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.
Kuhlthau, C. C., & Maniotes, L. K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.
When a variety of writing surfaces are provided, learners also have choice in which writing surface they use.
Products can provide adaptive language that adjusts to the appropriate vocabulary and syntax complexity that can be read and understood by learners.
They can also provide voice recorders for learners to share their Verbal Reasoning with their teachers for feedback.
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
They can also provide voice recorders for learners to share their thinking, such as when they are practicing Decoding skills, with their teachers for feedback.
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).
Allison, B., & Rehm, M. (2007). Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms. Middle School Journal, 39(2), 12-18.
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