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.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research.
Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners. Contributions to Music Education, 36(1), 73-84.
This supports learners by letting them know what to anticipate and allows their Attention to be on learning content.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Visual representations allow learners to exhibit what they know and can do in alternative ways that can support Working Memory during problem solving and retention of information in Long-term Memory.
Products can embed questions that pop up while learners are exploring content to prompt deeper, reflective thinking at key stages.
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.
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