Teacher Learning Community

Spring 2018 TLC: Using Developmental and Cognitive Sciences to Enhance Instruction - Activity 3 Resources

Course leader:

Teacher Quality Standards

  • QS III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
    • Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

Teaching "Soft" Skills

In this activity you will review resources related to the development of skills that are an important ingredient in student success, but not necessarily formally taught; whether termed as “soft-skills”, skills for success, or non-cognitive skills, for this purpose we are including things like growth mindset, persistence, and academic risk taking; in short, the skills that are necessary for life-long success but not necessarily measured.   As part of your classroom implementation you will create a plan to incorporate more focus on these skills as part of building a culture that supports the development of students’ intellectual, physical, social, and emotional learning.


This article explores using "time-outs" as an approach to giving students breaks as a positive reinforcement to re-group.  

This article dives into Emotional Intelligence (EQ) and how teaching children about emotions can help them as life learners.  

There is a debate about what to call Nonacademic Skills or "Soft skills".  This article explores the debate on what to call these skills and gives an explanation of the skills that we call non-academic.  

In this report, the idea of Academic Tenacity is defined with aspects that include growth mindset, goals, belonging, and self-control. Factors that can improve these aspects are explored as are three specific ways that teachers and schools can more effectively foster academic tenacity.

Growth mindset is revealed to be much more than a catchphrase in this short article.


In these two blog posts, teacher Chase Mielke explores the reasons that our students learn to avoid academic risk-taking and what we might do about it.