When educators integrate the linguistic and cultural funds of knowledge that learners bring, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
When educators integrate the linguistic and cultural funds of knowledge that learners bring, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Ross‐Gordon, J. M. (2003). Adult learners in the classroom. New Directions for Student Services, (102), 43-52.
Brooks, C. (2015). Making maths useful: How two teachers prepare adult learners to apply their numeracy skills in their lives outside the classroom. Adults Learning Mathematics, 10(1), 24-39.
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning (Online), 13(9), 123.
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning (Online), 13(9), 123.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Breaking up instructions into short, concrete steps allows learners to pay Attention to and remember one instruction at a time.
Breaking up instructions into short, concrete steps allows learners to pay Attention to and remember one instruction at a time.
Breaking up instructions into short, concrete steps allows learners to pay Attention to and remember one instruction at a time.
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