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.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
By allowing learners to elect when to use such techniques, products help students develop their own abilities to regulate their Emotions and gain a better understanding of themselves.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
These multimodal compositions can also increase learners' Motivation because they resemble the real-life texts they encounter out of school.
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.
Learners can then practice coding example problems with the same visual tools and drag similar problems into like groups to practice categorizing.
Products can embed questions that pop up while learners are exploring content to prompt deeper, reflective thinking at key stages.
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