Developers can provide feedback that stresses the learning process when learners accomplish a difficult task.
When learners become experts on a certain topic through analyzing multimodal texts, whether in groups or individually, and share their understanding with different students, they practice their literacy skills during content area instruction.
Carhill–Poza, A. (2015). Opportunities and outcomes: The role of peers in developing the oral academic English proficiency of adolescent English learners. The Modern Language Journal, 99(4), 678-695.
Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.
Toppino, T. C., & Pagano, M. J. (2021). Metacognitive control over the distribution of retrieval practice with and without feedback and the efficacy of learners' spacing choices. Memory & Cognition, 49, 467-479.
Teachers and parents can engage even the youngest learners in drawing activities to help them express their original thoughts.
Barrett, H. (2005). Researching electronic portfolios and learner engagement. Retrieved from http://google.electronicportfolios.com/reflect/whitepaper.pdf
By using these metacognitive skills to continually monitor and regulate their thinking and understanding, learners are able to better plan their reading and writing strategies and think critically about what they read.
Products can provide adaptive language that adjusts to the appropriate vocabulary and syntax complexity that can be read and understood by learners.
As learners learn how to draw connections while working with numbers and problems, they activate additional cognitive processes which support encoding, while they engage more deeply in the math content.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
