Developers can integrate genre-specific instructions to support students' Working Memory along with writing prompts to help learners practice writing different genres.
Learners understand more deeply through hands-on experimentation and exploration with manipulatives.
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
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.
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
Song, K..H., & Coppersmith, S.A. (2020). Working toward linguistically and culturally responsive math teaching through a year-long urban teacher training program for English learners. Journal of Urban Mathematics Education, 13(2), 60-86.
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.
Allowing learners to contribute their ideas while also interacting with others in a shared, safe space fosters Motivation for learning and builds confidence.
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.
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