Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267.
Products designed to enhance games in the classroom in digital formats should feature a vast library of games that educators' can use across different content areas.
Christen, A. (2009). Transforming the classroom for collaborative learning in the 21st century. Techniques: Connecting Education and Careers (J1), 84(1), 28-31.
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric‐referenced self‐assessment and middle school students' writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199-214.
As gallery walks allow for educators to display a wide array of content that may not be showcased in a typical lesson, these activities can spark Curiosity and increase learner engagement and focus Attention.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, DC: Institute of Education Sciences, Department of Education.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Agarwal, P. K., D'antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139.
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
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