PR_Drive Innovation for Effective Teaching and Learning_Header

Drive Innovation for Effective Teaching and Learning

  1. Transform teaching by investing in research on the science of learning. While there have been advances in understanding the differences in brain structure and function in children with learning and attention issues, there is much that remains unknown. Specifically, there is little research on the stigma that accompanies learning and attention issues and the impact that stigma has on the children and families facing these challenges. With new and increased research and development into learning and attention issues, we can make research-informed teaching and learning the central focus of our educational system.
    • Federal investments are needed in all four centers within the Institute of Education Sciences. This includes the National Center for Special Education Research, whose funding was cut by 30% in 2011.
    • Increased investment in the National Institute of Child Health and Human Development within the National Institutes of Health would allow more research focused on understanding the biological basis of learning disabilities and effective interventions, among other areas.
    • Investing in the National Science Foundation could expand the brain science research portfolio focused on learning and attention issues.
  2. Expand evidence-based literacy and math instruction. ESSA’s new literacy program focuses on improving academic achievement in reading and writing using evidence-based, explicit, systematic instruction to support phonological awareness, phonic decoding, fluency and comprehension. This program, called Literacy Education for All, Results for the Nation (LEARN), will provide educators and families with strategies to recognize early signs of dyslexia and other literacy-related challenges, and training for teachers to learn effective instruction and accommodations. States should consider taking advantage of this grant opportunity to provide comprehensive literacy instruction to students. Parallel efforts should be made to develop evidence-based math instruction for students struggling to master skills in math. By recognizing the early signs of math-related challenges and preparing educators to provide effective instruction, great progress can be made for students with math disabilities.