Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Executive functions are a huge contributor to this metacognitive skill, supporting learners' ability to manage time, focus Attention, and manage multiple tasks to achieve goals as early as the first year of life.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. TEACHING Exceptional Children, 00400599211048214.
Executive functions are a huge contributor to this metacognitive skill, supporting learners' ability to manage time, focus Attention, and manage multiple tasks to achieve goals as early as the first year of life.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. Teaching Exceptional Children, 00400599211048214.
Executive functions are a huge contributor to this metacognitive skill, supporting learners' ability to manage time, focus Attention, and manage multiple tasks to achieve goals as early as the first year of life.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191-219.
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