Supporting students as they develop their Speed of Processing skills helps them become quick, efficient, confident, and successful learners.
Supporting students as they develop their Speed of Processing skills helps them become quick, efficient, confident, and successful learners.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285-325.
Research in TPS and T&T has primarily focused on older students, but emerging research suggests these are also effective practices for young learners.
Background Knowledge for Multilingual Learners: A resource explaining the value building upon multilingual learners' Background Knowledge.
Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students' sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
Chiu, M. M., Chow, B. W. Y., McBride, C., & Mol, S. T. (2016). Students' sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175-196.
When teachers supplement information presented verbally with actions, learners can more readily attend, engage, and encode new knowledge and ideas.
When teachers supplement information presented verbally with actions, learners can more readily attend, engage, and encode new knowledge and ideas.
Background Knowledge for Multilingual Learners: A resource explaining the value building upon multilingual learners' Background Knowledge.
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