Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social and emotional benefits of peer-assisted learning.
Reducing sensory input can support greater Attention for all learners and can help learners with sensory sensitivity not become overwhelmed.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
Products can support collaborative problem solving by allowing learners to display and share their thinking with their peers, even at a distance.
Products can support collaborative problem solving by allowing learners to display and share their thinking with their peers, even at a distance.
Annenberg Learner. (2017). The missing link teacher planning tools: Planning a math unit: Launch-Explore-Summarize Teaching Model. Retrieved from http://www.learner.org/workshops/missinglink/support/
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Providing tools so learners can choose to listen supports individual strengths and needs.
Gregg, N., & Nelson, J. (2018). Empirical studies on the writing abilities of adolescents and adults with learning difficulties. In Miller, B., McArdle, P., & Connelly, V. (Eds.) Writing development in struggling learners: Understanding the needs of writers across the lifecourse (pp. 73-95). Koninklijke Brill.
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