Importantly, creating opportunities for learners to share feedback directly with the product provides space for design teams to catch their own blind spots and commit to continuously improving to create an edtech solution where learners of color are centered in design and meaningful tools are available to support complex and difficult conversations.
Research in TPS and T&T has primarily focused on older students, but emerging research suggests these are also effective practices for young learners.
Gupta, A. (2019). Principles and practices of teaching English Language Learners. International Education Studies, 12(7), 49-57.
Background Knowledge for Multilingual Learners: A resource explaining the value building upon multilingual learners' Background Knowledge.
Background Knowledge for Multilingual Learners: A resource explaining the value building upon multilingual learners' Background Knowledge.
When teachers supplement information presented verbally with actions, learners can more readily attend, engage, and encode new knowledge and ideas.
When teachers supplement information presented verbally with actions, learners can more readily attend, engage, and encode new knowledge and ideas.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
Diep, A. N., Zhu, C., Cocquyt, C., Greef, M. D., Vo, M. H., & Vanwing, T. (2019). Adult learners' needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223–253.
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