Search results: learner variabil

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Building Literacy PK-3 > Strategy References > Brief Instruction Steps
http://lvp.digitalpromiseglobal.org/page/references-brief-instruction-steps-literacy-pk-3

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).

Building Literacy 4-6 > Strategy References > Brief Instruction Steps
http://lvp.digitalpromiseglobal.org/page/references-brief-instruction-steps-literacy-4-6

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).

Building Literacy 7-12 > Strategy References > Brief Instruction Steps
http://lvp.digitalpromiseglobal.org/page/references-brief-instruction-steps-literacy-7-12

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).

Building Literacy PK-3 > Strategy > Graphic Organizer
http://lvp.digitalpromiseglobal.org/content-area/literacy-pk-3/strategies/graphic-organizer-literacy-pk-3/summary

For learners with low Working Memory, graphic organizers hold onto the information for them.

Building Literacy 4-6 > Strategy > Individual Deliberate Practice
http://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/individual-deliberate-practice-literacy-4-6/summary

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.

Building Math 3-6 > Strategy References > Brief Instruction Steps
http://lvp.digitalpromiseglobal.org/page/references-brief-instruction-steps-math-3-6

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).

Building Math 7-10 > Strategy References > Brief Instruction Steps
http://lvp.digitalpromiseglobal.org/page/references-brief-instruction-steps-math-7-10

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).

Building Math PK-2 > Strategy > Direct Instruction: Problem-solving Strategies
http://lvp.digitalpromiseglobal.org/content-area/math-pk-2/strategies/direct-instruction-problem-solving-strategies-math-pk-2/summary

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.

Building Literacy 4-6 > Strategy > Provide Writing Models
http://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/provide-writing-models-literacy-4-6/summary

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.

Building Literacy PK-3 > Strategy > Direct Instruction: Vocabulary
http://lvp.digitalpromiseglobal.org/content-area/literacy-pk-3/strategies/direct-instruction-vocabulary-literacy-pk-3/summary

Developers can expose learners to new Vocabulary through direct instruction by teaching them the meanings of words, showing the words in multiple contexts, and lastly providing repeated practice and opportunities to use those words in different contexts.

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