van Staden, A., & Purcell, N. (2016). Multi-sensory learning strategies to support spelling development: A case study of second-language learners with auditory processing difficulties. International Journal on Language, Literature and Culture in Education, 3(1), 40-61.
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.
Learners can then practice coding example problems with the same visual tools and drag similar problems into like groups to practice categorizing.
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.
Products can embed questions that pop up while learners are exploring content to prompt deeper, reflective thinking at key stages.
When learners work independently to repeatedly recall and practice (retrieval practice) new material that is beyond their current level of expertise, they become fluent in the skill and are able to recall it automatically.
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.
The interactivity and engaging nature of games can motivates learners to continue practicing math facts.
Offering choice in reading material, sequence of activities, research projects, group members, ways to demonstrate mastery, and ways to justify a response are all ways to embed more learner-driven learning and foster Metacognition.
It is important for educators to encourage these flexible practices when appropriate, for example by giving explicit indication that learners may translanguage and use any and all of their linguistic resources when thinking about and working through a task.
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