In this special session, researchers from the STORMED Lab at the University of Virginia present findings from ten years of continuous studies with the common thread of leveraging cognitive load theory to design and deliver evidence-based coaching and professional development for teachers and specially designed instruction for students with disabilities and others who struggle. During the session, the team will share our free library of instructional materials, classroom observation and automatic feedback tool called COACHED, and our emerging work with generative artificial intelligence to rethink and streamline the instructional design and delivery process. Results from numerous empirical research studies will be shared, but we invite state level PD providers, teacher educators, administrators, instructional coaches, and general and special education teachers to learn about our freely available evidence-based tools and processes.

Presenters: Michael Kennedy; Susan Aigotti; Suzanne McClain; Nathan Welker; Danielle Waterfield; Rachel Kunemund