Products can provide adaptive language that adjusts to the appropriate Vocabulary complexity that can be read and understood by learners.
Creating artistic representations of knowledge helps learners fully immerse themselves in content knowledge and allows teachers to differentiate instruction to reach their learners.
Burke, A. (2013). Creating identity: The online worlds of two English language learners. Language and Literacy, 15(3), 31-49.
Developers can provide feedback that stresses the learning process when learners accomplish a difficult task.
With verbal repetition, learners can personalize, interact with, and use their own words to explain the information, activating multiple brain pathways to show understanding and help move knowledge from Short- to Long-term Memory.
Kuhlthau, C. C., & Maniotes, L. K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.
Developers can provide feedback that stresses the learning process when learners accomplish a difficult task.
When learners dive into understanding a concept or worked example with a small group and then share their understanding with different students, everyone actively practices their math skills.
When learners dive into understanding a concept or worked example with a small group and then share their understanding with different students, everyone actively practices their math skills.
Products can provide a repository of digital prompt cards with audio, visuals, and/or animations for learners to access when their emotions are heightened.
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