Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Rittle-Johnson, B., and Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002–2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
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.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Boaler, J. (2012). Timed tests and the development of math anxiety. Education Week, 1-3.
Cooperative problem solving can be used to practice skills during daily classroom learning, and can also be especially fruitful for larger tasks, including project-based learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring into the classroom, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.
Camahalan, F. M. G., & Ipock, A. R. (2015). Physical activity breaks and student learning: A teacher-research project. Education, 135(3), 291-298.
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