Centre for Education Statistics and Evaluation (2017). Cognitive Load Theory: Research that teachers really need to understand. NSW Department of Education.
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.
Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, models, and resource books to support student practice.
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.
Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class reading and writing activities.
Aunola, K., Leskinen, E., Lerkkanen, M., & Nurmi, J. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699–713.
Fiore, S. M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., ... & von Davier, A. (2017). Collaborative problem solving: Considerations for the national assessment of educational progress. National Center for Education. https://nces.ed.gov/nationsreportcard/pdf/researchcenter/collaborative_problem_solving.pdf
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
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