Approach teaching and subsequent knowledge checks

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One thing I am still figuring out and would like your opinion on is how do you approach teaching and then subsequent knowledge checks, when students exhibit receptive language challenges?

The use of visuals can help in trying to explain a topic, concept, and directions, but sometimes that does not seem like enough and students still struggle to understand what they should be doing.

Besides the use of visuals and modeling the process, are there any other strategies that could be helpful for students who struggle with understanding the information they are being asked about?

Reference no: EM133270247

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