Additionally, walking young learners through brief instructional steps, both orally and in writing, and checking for understanding can help support multilingual learners and those with learning disabilities and ADHD.
In our society, there are many stereotypes that exist about the academic abilities of learners based on facets of their Identity, such as race, gender, disability, and Socioeconomic Status (SES).
Purposeful reflection can engage learners with material in a deeper way, encouraging learners to make connections between the course material and real-world experiences or think about the material from a different perspective.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
Regardless of the medium, new information should be presented in connection to learner's Background Knowledge to stimulate Motivation and help learners see relevance of the information in their lives.
Direct instruction in math strategies may support some adult learners once conceptual understanding is in place.
Stereotypes can be harmful to a host of outcomes for learners, and threaten learners' social interactions and functioning within school settings.
In addition, English language learners and learners from other cultures may not be familiar with the common metaphors used in English so it is important to ensure an understanding before applying them in a learning context.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Designing products that allow learners to see their cultures represented not only engages learners but also makes the learning more accessible and relevant.
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