The Resource 11
1. Content 11
Teaching Strategies 11
o Sorted by any skill 11
o Sorted by individual skills 11
Differentiation Strategies 12
o Sorted by any skill 12
Expectations 12
Comprehensible Input 12
Cultural Aspect 13
o Sorted by individual skills 13
2. Process 15
Teaching Strategies 15
o Sorted by any skill 15
o Sorted by individual skills 16
Differentiation Strategies 17
o Sorted by any skill 17
2
Scaffold Activities 17
Cultural Awareness 17
Collaboration 17
Choice 17
o Sorted by individual skills 19
3. Product 20
Teaching Strategies 20
o Sorted by any skill 20
o Sorted by individual skills 20
Differentiation Strategies 21
o Sorted by any skill 21
Cultural Awareness 21
Adapt Task 21
Choice 21
o Sorted by individual skills 22
4. Environment / Affect 23
Teaching Strategies 23
o Sorted by any skill 23
o Sorted by individual skills 23
Differentiation Strategies 24
o Sorted by any skill 24
Teacher Presence 24
Cultural Aspect 24
o Sorted by individual skills 24
Concluding Aspects
References 25
Footnotes 27
Appendix A: Alphabetical List of Teaching Strategies 28
Appendix B: Skill Sort of All Teaching Strategies 30
3
Introduction
Abstract: Project Goals
Through research on differentiated instruction (DI) and teaching English as an additional
language (TEAL) strategies, this project presents professional development information and lesson
planning materials to be used in the secondary classroom where English Language Learners (ELLs) are
present. The project supplies methods to differentiate teaching strategies based on individual language
skills.
4
Overview of Theory of Differentiated Instruction (DI)
As there are numerous resources to further understand DI theory, the following is an overview
of the concept in order to understand the basic theory of DI, and therefore the structure of the project.
The resources created within this project will be divided into the following categories, as listed
above: 1. Content; 2. Process; 3. Product; 4. Affect/Environment. The differentiation will be applied
specifically according to the students Language Readiness, as the target group contains language
learners, and will not particularly be based on their interests or multiple intelligences outside of those
related to language skills as these are not distinct to the target group.
5
Instructions: Guide for Users
Explanation of Flowchart and Other Instructional Notes
On the following page is a two-part flow chart to assist in the first steps of conceptualizing
differentiating instruction for English language learners. The flow chart will assist with understanding the
best place to begin with each classroom situation (i.e. assist in which sub-section to choose in step 1).
Note that most courses in the K-12 system is determined around objective-based learning, but
within EAL courses, it is common to see content-based and task-based syllabis that correlate to English
language learning objectives. If a class is leveled by English language skill, then the curriculum may
determine the teacher to determine the content first, for example, then determine correlating language
objectives.
Also note that a teacher may choose to differentiate any of these aspects, no matter the course
curriculum. The three aspectscontent, process, and productare not mutually exclusive, and
therefore may be manipulated at the same time.
When picking teaching strategies (approximately 140 have been listed throughout this resource)
correlate the skills required with the appropriate strategy. The strategies are first sorted by content,
process, and productwith some overlap and therefore some strategies are repeated in different
subsectionsand then by skill usage. The skills are listed as follows: all skills, dependent on usage,
and then a 4x4 chart regarding skill correlation. The chart is color-coded to show which boxes are the
same skills and that the white boxes are where only one skill is primarily used.
6
3. Pick the applicable strategy of differentiation.
4. Decide how the strategy will be executed.
a. By the teacher
i. Executed in planning (e.g. content chosen; materials developed)
ii. Executed to select students (e.g. given selected assignment)
iii. Executed to whole class (i.e. entire class uses selected strategy;
e.g. collaboration)
iv. Execute through learning centres
v. Execute in leveled groups
b. By the student
i. Given choice of strategy/content/task
ii. Option of division
Additional Options:
7
What is the purpose of the class?
What can be
manipulated to aide
student success?
Questions for
differentiation needs
and for lesson assessment:
-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
What can be
manipulated to aide
student success?
Questions for
differentiation needs
and for lesson
assessment:
8
Example using a base activity from step 2:
Chart from Laura Baechers Differentiated Instruction for English Language Learners: Strategies for the Secondary English Teacher
9
Example of tiered lesson plan from step 6:
Lesson chart example from Toni Theisens Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All
Learners.
10
The Resource
1) Content
o The information and skills that students need to learn.
o Understand which essential or most relevant ideas, concepts, information, and facts
are necessary to meet learning objectives.
Teaching Strategies
All Skills 4-Corners Vocabulary
11
Differentiating Strategies
Decrease Skill Usage Increase Skill Usage
Any Skill Expectations
Required
Break content into smaller pieces and tasks in Create extensions of the content.
order to reach content goal. Using Blooms Taxonomy, have student
Using Blooms Taxonomy, have student continue continue using the content in the next
using the content in the previous phase of the phase.
content objective. Add a skill to the task.
Focus on one content skill at a time.
Comprehensible Input
Use concrete examples Give less time, and continue onto next
Give more opportunities to comprehend. aspect of content.
Have student comprehend content through Have S1 give one-on-one instructions to
another (stronger) skill. S2+.
Correlate content and themes with other Use abstract examples and applications.
classes/subject areas. (recycling of vocabulary and Give more complex content.
concepts) Have student comprehend content
Use realia and objects to concrete ideas (e.g. through another (weaker) skill.
puppets for characters throughout a novel) Use more content language
Use less content language, and support: Increase language within content
o Pictures and drawings o Explain verbally and read
o Images for vocabulary words o Use academic language
o Graphic organizers o Use idioms
o Videos o Extend text through other forms
o Translations of language (e.g. a play turned
o Use audio for text to a short story)
Adapt language of content:
o Adapted text (shortening, changing
language, summarizing)
o Use less-academic language
o Reduce figurative language
o Change format of text (e.g. play instead of
novel)
o Use a simpler text in parallel.
12
Cultural Aspect
1. Do not use content with accents, jargon, or 4. Use the environments cultural aspects
idioms/sayings outside of the learners or the with support.
current environments dialect or culture. Explain 5. Ask the student to give content from
pieces that are used in the current environment their culture within the lesson (e.g.
but not in the learners culture. preparation or during the lesson); note:
2. Create schema of unfamiliar contexts. do not culturally appropriate the
3. Ask for student input of their culture and use their student or the material that they give
culture within content. the student is not a representative of
an entire culture.
Individual Skills
Reading Give more time to comprehend. (i.e. Chunk and Start at students reading level and then
Chew) move to the ZPD1
Simplify directions Use a Narrow Reading approach2 that is
Start lower than students level if possible to similar to the lower leveled students,
create confidence and unlearn the habit of but continue with more advanced
translation. options. (i.e. using a more advanced text
Use a Narrow Reading approach2 (using a single that incorporates the same
author, one topic, or one genre; not disconnecting content/topic/theme, etc.)
from novel to novel); continue this concept by Use more authentic texts.
creating leveled groups and matching the text that Give less supports.
has the same topic or theme.
Use an authentic lower-leveled book (e.g. a
middle-years book for a secondary classroom)
Supply learners whose first language is
orthographically distant from English with audio of
the text to use at home.
Text Resources
13
Writing Give more time to comprehend and complete. Have student extend their own writing
Give cloze notes or entire notes by using
Have student focus on writing (not multi-tasking o academic vocabulary within
by listening or reading other material). notes
Give word bank of academic vocabulary (i.e. for o writing KWLs
spelling and word usage) o answers to prompts regarding
Allow point form / jot notes the content
Have student label a picture of the content o filling in graphic organizers
Have students describe a picture of the content o increased format demands
Give sentence frames. o increased length
o writing entire notes
o write notes from verbal source
Have student review peers work.
Have students write their own
interpretation of the content in another
form (e.g. a text book reading turned
into a poem)
Have students create metaphors to
represent a concept in the content.
Speaking Have students collaborate in pairs or groups. Have student explain the content. (e.g.
Ask students one word or short answer questions. Reciprocal Teaching)
Have student brainstorm content-related words or Have student explain their thinking
words prompted in a picture of the content. about the content.
Supply the pronunciation of the new Have student answer prompts about the
academic/content words (both through written content.
phonemes and by demonstrating). Have student create a song or other
Put content to music. format of content to share verbally.
Have student read the simplified text aloud. Have student read the content aloud.
Listening Alter teacher speech (i.e. speed/pace, emphasis, Use natural speech.
pronunciation, longer pauses/wait time, etc.) Use figurative language.
Reduce idioms Use academic language.
Use less academic language while explaining new Have student listen to academic talk
material. (e.g. onlinevideo or podcast, guest
Give one-on-one instruction speaker, etc.)
Give more time to comprehend. Use other English-speaking dialects and
Simplify directions accents (e.g. videos, guest speakers)
Read the directions/content to the class.
Have student listen to simplified version of
content through video, etc.
14
2) Process
o How students make sense of the content being taught.
Teaching Strategies
All Skills Save the Last Word for Me Go-Go-Mo (Give One, Get One, Move One)
Accountable talk You are the Teacher
Debate Reader-Writer-Speaker Response Triads
Student goal setting Stop That Video-DVD
4-Corners Vocabulary Find Someone Who
SQP2RS (Squeepers) / SQ3R Piece O'Pizza
Jigsaw What You Know
Dependent Learning centers Identifying similarities and differences
on usage Adapting to learning styles/multiple intelligences Targeted feedback
Modeling Integration of content areas
Mastery learning Questioning Prompts for Different Levels of Language
activating prior knowledge Acquisition
Document-based questions Project-based learning
Role play/simulations/drama Inquiry-based learning/Discovery
Generating and testing hypotheses Hands-on learning
Socratic seminar Pretest with a Partner
Building Background Is it Complete?
Student self-assessment Value Line
Linguistic Nonlinguistic representations
Skills Not Field experience, field trip, or field study
Necessarily Hands-on learning
Required Progressive Maps
Great Performances
Chunk and Chew
In the Loop
Procedural Knowledge
15
Read Write Speak Listen
Read Word Sort Personal Dictionaries Backwards Book Walk Identifying/Using Cognates to
Sentence Sort Framed Outlines Every Student Gets a Chance Teach Vocabulary
Picture Sort Progressive Maps Anticipation/Reaction Guide Taped Texts for Scaffolding
Close read Split Page Note Taking Directed Reading-Thinking Read Aloud / Stop and Think
Document-based Go Graphics for Expository Activity (DR-TA) Direct instruction
questions Texts Connect Two Read-aloud
Signal Words Plot Chart Realia (real text items explained;
The INSERT Method Short Story Flow Chart e.g. newspaper articles, ads)
Idiom Match-Up Reading and writing across
Vocabulary Cards and the curriculum
Flip Books Homographs,
Question-Answer Homophones, and
Relationships (QAR) Synonyms
Frozen Moment The Frame Up
Heading into Questions Simultaneous Round Table
Self-Assessment Rubrics Snowball Fight
Write Something
Write Graphic organizers Poetry and Patterns
(Adapted Venn Diagram; (Math/Science strategy)
T-chart)
Gallery Walk
Summarizing and note
taking
Speak (and listening) (and listening) Puppetry Think-Pair-Share
Role Playing Inside-Outside Circle
Find Your Match Group Response with a Are You Sleeping? Cooperative learning
You Are There White Board
Share Bear Structured academic controversy
Mix and Match In the Loop Jigsaw
Reciprocal Teaching Surprise Book
Book Walk / Picture Reciprocal teaching
Walk
Flexible/strategic grouping
Listen Music and songs TPR4/Move It
Conferencing Lecture
Number talks Cuing
Questioning Reinforcing effort and providing
Peer teaching/collaboration recognition
Go to Your Corner / Take your Guest speakers
Corners Bingo
Dinner Party Number 1-3 for Self-Assessment
What do you Know? of Objectives
Canned Questions Find the Fib
Numbered Heads Together
with a Review Sheet
Virginia Reel
16
Differentiating Strategies
Any Skill Teacher Communication
Required
Front facing
Repeat expressions
Using gestures and intonation for key ideas
Writing words or using visuals while giving oral speech.
Paraphrasing and restating student input
Scaffold Activities
Demonstrate skill more than explaining the skill (e.g. use Fishbowl Strategy)
Show product before they do the process.
Show and reflect on the rubric while showing process.
Activate prior knowledge
Give more time
Using dictionary or technology
Using abridged notes
Give key words, pictures, or sentence frames
Summarizing or reviewing main ideas
Cultural Awareness
Select stories that are culturally Have students identify the cultural differences
identifiable with the learner. (e.g. create a Venn Diagram comparing two
Recognizing that bilingual students use cultures or cultural stories)
both languages to learn, and therefore
give opportunities to use L1.
Collaboration
17
Using Tic-Tac-Tow Choice Boards
(Theisen)
18
Decrease Skill Usage Increase Skill Usage
Individual Skills
Reading Allow processing time (e.g. chunk and chew) Give longer lines to read (during in-
Make the process steps clear and succinct, while class readings or during plays).
using less academic language. Add additional steps of reading (e.g.
Use a close read strategy other purposes, analyzing tone,
message, word choice, etc.)
Writing Allow processing time (e.g. pre-writing strategies) Create more complex writing process
Give sentence frames of the process (e.g. thesis (e.g. length, format, transition words,
statement, persuasive paragraph, etc.) verb tense and aspect, etc.)
Use outline, first draft, etc. Have student explain the process
Peer review. through writing (i.e. Journaling).
Allow for writing without revision (i.e. not for marks Have the student summarize the
or to be handed in) process in writing.
Have student make jot notes of the process. Have student use synonyms.
Have open-ended responses during process Have students respond in writing using
practice. abstract thinking and language.
Have student dictate their response.
Speaking Allow processing time (e.g. wait time; Have student Have student explain process to
write their response or lines before saying them). another student(s).
Have students collaborate during the process (e.g. Have student perform think aloud.
Think Pair Share, Inside-Outside circles, etc.) Have student perform the piece using a
o Note collaboration differentiation above. different style or purpose of speaking.
Perform a piece theatrically (instead of writing or
reading the authentic version)
Have student respond with an open-ended
response, (e.g. their opinion or their own
experience).
Listening Allow processing time (i.e. take pauses in speech or Have students exposed to abstract
during new process, e.g. stop the video) thinking explanations.
Use Think Alouds while doing a process. Use other English-speaking dialects and
Have students paired with other students close to accents during the process (e.g. videos,
their speaking level, thereby understanding the guest speakers)
level of language used.
19
3) Product
o How students demonstrate what they have learned.
Teaching Strategies
All Skills Debate You are the Teacher
SQP2RS (Squeepers) / SQ3R Reader-Writer-Speaker
Jigsaw What You Know Response Triads
Dependent on usage Document-based questions Homework and practice
Role play/simulations/drama Project-based learning
Formative assessment process Pretest with a Partner
Generating and testing hypotheses Is it Complete?
Socratic seminar
Linguistic Skills Not Necessarily Required Great Performances In the Loop
Read Word Sort Academic vocabulary Backwards Book Walk Analysis of student
Sentence Sort Split Page Note Taking Every Student Gets a work
Picture Sort Go Graphics for Expository Chance
Document-based Texts Anticipation/Reaction
questions Plot Chart Guide
Idiom Match-Up Short Story Flow Chart Connect Two
Question-Answer Reading and writing across Say Something
Relationships (QAR) the curriculum
Frozen Moment
Self-Assessment
Write Homographs, KWL / KWHL Chart Presentation (with text) Poetry and
Homophones, and Note booking / journaling Patterns
Synonyms Graphic organizers (Adapted (Math/Science
The Frame Up Venn Diagram; T-chart) strategy)
Write Something Response Boards
Summarizing and note taking
Speak (and listening) (and listening) Presentation (without text) Number talks
Puppetry Questioning
You Are There Group Response with a Dinner Party
Role Playing
Mix and Match White Board
Are You Sleeping?
Reciprocal Teaching Share Bear
In the Loop
20
Differentiating Strategies
Blooms Taxonomy and Gardners theory of Multiple Intelligence can be used to differentiate the
student output in addition to the following options.
Allow student to create a different product idea and propose to the teacher, explaining how the product
meets the criteria or academic objectives.
Use acting/theatricals to show comprehension (e.g. role plays).
Graphic organizers
Vary homework assignments (note: ELLs may already need additional time to complete what was
accomplished by others during class, therefore the time spent outside of class may be used as a necessity
to not fall behind in the class content).
Varied testing
o Having a scribe or being read the questions
Use technological options
o recorded video, PowerPoint, multimedia presentations, etc. rather than speech in front of class.
o Create comics (Comic Life app)
Use games
o jeopardy
o cross word puzzles
o Guess Who / Guess What
Use other formats
o Brochures
o Essays
o Paragraphs
o Stories
o Sentence frame completion
o Songs
o Poems
o Posters
o Research papers
o News broadcasts
21
Decrease Skill Usage Increase Skill Usage
Individual Skills
Writing Respond to writing by giving grammar and word choice feedback (correlating to skill level)
22
4) Affect/Environment
o The feelings and attitudes that affect students learning.
o The people and inanimate objects that surround the student during class time.
Teaching Strategies
All Skills Flexible/Strategic Grouping
Dependent on usage
23
Differentiating Strategies
Decrease Skill Usage Increase Skill Usage
Any Skill Cultural Awareness
Required
Understand cultural group practices Discuss cultural differences
Avoid stereotypical concepts in Have student create and or identify aspects of their
resources and classroom environment culture and others cultures in the classroom.
Research students culture and create a Have conversations with student about the
welcoming environment with this in environment with respect to their culture.
mind.
Individual Skills
Reading Have comfortable areas to read (e.g. comfortable chairs, reading nooks, etc.)
Encourage out-of-class reading (e.g. reading logs, sign-up for public library, etc.)
All books of interest to be used.
Have posters showing others reading (e.g. celebrities, etc.)
Create a print-rich environment (e.g. word wall, Have access to above grade level material
signs, anchor charts, labels) and/or encourage reading (e.g. posters of
Have student-access to leveled reading to use Shakespearean plays on the wall).
during spare time.
Writing Have posters or hand-outs of commonly misspelled words available.
Have outlines and organizers available for use after the skill has been learned.
Show images of students being excited about writing.
Have grips or bigger writing tools available for Have finer motor skilled writing tools.
literacy learners. Allow journals for extended writing or for
Have wider lined paper for literacy learners. free-time use.
Allow use of erasable markers or technology to
aide in allowing confidence in making mistakes.
Speaking Create a system that allows students to voice their opinions during the lesson.
Create seating plans that encourage speaking (e.g. tables of four or four desks in a line to be
considered for a language lab; U-shape desk formation)
Use strategies to allow numerous partners, and thereby adding to the comfortability and confidence of
the student (e.g. Appointment Clock partners)
Allow students to talk to their friends or those with the same first language.
Allow first language use when working on task.
Listening Use microphone during lesson.
Have all student equidistant to the front of the classroom (i.e. the source of the audio).
Have students facing the source of the audio so that they can see the body language and non-verbal
language of the speaker.
Show pictures of students showing that they are listening.
24
Concluding Aspects
References
Alber, R. (2011, May 24th). 6 Scaffolding Strategies to Use youre your Students. Retrieved from
https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Alberta Teachers Association. (2010, November 3rd) ESL 3 5 Differentiating Instruction. Retrieved from
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Specialist-
Councils/ESL-3-5%20Differentiating%20Instruction.pdf
Averette, P. (n.d.) Save the Last Word for ME. National School Reform Faculty. Harmony Education
Centre. Retrieved from
https://www.nsrfharmony.org/system/files/protocols/save_last_word_0.pdf
Baecher, L. (Fall 2011). Differentiated Instruction for English Language Learners: Strategies for the
Secondary English Teacher. Wisconsin English Journal. Volume 53, Number 2. Retrieved from
http://journals.library.wisc.edu/index.php/wej/article/viewFile/378/479
Flakes, S. (2015, March 30th). Using Choice to Motivate and Differentiate. Multi-Briefs: Exclusive.
Retrieved from http://exclusive.multibriefs.com/content/using-choice-to-motivate-and-
differentiate/education
Ford, K. (n.d.) Differentiated Instruction for English Language Learners. Retrieved from
http://www.colorincolorado.org/article/differentiated-instruction-english-language-learners
Keeneyville Elementary School District 20 Faculty ELL/Bilingual Committee. (2012, July). Sheltered
Instruction Observation Protocol (SIOP) Strategy Guide for ELL/Bilingual Leaners. Retrieved from
https://www.researchgate.net/file.PostFileLoader.html?id=57b325bb5b4952da263a856b&asset
Key=AS%3A395719946063872%401471358395146
SCH Bilingual Education Program. (n.d.) SIOP 99 Ideas & Activities. Retrieved from
http://www.theproecenter.info/uploads/2/2/5/5/22551316/siop_99_ideas__activities.pdf
Theisen, T. (n.d.). Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse
Needs of All Learners. The Communique. Issue 6. Retrieved from
https://www.sedl.org/loteced/communique/n06.pdf
25
Vogt, M. & Echevarria, J. (2007) 99 Ideas and Activities for Teaching English learners with the SIOP
Model. Pearson Achievement Solutions. Retrieved from
http://ptgmedia.pearsoncmg.com/images/9780205521067/samplepages/99ideas.pdf
Washoe County School District. (2015) Student Learning Objectives: Instructional Strategies List.
Retrieved from
https://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional
%20Strategies%20List%20July%202015.pdf
26
Footnotes
1. ZPD is the Zone of Proximal Development by Lev Vygotsky.
(https://www.simplypsychology.org/Zone-of-Proximal-Development.html)
2. Narrow Reading Approach: Hadaway, N. (2009). A narrow bridge to academic
reading. Educational Leadership, 66(7), pp. 38-41.
Benefits: Recycling language by recognizing an authors style, the vocabulary
used within specific content, or genre features.
3. Language Experience Approach allows the learners to orally tell their story while
the instructor documents it.
4. TPR: Total Physical Response
27
Appendix A: Alphabetical List of Teaching Strategies
28
Poetry and Patterns Socratic seminar
Practice/Application Split Page Note Taking
Pretest with a Partner SQ3R
Procedural Knowledge SQP2RS (Squeepers)
Progressive Maps Stand and Share
Project-based learning Stand Up-Sit Down
Puppetry Stop and Think
Question-Answer Relationships (QAR) Stop That Video-DVD
Questioning Prompts for Different Levels of Strategies
Language Acquisition Structured academic controversy
Read-aloud Student goal setting
Reader-Writer-Speaker Response Triads Student Journals
Reading and writing across the curriculum Summarizing and note taking
Realia (real objects), Photos, Illustrations Surprise Book
Reciprocal Teaching T-Chart Graphic Organizer
Reinforcing effort and providing recognition Take a Stand
Response Boards Take Your Corners
Response Cards Taped Texts for Scaffolding
Review/Assessment Targeted feedback
Role play/ simulations/drama The Frame Up
Say Something The Insert Method
Secret Answer Think-Pair-Share
Self-Assessment Rubrics TPR
Sentence Sort Value Line
Share Bear Vocabulary Cards and Flip Books
Short Story Flow Chart What do you Know?
Sign In, Please Word Sort
Signal Words Word Wall
Simultaneous Round Table You are the Teacher
Snowball Fight You Are There
29
Appendix B: Skill Sort of All Teaching Strategies
All Skills Accountable talk
Debate
Student goal setting
4-Corners Vocabulary
SQP2RS (Squeepers) / SQ3R
Jigsaw What You Know
Go-Go-Mo (Give One, Get One, Move One)
You are the Teacher
Reader-Writer-Speaker Response Triads
Stop That Video-DVD
Find Someone Who
Piece O'Pizza
Dependent on Learning centers Identifying similarities and differences
usage Adapting to learning styles/multiple intelligences Targeted feedback
Modeling Integration of content areas
Mastery learning Questioning Prompts for Different Levels of
activating prior knowledge Language Acquisition
Document-based questions Current events
Role play/simulations/drama Project-based learning
Formative assessment process Inquiry-based learning/Discovery
Generating and testing hypotheses Hands-on learning
Socratic seminar Pretest with a Partner
Building Background Is it Complete?
Student self-assessment Value Line
Homework and practice
Linguistic Skills Nonlinguistic representations
Not Necessarily Realia (photos, illustrations, etc.)
Required Field experience, field trip, or field study
Hands-on learning
Progressive Maps
Great Performances
Chunk and Chew
In the Loop
Procedural Knowledge
30
Read Write Speak Listen
31