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http://www.edu.gov.mb.ca/k12/specedu/fas/pdf/4.pdf
Learning Strategies, Supports, and Interventions As teachers work through the process of using adaptations, it is suggested that the adaptations be documented. A form, such as the Adaptations Worksheet (see the Support Materials at the end of this section) should be …
https://quals.onefile.co.uk/pdf/unit/ESTL_009.pdf
3 Be able to support learning activities Support strategies: strategies eg creating a positive learning environment, managing behaviour, encouraging group cohesion and collaborative learning, prompting shy or reticent pupils to ask questions, check understanding, translating or explaining words and phrases, reminding pupils of teaching
http://samples.jbpub.com/9780763749453/49451_CH09_FINAL.pdf
to select teaching strategies and learning activities that support multiple language domains. The active teaching strategies and learning activities listed at the end of this chapter in Question 9.5 offer several multiple-domain examples. Here is an example of a multiple-domain health education learning
https://www.dlplanning.ie/teaching-learning/
Teachers are aware of, and purposefully use, a range of digital technologies appropriate to the learning objectives and learning needs of their pupils when designing learning activities. Teachers use appropriate digital technologies and teaching strategies to enable the development of pupils’ literacy and numeracy skills across the curriculum.
https://www.ukstandards.org.uk/PublishedNos-old/TDASTL18.pdf
Support pupils’ learning activities TDASTL18 Support pupils’ learning activities 4 Additional Information Glossary Learning activities the learning activities planned by the teacher for individual pupils, groups of pupils, or the whole class. The activities may relate to a single lesson or span
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/5-common-techniques-for-helping-struggling-students
Graphic organization can help younger students with activities like identifying the characters in a story they’ve read. This can also help them plan and organize a story they’ll write. Older students can “map out” history, like the events leading up to World War II, or compare and contrast people or topics.Author: Ginny Osewalt
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