Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social emotional benefits of peer-assisted learning.
Videos also allow students to experience stories and scenes outside the classroom by capturing their Attention, bringing in different cultures and experiences, and engaging them in authentic learning opportunities.
Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
Bull, R., Marschark, M., Davidson, W., Murphy, D., Nordmann, E., Remelt, S., & Sapere, P. (2010). Numerical approximation and math achievement in deaf children. In poster presentation at the International Congress on the Education of the Deaf, Vancouver, Canada.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
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