Teachers can also set up math centers where a student teaches, with the classroom teacher's support, a concept to a group of students who are still developing their understanding of the concept.
Teachers can also have students create their own multi-step projects on assigned topics to increase student autonomy in the classroom.
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.
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.
Modeling the three types of connections during classroom practice can guide students when they practice independently.
Modeling the three types of connections during classroom practice can guide students when they practice independently.
Jonassen, D. H. (2003). Designing research-based instruction for story problems. Educational Psychology Review, 15(3), 267-296.
Su, H. F. H., Marinas, C., & Furner, J. (2011). Number sense made simple using number patterns. International Journal for Technology in Mathematics Education, 18(1), 39-49.
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.
Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
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