Really excited session! We hope you will join us!

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Each T3 has:
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Raising Awe-Seekers A truly inspiring book for parents and caregivers, and for the kid inside us all.What if helping boost kids’ mental and emotional well-being, strengthen their social ties, and support their curiosity ...

To learn more about this tip:

Kris, D. F. (2025). Raising awe-seekers: How the science of wonder helps our kids thrive. Free Spirit Publishing. uuabookstore.org/products/rai...

Kris, D. F. (2025, Feb 3). How experiencing wonder helps kids learn. KQED MindShift. www.kqed.org/mindshift/65...

🍎 Tuesday Teaching Tip (T3):

Raising awe seekers: Awe expands attention, increases curiosity, & makes learners more open to new ideas. Invite “whoa” moments, encourage big questions, and let students share what amazed them. When awe is nurtured, learning becomes deeper, more meaningful, & joyful.

Research on Teaching and Learning in Educational Psychology: The Role of Motivation. Saturday, April 11th 3:45pm PDT Westin Bonaventure, Floor: Lobby Level, La Cienega. SIG Business Meeting. Saturday, April 11th 5:45pm PDT Westin Bonaventure, Floor: Lobby Level, La Cienega. Join us to learn about SIG activities, award announcements, and meet incoming leadership! TEP SIG Posters. Sunday, April 12th 1:45pm PDT. Los Angeles Convention Center, Floor: Level 2, Poster Hall - Exhibit Hall A. Graduate Student Travel Award Winners! - Wonjoon Cha, The Ohio State University; How Can We Teach Development, Learning Theories, Motivation, and Assessment to Better Prepare Future Educators? - Bridget Deleidan, University of Nevada, Las Vegas; “Easily Distracted”: A Thematic Analysis of College Students’ Attentional Self-Efficacy and Self-Regulated Learning - April Ursula Fox, University of Nevada, Las Vegas; Zines as a Zummative Assessment for Learning: Reimagining Rigor Through Creativity and Learning as Becoming

Here is your one-stop shop for all TEP SIG-sponsored events at #AERA2026! We are so looking forward to sunny Los Angeles, and hope to see you there!🌞

Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!

Each T3 has:
1. A definition of your teaching tip
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To learn more:

Escobar-Soler, C., Berrios, R., Peñaloza-Díaz, G., Melis-Rivera, C., Caqueo-Urízar, A., Ponce-Correa, F., & Flores, J. (2024). Effectiveness of self-affirmation interventions in educational settings: A meta-analysis. Healthcare, 12(1), Article 3. doi.org/10.3390/heal...

🍎 Tuesday Teaching Tip (T3):

Self-affirmation works: When students quietly affirm to themselves what matters most—who they are and what they value—they feel more grounded and confident, specially before stressful work. A short writing prompt can strengthen focus and resilience.

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Each T3 has:
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Workshops Learn more about “Workshops” on Atlas Obscura.

Workshops from around the world to promote interest, curiosity, and engagement in learning:
www.atlasobscura.com/categories/w...

Monks Debate Buddhist Philosophy in Tibet YouTube video by Barbara Weibel

A video on how Monks Debate Buddhist Philosophy in Tibet:
www.youtube.com/watch?v=Fm6W...

How a radical experiment to bring a forest into a preschool transformed children’s health In Finland, kindergartens are exposing children to more mud, wild plants and moss - and finding changes to their health that show how crucial biodiversity is to wellbeing

How a radical experiment to bring a forest into a preschool transformed children's health in Finland!:

www.theguardian.com/environment/...

This tip draws on international examples of learning through nature, dialogue, apprenticeship, and storytelling described in global education research and practitioner accounts. This edition brings links to the press, instead of academic articles:

🍎 Teaching Tip Tuesday (T3)

Get inspired by how people learn around the world—through forest schools in Finland, structured debate in Tibetan monasteries, and apprenticeship in craft communities. Try outdoor lessons, student-led questioning, or learning-by-doing to enrich everyday teaching.

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Frontiers | Curbing boredom in online teaching: Effects of an autonomy-oriented intervention with EAP students Despite the growing body of research on boredom and its causes in face-to-face classes, little is known about how pedagogical interventions can mitigate this...

To learn more about this tip:

Rezaee, A. A., & Seyri, H. (2022). Curbing boredom in online teaching: Effects of an autonomy-oriented intervention. Frontiers in Psychology, 13, Article 1060424. doi.org/10.3389/fpsy...

🍎 Tuesday Teaching Tip (T3)

No more boring classes! Support autonomy, connect learning to purpose, and balance challenge with support. Offer meaningful choices, vary activities, and invite student voice. When students feel agency and relevance, boredom gives way to engagement.

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Students' questions: a potential resource for teaching and learning science Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' qu...

To learn more about this tip:

Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. doi.org/10.1080/0305...

🍎 Tuesday Teaching Tip (T3)

Creativity through questions: Learning deepens when students generate their own questions. Make space for wondering, highlight explanation-seeking questions, and treat questions as tools for thinking, not interruptions.

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The development of student feedback literacy: enabling uptake of feedback Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, st...

To learn more about this tip:

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. doi.org/10.1080/0260...

🍎 Tuesday Teaching Tip (T3)

Feedback literacy in action: Go beyond giving feedback and teach students how to use it. Build judgment with examples, normalize emotional reactions, and ask students to name one next step. Learning improves when feedback guides future action.

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Teaching for transfer of learning in health professions education: AMEE Guide No. 176 Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas ...

To learn more about this tip:

Cecilio-Fernandes, D., Sandars, J., Gianotto-Oliveira, R., & Steenhof, N. (2025). Teaching for transfer of learning in health professions education: AMEE Guide No. 176. Medical Teacher, 47(8), 1243–1251. doi.org/10.1080/0142...

🍎 Tuesday Teaching Tip (T3)

Teaching for transfer: Transfer is when students apply learning beyond a single task or context. Support it by building clear mental models, varying practice, and asking “Where else might this apply?” Small prompts help students see knowledge as flexible and reusable.

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Promoting Student Metacognition | CBE—Life Sciences Education

To learn more about this tip:

Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11(2), 113–120. doi.org/10.1187/cbe....

🍎 Tuesday Teaching Tip (T3): Metacognition in action

Help students think about their thinking.
Ask before: “How will you approach this?”
During: “What’s making sense right now?”
After: “What will you try differently next time?”

These simple prompts build stronger, more independent learners.

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Each T3 has:
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