Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Gremp, M., Manning, M. L., Rutland, J. H., & Krile, M. J. (2022). Applying Special Education High Leverage Practices to Enhance Learning in Higher Education Courses.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
Check-ins allow educators to understand learners' experiences more deeply and build trusting relationships that can support students' Emotions and Learner Mindset.
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