When learners work independently to repeatedly recall and practice new material (retrieval practice), they become more fluent in the skill and are able to recall it with increasing automaticity.
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.
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.
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.
Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).
Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).
Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).
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.
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
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