Teaching learners how to spell by understanding phonetic and spelling patterns can help improve their Vocabulary and their Phonological and Orthographic Processing.
Products can promote independent reading by allowing learners to choose appropriate level texts that interest them while also monitoring their work to hold them accountable for their reading.
Products can provide the tools for learners to create and record their own music videos demonstrating their content knowledge.
Mustafa, K. O. C. (2005). Individual learner differences in web-based learning environments: From cognitive, affective and social-cultural perspectives. Turkish Online Journal of Distance Education, 6(4).
Mustafa, K. O. C. (2005). Individual learner differences in web-based learning environments: From cognitive, affective and social-cultural perspectives. Turkish Online Journal of Distance Education, 6(4).
For learners with low Working Memory, graphic organizers hold onto the information for them.
When learners work independently to repeatedly recall and practice new material (retrieval practice), they become fluent in the skill and are able to recall it automatically.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
This reinforces the concept that there are a variety of possibilities to solving a problem and can lead to the validation of an approach that may work better for some learners.
Designing products that include examples of different genres of writing allows learners to continually analyze elements like Vocabulary and Syntax and incorporate them into their own writing.
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