There are many ways retrieval practice can be applied in the classroom, including: activating students' prior-knowledge on a topic by asking them to list or name everything they know about the topic; having students engage in a turn-and-talk to review what they learned in class; or creating a concept map to illustrate their understanding of a topic from memory, and exit tickets before they leave class.
There are many ways retrieval practice can be applied in the classroom, including: activating students' prior-knowledge on a topic by asking them to list or name everything they know about the topic; having students engage in a turn-and-talk to review what they learned in class; or creating a concept map to illustrate their understanding of a topic from memory, and exit tickets before they leave class.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
Additionally, students need advanced language skills to understand and communicate about math in classroom discussions.
Watch how this middle school teacher uses math centers in her classroom.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 137-154.
Boutte, G. S., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39(5), 335–342.
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