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.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Developers can create channels for learners to publish their work in specific contexts, help students build and participate in relevant local campaigns, and even create volunteer-based lists of people willing to hear from young writers.
By providing scenarios learners may encounter in their daily lives, Brainventures has learners think about how to tackle and overcome real-world struggles.
They can also provide voice recorders for learners to share their mathematical thinking with their teachers for feedback.
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. (my downloaded copy is here)
They can also provide tools for learners to develop their own interactive rubrics with the ability to make comments, increasing communication between peers and teachers and supporting the revision process.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
By giving feedback and engaging with students, teachers can better understand learners' thought processes and promote full understanding and integration of the writing conventions addressed.
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