Development Appropriate Practices

1. How can content area teachers plan and design instruction so that students will actively engage in literacy- and subject-related activities? I believe that for students to engage in literacy and subject related activities, the teacher must plan to incorporate both domains. Planning to incorporate both domains would require that the content area teacher is aware of what literacy activities are and how they may be used in the classroom. As the teacher must you scaffolding for your students.

Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse

It provided relevant activities or examples where the educator may apply the theory within their own classroom to encourage development using each theory. It is imperative for the teachers to understand these theories in order to approach situations, in their classrooms, effectively and practice the encouragement of development within their students as each learner perceives information uniquely. They embolden the teacher to use various activities wherein children can participate in order to gain further understanding of conceptions that they are faced with. This countenances for effective teaching methods that can be executed within the classroom and provides the educator with sufficient knowledge and understanding of their

They defined formative assessment as a concept that teachers use information from activities to determine the next steps in learning and teaching. In their viewpoints, the information from a formative assessment actually is used to adjust instruction ‘to meet students’ needs”. In other words, these adjustments were not only to be made in the instruction but they needed to work. Likewise, Brown (2004) also stated this point in his definition. He defines formative assessment as “evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue that growth

Taking learner feedback helps teachers to identify individual or group needs of learning. It helps the teacher to apprehend the prior knowledge of the learners and accordingly she determines the next steps. It informs parents and children about the targets and next steps for further progress. Assessment information helps school leaders to plan professional development needs of the teachers to support them. It also helps Board members to decide and plan the resources needed for making further progress.

It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct a lessons and to understand why children would react differently at this timing to another timing when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differs from one another. Thus, a teacher must be cognizant of each child’s progression before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. Piaget’s stages of cognitive development suggests that children has four different stages of mental developments.

In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their

A shared vision allows the teacher leaders to do the hard work of leadership and to advocate for change that is responsive to that vision. 1.4.3.2) Autonomy and trust: Teacher leaders need to be trusted to make decisions and empowered to lead change efforts related to the larger school vision. The principal can make it possible to lead by giving teachers lot of freedom and decision making power around issues of curriculum, instruction and professional learning. 1.4.3.3) Structure to support teacher teaming: Organizing teachers into professional learning communities through department or grade level teams and providing concrete structures such as common discussion time and meeting protocols opens up locations for teacher leaders to share their work, lead collaborative planning and facilitate discussions that promote

These educators have the task of taking children from all different backgrounds and molding them into a functioning members of society. Some of the roles that an educator must take on are being an “instructional leader” and an intentional teacher (pg. 26). These mean that educators are taking their role as an educator and creating it into someone who puts their passion into every aspect of the role. Being an “instructional leader” encompasses the main aspects of what is expected as a teacher, such as creating lesson plans and check on a student’s progress, but the main goal is to do so with intention.

“To teach those four skills, teachers have to use some methods that can give the chance to the students to be involved in teaching and learning process” ( Richard and Rodgers, 1998) it means that the school, the teacher and the students as well decide the success of achieving the educational aims on the school level. In other words, teacher have duties on constructing the right lesson material formulating the proper aim, choosing and constructing the right lesson material according to the need, interest, and children development phase, choosing the method and teaching media and constructing the program and right evaluation. The students taught through a good method will get the chance to involve in the teaching and learning process, especially concerning those four basic language skill that must be mastered by the students. The relationship between this