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.
Kuhlthau, C. C., & Maniotes, L. K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
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.
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.
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.
When a variety of writing surfaces are provided, learners also have choice in which writing surface they use.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
