Kazemi, E., & Stipek, D. (2009). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1-2), 123-137.
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.
Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.
Dindyal, J. (2004). Algebraic thinking in geometry at high school level: Students' use of variables and unknowns. In 27th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2004) on “Mathematics Education for the Third Millennium, Towards 2010”, (pp. 183–190)
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Using natural light from outside to illuminate a classroom decreases the reliance on fluorescent or harsh lighting, which creates a calm, safe learning environment for all students.
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.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.
Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
Booth, J. L., & Koedinger, K. R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82(3), 492–511.
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