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.
Gallery walks are also an interactive way to bring inquiry into the classroom, particularly as students begin to create their own gallery walks.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
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.
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.
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464-488.
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Donica, D. K. (2015). Handwriting without Tears®: General education effectiveness through a consultative approach. American Journal of Occupational Therapy, 69(6).
Altares, A., Sobel, D., Hobbs, S., Nelson, T., Serpa, M., & Bellows, L. (2020). P54 Youth Can: Cultivating community change through youth-driven health initiatives. Journal of Nutrition Education and Behavior, 52(7), S41.
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