaffolded problems → 3 independent problems → 1 reflection line.

    Directed Reading–Thinking Activity (DR-TA)

    Pause periodically to predict, read, check, and revise; strengthens inference and monitoring.

    Evidence:
    Stauffer (1969) ·
    ERIC (1976)

    • Pause every 2–3 paragraphs: predict → read → check → revise.
    • Students annotate predictions with ✓ / ✗ and explain any change.

    Question–Answer Relationship (QAR)

    Teach question types (“Right There,” “Think & Search,” “Author & Me”) so students choose the correct strategy.

    Evidence:
    Raphael (1982) ·
    ERIC (1987)

    • Color-code questions: Right There (green), Think & Search (blue), Author & Me (yellow).
    • Students must label the QAR type before answering.

    Related: TeachThought: Critical Thinking

    KWL & Previewing Structures

    Activate background knowledge, articulate curiosity, and set a self-guided purpose before reading.

    Evidence:
    Ogle (1986) ·
    ERIC (1992)

    • Spend 2 minutes on K/W; revisit L at exit with an evidence-based sentence.
    • Build a class “W wall” and assign each student one W to answer by Friday.

    Response Notebooks / Journals

    Routinely reflect, question, and reorganize ideas in writing to build transfer via self-explanation.

    Evidence:
    Readence, Moore & Rickelman (2002) ·
    ERIC (2003)

    • Standing 3-line prompt: “Today I realized… / I’m stuck on… / Next I will…”
    • Require one quote or figure referenced in each entry (with page/line).

    Individualized Instruction

    Differentiate paths, pacing, or supports so students work at the edge of their competence toward common goals.

    Evidence:
    Bloom (1984) ·
    ERIC (1986)

    • Offer 2-path choices: Practice A (more modeling) vs Practice B (extension/transfer).
    • Create 3 “just-in-time” mini-lessons students can opt into after a self-check.

    Related: TeachThought: Teaching & Pedagogy

    32 Research-Based Instructional Strategies For Teachers

    1. Setting Objectives

    2. Reinforcing Effort/Providing Recognition

    3. Cooperative Learning

    4. Cues, Questions & Advance Organizers

    5. Nonlinguistic Representations (see Teaching With Analogies)

    6. Summarizing & Note Taking

    7. Identifying Similarities and Differences

    8. Generating & Testing Hypotheses

    See also Hattie’s Index Of Effect Sizes

    9. Instructional Planning Using the Nine Categories of Strategies

    10. Rewards based on a specific performance standard (Wiersma 1992)

    11. Homework for later grades (Ross 1998) with minimal parental involvement (Balli 1998) with a clear purpose (Foyle 1985)

    12. Direct Instruction

    13. Scaffolding Instruction

    14. Provide opportunities for student practice

    15. Individualized Instruction

    16. Inquiry-Based Teaching (see 20 Questions To Guide Inquiry-Based Learning)

    See also The 40 Best Classroom Management Apps & Tools

    17. Concept Mapping

    18. Reciprocal Teaching

    19. Promoting student metacognition (see 5o Questions That Promote Metacognition In Students)

    20. Developing high expectations for each student

    21. Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback)

    22. Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)

    23. Setting goals or objectives (Lipset & Wilson 1993)

    24. Consistent, ‘low-threat’ assessment (Bangert-Drowns, Kulik, & Kulik 1991; Fuchs & Fuchs 1986)

    25. Higher-level questioning (Redfield & Rousseau 1981) (see Questions Stems For Higher Level Discussion)

    26. Learning feedback that is detailed and specific (Hattie & Temperly 2007)

    27. The Directed Reading-Thinking Activity (Stauffer 1969)

    28. Question-Answer Relationship (QAR) (Raphael 1982)

    29. KWL Chart (Ogle 1986)

    30. Comparison Matrix (Marzano 2001)

    31. Anticipation Guides (Buehl 2001)

    32. Response Notebooks (Readence, Moore, Rickelman, 2002)

    Sources: Marzano Research; Visible Learning; http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf ; 32 Research-Based Instructional Strategies

    TeachThought Staff

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  • Social Emotional Learning Strategies For The Classroom

    5 Strategies For Incorporating Social Emotional Learning Into Your Classroom

    contributed by Meg Price, the ei experience

    Social-emotional learning (SEL) by definition is a process for learning life skills, including how to deal with oneself, others, and relationships, and work in an effective manner.

    Although there are many great SEL programs, SEL can also be incorporated into each lesson as a way of teaching students to understand how to action the skills in a variety of situations and form positive habits. All students start school with some level of social and emotional skills, and all will develop their social and emotional skills at different rates.

    Parents and teachers are both responsible for teaching students life skills, and certainly, much of what they learn will be by watching our actions. The five strategies below are will not only benefit students’ social-emotional learning, but can also be beneficial to teachers’ well-being, too.

    See also The Benefits Of Social-Emotional Learning

    5 Strategies For Incorporating Social-Emotional Learning Into Your Classroom

    1. Through mindfulness

    Mindfulness is: paying attention, in a particular way, on purpose, in the present moment, non-judgmentally.

    We are hearing more and more about the benefits of mindfulness for children. Increased attention leads to better performance academically and increased emotional and social intelligence. Children are better able to learn, nurture themselves, and be aware of their own emotional needs.

    Mindfulness practices help students focus on their breath, body, thoughts, feelings, and the world around them. When they can observe their thoughts and feelings, they have the freedom to choose how they will speak and act–which can lead to a happier, more harmonious classroom.

    There are many mindfulness activities available for free–on YouTube, for example. Further, there are mindfulness and meditation apps that can provide frameworks for getting started. Why not start each lesson with a different mindfulness activity?

    2. Clarify that thoughts lead to feelings

    Research shows that students who are more resilient are more academically successful. Resilient students bounce back quicker, are mindful of their thinking, understand their beliefs, and, importantly are able to challenge their beliefs and thoughts to create more positive outcomes.  

    This is an important concept because we may not always be able to influence what happens to us, but we do have a powerful influence on how we interpret what happens to us and how we deal with it. Many students are unaware that their thoughts play a large role in influencing how they feel.

    No matter what happens to you, nobody can take this away from you. It is an empowering lesson to teach whenever you hear a student express frustration, anger, and other negative emotions. As a teacher, you can help by listening for the emotion, then helping your student understand where that emotion came from and how to adjust their thinking in a way that contributes to their social-emotional well-being.

    3. Model persistence and determination

    A really important aspect of well-being and SEL is the ability to accomplish things in life. Many students naturally strive to better themselves in some way, whether they are seeking to master a skill, achieve a valuable goal, or win in some competitive event.

    Other students need some coaching in this area. Teaching students each and every lesson that accomplishes things takes effort, patience, and perseverance are important. Praise for effort is critical in this area of SEL. Each student will need to be encouraged to set stretch goals during lessons to feel a sense of accomplishment.

    By being mindful and challenging negative thoughts, students can be encouraged to dig deep to find the determination to succeed.

    4. Listen with empathy

    Put another way, listen to be surprised.

    Part of SEL is an understanding of the importance of positive relationships. To have these relationships, we need to have and teach empathy. Teachers have a wonderful ability to model empathy. Encourage students to listen to others, then ask them to listen to be surprised and understand how other students might be feeling. What opportunities do you have each class to find ways for students to help each other and learn something new about other people’s ideas?

    Use the opportunity in class to teach students to ask questions framed to encourage response, not encourage defensiveness. For example, when John says, “Sam, why can’t you just follow the instructions?” encourage John to re-frame his question for a better understanding of what Sam is seeking “Sam, can we work through these instructions together to ensure they make sense?

    Tone matters in teaching.

    5. Emphasize gratitude

    Once again, research is showing us that a really important aspect of well-being is gratitude. This research indicates those who regularly express gratitude have more energy and enthusiasm, less stress, and better physical well-being. There are some very simple ways to increase your experience and expression of gratitude; however, this may require that we train ourselves to think differently.

    For students, this can be done by incorporating some simple exercises into each lesson. At the end of each class, ask students to reflect on the class using these three questions:

    – What aspects of this class did you enjoy today?

    – Who did you enjoy working with today?

    – What areas of this topic would you like to learn more about?

    Most importantly, above all have fun in each and every class; learning should be fun and play is a really important part of Social-Emotional Learning!

    TeachThought Staff

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  • Strategies To Help Students Retain What You Taught Them

    Strategies To Help Students Retain What You Taught Them

    Strategies To Help Students Retain What You Taught Them

    by Terry Heick

    Reflection is a natural part of learning.

    We all think about new experiences–the camping on the car ride home, the mistakes made in a game, or the emotions felt while finishing a long-term project that’s taken months to complete.

    Below I’ve shared 15 strategies for students to reflect on their learning. Modeling the use of each up front can go a long way towards making sure you get the quality of work you’d like to see throughout the year–and students learn more in the process.

    15 Reflection Strategies To Help Students Retain What You Just Taught Them

    1. Pair-Share

    Pair-share is a classic learning strategy where students are paired, and then verbally ‘share’ something that will help them learn new content, deepen understanding, or review what they already know. It can also be used as a quick and dirty assessment tool, as the conversations generally reflect a level of understanding the teacher can use gauge mastery and plan further instruction.

    2. Sentence Stem-based responses

    Sentence stems are great because they’re like training wheels–or to mix a metaphor, tools to coach students into thinking and speaking in certain patterns. For example, you can implore students to ‘think critically,’ but if they don’t have even the basic phrasing of critical thinking (e.g., ‘This is important because…’), critical thinking will be beyond their reach.

    You can also see our sentence stems for critical thinking here for other examples (you don’t have to buy the materials to see the samples).

    3. Layered Text

    Layered text is something I’ve meant to write about for years and never have. A layered text is a digital document that is filled with hyperlinks that communicate, well, just about anything: Questions students have, opportunities for further inquiry, odd references and allusions that reflect the schema students use to make meaning, and so on. (Rap Genius does a version of this.)

    By adding ‘layers’ of meaning to a text through meaningful hyperlinking, students can reflect back on anything, from a pre-assessment journal entry that demonstrated their lack of understanding, to a kind of ‘marking up’ of what they learned when, and from where.

    4. Tweet

    140 characters forces students to reflect quick and to the point–great for brief bursts of reflection or hesitant writers who would struggle to write meaningful journal entries or essays. In fact, you can combine twitter with #6 for twitter exit slips.

    5. 3-2-1

    3-2-1 is a tried-and-true way to frame anything from a pair-share or journal entry (e.g., ask students to write 3 things they think they know, 2 things they know they don’t know, and one thing they’re certain of about a topic) pre-assessment to a post-assessment (e.g., list three ways your essay reflected mastery of skill X, two ways skill Y still needs improving, and one way you can make your argument stronger in the next five minutes) to a reflection of the post-assessment.

    Read more about using the 3-2-1 format for critical thinking.

    6. Exit Slips

    Whether you call them exit slips or exit tickets, asking students to briefly leave behind some residue of learning–a thought, a definition, a question–is a powerful teaching strategy. In fact, ‘exit-slip teaching’ literally drives how I use data in the classroom. Asking students to drop some bit of reflection of the learning process on a chair by the door on the way out is a no-brainer.

    Some examples?

    How did you respond emotionally to something you struggled with today? What did you find most surprising about _____? How did your understanding of _______ change today? What about _____ still confuses you or makes your curious?

    7. Write-Around

    I love write-arounds–easy ways for students to write asynchronously and collaboratively. And the writing fragments students use don’t have to be prose–certain key vocabulary and phrases can help students reflect, but most importantly in a write-around, help students learning from one another as each student is able to read other responses before creating theirs.

    8. Sketch

    Whether by sketch-notes or doodles, allowing students to draw what they think they know, how they believe their learning has changed, or some kind of metaphorical pathway towards deeper understanding is a great learning strategy for students that tend towards creative expression, and a non-threatening way for struggling students to at least write something down on paper you can use to gauge understand and plan your (their) next step.

    9. Podcast

    Through podcasting as a reflecting strategy, students will talk about their learning while recording. If you want to keep it ‘closed-circuit’ (not published), or actually push it to a public audience of some kind depends on the learning and students and privacy issues and so on.

    This can also be simply an audio file recorded and uploaded to a private YouTube channel that’s shared with teachers or parents.

    10. Brainstorming

    Brainstorming can be an effective reflection strategy because it disarms issues with other approaches. For hesitant writers, journaling may not work because the writing process could overwhelm the learning. Podcasting may not work for shy students, Pair-Share may not work well if students are paired effectively, and so on.

    Brainstorming is much simpler. Students could take an allotted time to write down everything they remember about a topic. Or, they could brainstorm questions they still have (things they’re confused or curious about). They could even brainstorm how what what they learned literally connects with what they already know by creating a concept map.

    11. Jigsawing

    Jigsawing is a grouping strategy where a task, concept, or something ‘larger’ is broken down into small puzzles pieces, and students in groups analyze the small puzzle piece, then share out to create the puzzle at large. Using this approach for reflection is seamless: Among other approaches, you can prompt students in groups to gather and share questions they have (you could group by readiness/ability, for example) in groups, and then choose one question that they weren’t able to answer among themselves with the whole class (anonymously–no one has to know who wrote the question).

    12. Prezi

    Think of a cross between a sketch, collage, and presentation, and you have a prezi. Engaging–though distracting and overwhelming if the reflection you need is minor–reflection tool that allows students to create an artifact of learning for their digital portfolios.

    13. Vlog

    This reflection strategy is close to ‘Podcasting’ and even has something in common with pair-sharing. By reflecting through vlog’ing, students simply talk about their learning to a camera.

    This approach would be successful for students that love talking to a camera, but less so for others (who, if they have to talk at all about their learning, may prefer podcasting–or simply recording audio files that are never published.

    14. Collage

    You could do a normal collage of learning reflections, but a multimedia collage is also possible–maybe a sketchnote with a voiceover recorded as a YouTube video to share as a quick presentation with the class (or absent students).

    15. Journaling

    The University of Missouri-St Louis offers 3 kinds of journals that demonstrate the different possibilities of the otherwise vanilla-sounding ‘journaling.’

    1. Personal Journal – Students will write freely about their experience. This is usually done weekly. These personal journals may be submitted periodically to the instructor, or kept as a reference to use at the end of the experience when putting together an academic essay reflecting their experience. (Hatcher 1996)

    2. Dialogue Journal – Students submit loose-leaf pages from a dialogue journal bi-weekly (or otherwise at appropriate intervals) for the instructor to read and comment on. While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for students to consider during the semester. (Goldsmith, 1995)

    3. Highlighted Journal – Before students submit the reflective journal, they reread personal entries and, using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class. This makes it easier for the instructor to identify the student to reflect on their experience in light of course content. (Gary Hesser, Augsberg College)

    15 Strategies For Students To Reflect On Their Learning; image attribution Flickr user woodleywonderworks

    Terrell Heick

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  • Wounded Warrior Project Shares Suicide Prevention Strategies

    Wounded Warrior Project Shares Suicide Prevention Strategies

    One of the largest veterans nonprofits shares suicide risk reduction strategies at one of the leading conferences on suicide prevention this week. Wounded Warrior Project will offer insights applicable to veterans and others at risk.

    The Department of Veteran Affairs national suicide report shows veterans continue to experience suicide loss at a rate nearly 72% higher than non-veteran U.S. adults, even when adjusted for age and sex.

    “Wounded Warrior Project is grateful to the American Association of Suicidology (AAS) for putting a spotlight on the needs of the military community at their conference,” said Jennifer Silva, chief program officer at WWP. “We are grateful for the opportunity to share best practices and insights and remain committed to addressing the full spectrum of suicide risk factors among the warriors and families we serve.”

    Acknowledging Gen Z’s High Suicide Risk

    Suicide is currently the second leading cause of death for Gen Z Americans, ages 10–24, according to the Centers for Disease Control. Close to 40% of young warriors, ages 18-24, surveyed* by WWP™ had suicidal thoughts in the past year. This marked the highest prevalence of recent suicidal thoughts across any age range surveyed by WWP.

    “It’s a topic at the center of my life,” said Dan Miller, a U.S. Marine Corps veteran who will deliver a keynote address at AAS24 titled Lessons For My Son: Helping the Next Generation of Suicide Survivors.

    “Suicide nearly ended my life, continues to claim the lives of my friends, and looms over my young son and his peers who are currently serving in the military. I’m grateful for the opportunity to share the wisdom I offer him on how to forge a path out of darkness,” said Miller.

    Pioneering Better Suicide Prevention

    “Exposure to suicide can increase risk even if the crisis did not result in a death. A well-rounded approach to reducing suicide needs to include resources to support and care for someone after exposure to a suicide loss or crisis,” said Lyndsay Tkach, director of Mental and Brain Health Services at WWP. She oversees suicide prevention, intervention, and postvention efforts for more than 250,000 registered warriors and family members.

    Tkach and her team lead efforts to streamline suicide prevention and response strategies at WWP. They also facilitate suicide prevention training for veterans, WWP staff, and community partners empowering individuals to play an active role in suicide prevention regardless of clinical background or experience.

    Tkach will share evidence-based practices in a workshop titled Tackling High Suicide Risk in the Post-9/11 Military Population. Her team will also offer a training workshop titled Military Competency: Nuances of Interacting with Active Duty, Veterans, and Their Families.

    AAS24 takes place May 5th-10th in Las Vegas during May’s Mental Health Awareness Month. Learn more about military mental wellness and resources offered by WWP.

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  • Control and Diversification: New Study from PolyU and UG Uncovers Corporate Strategies Amidst Rising Geopolitical Risk – World News Report – Medical Marijuana Program Connection

    Control and Diversification: New Study from PolyU and UG Uncovers Corporate Strategies Amidst Rising Geopolitical Risk – World News Report – Medical Marijuana Program Connection

    HONG KONG, CHINA, August 6, 2023/EINPresswire.com/ — In a world where escalating geopolitical uncertainty significantly challenges global supply chains, a recent study from the Hong Kong Polytechnic University (PolyU) and the University of Groningen (UG) offers critical insights into how businesses navigate political risks. The research provides an in-depth exploration of the outsourcing and diversification strategies businesses employ when confronted with mounting political risks.

    This study draws from a unique dataset of US-listed manufacturers and maps the data against the backdrop of an evolving geopolitical landscape. The findings reveal that firms perceiving a higher level of political risk are more likely to adopt vertical integration and product diversification strategies.

    Dr. Di Fan, the lead researcher of the study from PolyU, explains, “Our research offers significant insights into how businesses respond to firm-specific political risk. Amid these turbulent times, the strategic choices businesses make can determine their survival and growth. We discovered that in the face of political risk, firms are more inclined to exert control over their supply chains through vertical integration. This control provides firms with the responsiveness required to mitigate the impacts of adverse geopolitical events and supply disruptions.”

    Interestingly, while the study found that increased political risk prompts firms to pursue greater…

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