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.
Kemple, K. M., & Nissenberg, S. A. (2000). Nurturing creativity in early childhood education: Families are part of it. Early Childhood Education Journal, 28(1), 67-71.
Watch how this first grade teacher implements math centers in her classroom.
A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
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.
Roediger, H. L. (2013). Applying cognitive psychology to education translational educational science. Psychological Science in the Public Interest, 14, 1–3.
Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
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