These can be in the context of workplace learning, in an educational setting, or can be informal communities that form around mutual interests.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Collaborative for the Advancement of Social and Emotional Learning. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. ERIC Clearinghouse.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
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
Students with Sensory Integration difficulties can struggle with peer relationships, participating in classroom activities, and getting adequate Sleep.
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.
Teachers can display Vocabulary words somewhere in the classroom and actively refer to them when they are used in context by both the teacher and students.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.
Brookfield, S. D. (1997). Assessing critical thinking. New Directions for Adult and Continuing Education, 1997(75), 17-29.
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