Bringing Research Into the Classroom
One of the things I value most about SALT Academy is that we never want to become a school that simply says, “This is how we’ve always done it.”
As I continue working toward my doctorate in Curriculum and Instruction, much of my coursework and research has focused on something that is at the heart of SALT: how to design instruction for students who learn differently while still maintaining high expectations.
For me, these classes are not separate from my work at SALT. I am constantly thinking about how the research can help our students, support our teachers, and strengthen the way we design instruction across our school.
Research That Reflects What We See Every Day
Throughout my recent doctoral coursework, I have been studying multimodal and multisensory instruction, differentiated learning, classroom management, technology, culturally responsive teaching, and strategies for diverse learners.
One of my research projects included feedback from educators about the instructional approaches they find most effective.
The findings strongly supported practices that are already central to the SALT model, including:
Visual supports
Explicit and systematic instruction
Multiple ways to access information
Hands-on and multisensory learning
Structured routines
Purposeful use of technology
Opportunities for students to demonstrate understanding in different ways
One of the strongest findings was that teachers overwhelmingly viewed multimodal instruction as beneficial for student access, engagement, confidence, and independence.
That is especially meaningful for the students we serve.
Many SALT students are bright, capable learners who may struggle when instruction is delivered in only one way. A student may understand a concept but need a visual model. Another may need manipulatives, repetition, additional processing time, explicit instruction, or the opportunity to talk through a problem before working independently.
The goal is not to make learning easier.
The goal is to make learning accessible.
Same Goal, Different Pathways
One idea has continued to come up throughout my research:
Students can work toward the same meaningful learning goal without all needing to get there in exactly the same way.
That philosophy is deeply connected to what we do at SALT.
Differentiation does not mean lowering expectations. It means understanding the learner well enough to identify what may be getting in the way of learning and then providing the right support.
Sometimes that support is a visual.
Sometimes it is explicit modeling.
Sometimes it is hands-on instruction.
Sometimes it is technology.
Sometimes it is a smaller group, additional processing time, or another way to demonstrate understanding.
The destination can remain the same even when the pathway looks different.
Technology With a Purpose
Another area I have been studying is the role of technology in education.
Technology can be incredibly valuable for students with dyslexia, dysgraphia, dyscalculia, ADHD, and other learning differences, but one of the most important findings from my research is that technology should never be used simply because it is available.
The question should always be:
What is this tool helping the student do better?
Does it improve access to text?
Does it provide meaningful practice or feedback?
Does it help a student organize ideas?
Does it reduce an unnecessary barrier?
Does it increase independence?
At SALT, we want technology to support instruction—not replace good teaching.
Classroom Management Is Part of Teaching
My doctoral work has also reinforced the importance of viewing classroom management as part of instruction.
Students need to be explicitly taught how to transition, participate in groups, ask for help, manage frustration, disagree respectfully, and work through conflict.
Predictable routines and clear expectations are especially important for students who struggle with executive functioning, processing speed, anxiety, or attention.