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When back in the classroom, educators can build upon these experiences and provide learners with reflective activities that allow them to solidify their understanding.
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Dornhecker, M., Blake, J. J., Benden, M., Zhao, H., & Wendel, M. (2015). The effect of stand-biased desks on academic engagement: An exploratory study. International journal of health promotion and education, 53(5), 271-280.
Immordino-Yang, M. H. (2016). Emotion, sociality, and the brain's default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211–219.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. The Journal of Experimental Education, 63(2), 139-158.
Dennis, M. S., Knight, J., & Jerman, O. (2016). Teaching high school students with learning disabilities to use model drawing strategy to solve fraction and percentage word problems. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 10-21.
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