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While it may seem convenient to provide instructionalmaterials in students’ native languages, relying too heavily on translations can hinder ELLs’ progress in developing language proficiency and content mastery. Tier 1 and Tier 2 support ELLs benefit from scaffolding that is woven into everyday classroom instruction.
This also included soft skills such as communicating needs, asking for what they needed, and collaborating with others as they found a genuine need and desire to use them. Shared and CollaborativeLearning: Natural and As Needed. Research supports the use of collaborative and shared learning. Pinball Machines.
2013) define UDL as “a set of principles and techniques for use in the classroom along with the design of accessible instructionalmaterials.” This definition brings to light the dynamic nature of UDL, illustrating how it fosters a collaborativelearning environment enriched with technology and varied instructional methods.
Problem-Based Learning (PBL): PBL tasks students with solving real-world problems or case studies, requiring them to apply knowledge and critical thinking skills to develop solutions. It encourages inquiry, creativity, and independent learning. This approach maximizes classroom time for interactive, hands-on learning experiences.
I shared with you before how much I love Kiddom as an easy tool for managing standards-based grading , and there’s a couple of new updates that you definitely need to know about if you’re spending too much time creating resources for differentiated instruction. Just create and assign Playlists.
Approaches such as project-based learning , problem-based learning, inquiry-based learning, among several others, have taken our classrooms from teacher-centered instruction to a more student-driven model where learners work together to solve problems, complete projects, and engage in discussions. Department of Education.
Furthermore, collaboration and communication tools enable students to work together and communicate more effectively. Platforms like Google Classroom and Microsoft Teams support group projects, discussions, and peer feedback, fostering a collaborativelearning environment.
The professionals we spoke with described a process in which they began by collecting or gathering; moved to connecting content and resources for specific purposes and audiences; curated by adding value with context and commentary; and contributed by offering the community opportunities for collaboration, learning and growth.
Schools have relied on those funds for the creation or expansion of summer programs and tutoring services, the purchase of high-quality curriculum and instructionalmaterials, and a plethora of other efforts to address learning gaps students experienced through the COVID-19 pandemic.
Schools have relied on those funds for the creation or expansion of summer programs and tutoring services, the purchase of high-quality curriculum and instructionalmaterials, and a plethora of other efforts to address learning gaps students experienced through the COVID-19 pandemic.
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