Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Bowen, S. K., & Baker, S. (2022). Family engagement: Developing partnerships for d/Deaf and hard of hearing multilingual learners. In Deaf and Hard of Hearing Multilingual Learners (pp. 30-66). Routledge.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
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.
Teachers can use graphic organizers to support learners' Working Memory, as they hold onto information for them.
Teachers can use graphic organizers to support learners' Working Memory, as they hold onto information for them.
For a developer, creating dynamic models can make Geometric, Proportional, Statistical Reasoning more accessible to learners.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
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