Creating a classroom library with audio and Braille books promotes reading success for learners with visual differences.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
Dindyal, J. (2004). Algebraic thinking in geometry at high school level: Students' use of variables and unknowns. In 27th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2004) on “Mathematics Education for the Third Millennium, Towards 2010”, (pp. 183–190).
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social and emotional benefits of peer-assisted learning.
Self-monitoring can occur in the classroom and beyond.
Simple solutions such as carpets, curtains, doors, windows, rubber shoes on furniture legs can help reduce background noise levels and improve classroom acoustics.
Videos also allow students to experience problems and scenes outside the classroom, capturing their Attention by bringing in different cultures and experiences (one strategy for culturally responsive teaching) and engaging them in authentic learning opportunities.
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