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Continuing to encourage and allow multiple modalities for students to represent thinking (e.g., "Show or explain your thinking")

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What are sites seeing as the greatest need? What materials would they find to be supportive?

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How can we continue to build on the SEL project we did last spring so Fellows have the resources, and awareness of resources, they need to infuse SEL throughout tutorials and support all students?

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As we see an increase in newcomers in our programs, I would like to think more about how our SEL resources can support them socially and emotionally.

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We should create a resource bank of newcomer strategies for Fellows to refer to when preparing their tutorials!

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I'm thinking about how to continue to push activities and CTTs that are more open. It seems like this could be supportive for Fellows to use resources we currently have to give students varied ways to demonstrate their understanding.

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I'm interested in learning more from Fellows (and potentially Emerging Multilingual Learners) about what the biggest challenges are in Saga Math Lab for students learning English...specifically in regards to curriculum materials. 

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I'm interested in learning more from Fellows (and potentially Emerging Multilingual Learners) about what the biggest challenges are in Saga Math Lab for students learning English...specifically in regards to curriculum materials. 

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Wondering what a reasonable bank of strategies is for tutors to pull from.  We can't have too many as that'd be unrealistic.  Which are the most powerful for the most students?

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What newcomer supports can we provide in a document/in training sessions? What lesson-specific newcomer supports might be appropriate? 

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What newcomer supports can we provide in a document/in training sessions? What lesson-specific newcomer supports might be appropriate? 

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Some of the supports for English learners are already built into our model (opportunities for collaboration and discussion with peers, introducing vocabulary in context, etc.) The largest gap may be in promoting comprehensible input.

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Some of the supports for English learners are already built into our model (opportunities for collaboration and discussion with peers, introducing vocabulary in context, etc.) The largest gap may be in promoting comprehensible input.

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I'm interested in the idea of introducing vocabulary after students have learned the concept.  How can we distinguish words that Fellows may review up front because they are review/scaffolds vs. new vocabulary?

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How we make our written materials more comprehensible for English Learners? 

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How we make our written materials more comprehensible for English Learners? 