Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
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.
Simple solutions such as carpets, curtains, doors, windows, rubber shoes on furniture legs can help reduce background noise levels and improve classroom acoustics.
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.
Ghaith, G., & Obeid, H. (2004). Effect of think alouds on literal and higher-order reading comprehension. Educational Research Quarterly, 27(3), 49-57.
National Center for Education Statistics. (2019). Highlights of the 2017 U.S. PIAAC Results Web Report (NCES 2020-777). U.S. Department of Education. Retrieved December 11, 2019 from https://nces.ed.gov/surveys/piaac/current_results.asp.
Bustamante, J. (2019). Chunking Language in the Perspective of EFL Learners. International Journal of English and Education, 8(2), 154-163.
Bustamante, J. (2019). Chunking Language in the Perspective of EFL Learners. International Journal of English and Education, 8(2), 154-163.
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.
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