For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability. Students are equipped with the right questions to seek information to develop an individualized understanding of the concepts as seen in the use of prompting questions. An excellent chance to review any information learned is provided after the first part of the lesson, when students have to link together their information and key word into a concept map. During the next period, as a class the students will be able to initially evaluate their own concepts and the implications behind them when more complete terms and explicit lecture information is provided. Students can further revise their conceptualization of the topics presented when they complete the expanded
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Dialogic teaching Dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking, and advance their learning and understanding (Alexander 2010). The term ‘dialogic teaching’ is now in regular use but like all such terms means different things to different people. As developed by Robin Alexander since the early 2000s, dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking and advance their learning and understanding.
By giving students readings before class, they will already have an idea of what will be taught and discover what they need more clarification on. This will benefit the student by giving them exposure to a new type of learning, giving them more responsibility, as well as chance to discover how each individual learns
Mostly through simple presentations regarding the basics of the lesson. It could be potentially said that multimedia was under used to better provide examples and learning to the students. For example, incorporating multimedia into discussing risk management (one of the unit subjects), what could potentially happen and how you could prepare in advance would certainly help the student better understand the content they’re working with. Assignments While working on assignments, some better pre-done examples might be beneficial to the course room learning. Not just the template explanations but actual instructor approved write ups of the assignment.
The provision of a variety of persuasive texts will enable them to build an awareness of the common features of this genre by “Talking about the purpose, Identifying the possible intended audience, Drawing attention to the text organisation and Highlighting the type of language used.”I Will then continue to encourage the children to analyse different versions of a text with the multi-text model in mind. “Children are required to rank these samples by effectiveness. Then use the information gained from discussion to devise rules and frameworks for writing that form.” Proceeding to teach the conventions and strategies of the genre through modelled writing, in which “the teacher composing texts in front of the class, thinking aloud about what is being done and explaining decisions” (Evans 1991). Informing children on what content to include/omit, what language to use etc creating a purpose for the task. Having successfully done so I will then utilise ‘Shared writing’, consulting the children for ideas “Children volunteer parts of the story and the teacher writes it down on a flipchart or whiteboard, thus modelling the writing conventions.” Followed by Guided writing, in which the children would work in small groups or pairs, using their framework to plan their writing.Where appropriate, I may have the opportunity to conduct mini lessons, helping them to
One example would be to add in a lesson that involves discussing a relevant topic with a partner or a group of people. This activity would allow students to think of the information in a new way that might help to reinforce the information. Another example would be to add a lesson that would involve the students creating a skit based on a topic that is covered in the course. Using these as well as other engaging and interactive lessons, Ditto could increase the amount that the students actively participate in the class. He would also be helping to increase the amount of information that the students retain, since the article by Elizabeth English says that one of the best ways to learn is by doing
The teacher will further guide them on their individual work. I will conference with the learners and provide a teaching point to make their writing better. Learners will demonstrate their learning by sharing their writing, independent work and conferences, as well as reflective questions. The formative assessment is able to meet each students needs based on the