Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
When a learner exhibits behavior that is not aligned with these expectations or goals, an educator can redirect behavior using respectful language, focusing on positive feedback such as "all quiet now" or "lesson time is quiet time" and avoiding negatively phrased directives such as "don't talk" or "stop talking".
Loch, B., Galligan, L., Hobohm, C., & McDonald, C. (2011). Learner-centred mathematics and statistics education using netbook tablet PCs. International Journal of Mathematical Education in Science and Technology, 42(7), 939-949.
Gopnik, A., Griffiths, T. L., & Lucas, C. G. (2015). When younger learners can be better (or at least more open-minded) than older ones. Current Directions in Psychological Science, 24(2), 87-92.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
As learners learn how to draw connections while reading a text, they activate additional cognitive processes, build on their Background Knowledge, and strengthen their reading comprehension.
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