In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student
The two other theories are Fred Jones and Jacob Kounin. Kounin states his feeling of inadequacy in trying to help teachers, especially beginning ones, with problems of importance to them. Discipline is one problem frequently verbalized by teachers. However Jones says that the teacher must succeed in managing discipline and instruction. He also states that during the process of growth and change, training is the easy part of effective professional development.
What I learned from her that can make me a better teacher candidate is that I should understand how a student learns. It makes take a while to understand that in the beginning, but if I can get myself in a classroom faster and observe different teaching techniques then I will be an expert by the time I graduate. Not all students learn the same, so as a teacher we must know how they learn and how we can incorporate it in our lesson. Not only understand how they learn, but their gaps as well. We should think about; what can we do help them understand before moving on and how to assess the students.
This makes it harder for teachers to educate their classes when Common Core has left them to develop their own set of standards. “The standards identified the objectives the students should meet, while curricula detailed how they would meet them. Teachers could devise their own lesson plans for teaching their students, as long as the plans resulted in the students meeting the Common Core standards” (Common Core). States are now left with the decision on whether or not they should expand and elongate the Common Core standards, or just create a whole different set of standards that would equally educate the students. This has become a huge burden because some states are disregarding the Common Core curricula and are figuring out other ways to educate their students.
They will often make good grades but they will not engage deeply into the subject/lesson like a intrinsic learner. They typically will only learn what they need to know to pass an exam. I feel like the students that have Individual Education Plans (IEPs) fall under the Extrinsic motivators. When writing IEPs in the future I will use the idea from Ann in the book, Activating the Desire to Learn, she said she would ask students what are their college plans? Which is something we do on IEPs, for the Transition Component, I too always ask, for college plans.
It is a way in which the teacher anticipates and responds to variety of student’s needs. Normally, teachers can modify the content, the process and due product to create a good teaching or learning environment. It is important for teachers to adopt a differentiated instruction in class because every student is different. We have a combination of personality interests, learning styles or background knowledge. Even though it is time consuming, but it is also very useful for our learners.
In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16). If teachers take some time to understand the cultural identity of the students and develop a good relationship, this could make students feel accepted, worthy and possible show more interest in learning. Students are willing to learn English but being able to freely express themselves and their creativity is of concern. Ortiz recommended that schools “find meaningful ways to incorporate the richness of students’ cultural background in the curriculum” (17). During my high school year, there was a period where students were really under performing in English.
At this point, you might worry what if the students were not able to solve problems by their own. As it was mentioned above, Montessori materials are designed to facilitate students to correct mistake independently. Moreover, Montessori teachers would guide the students toward the established goals. Such tool is an application of scaffolding from Vygotsky (Driscoll, 2005, P. 257), which describes that instructors provide supports for the learner to construct
The most data that have been collected is that co-teaching is seen as a minor implementation when necessary. Several findings from this literature suggest that when the lead teacher provides co-teacher with verbal instructions on ways to enhance instructional practices, instructional changes are probably not going to be acknowledged in the classroom. Nonetheless, when the experts facilitate program changes, notable changes will probably happen. An effective approach to change will be that school psychologists might need to consider their role regarding special education teachers in providing the most effective method to continuously customize curriculum by encouraging these educational module changes, deciding their implementation in classrooms, and checking their effectiveness on students ' and social-emotional growth (Solis, et al., 2012, p. 507). For example, this sort of curriculum change is known as the whole-class, small group method, such as peer-matching, small grouping, and supportive groups, is utilized as a way to achieve academic and behavioral objectives.
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
Review the artifacts above on student enrollments and student progress in the course. Then, provide a detailed description of all that this information tells you about the hypothetical course. Include how the teacher might adjust the course in the future based on the previous activity of these students. Document in a reflection on your blog. Teachers have to be vigilant in asserting an effort to make sure that student 's study habits do not weigh in when calculating a student 's grade.
I think that Reinhart is exactly right when he says that a student should do the explaining and the teacher should be the listener. Although I know that this would be an effective strategy to use in my future classroom, I do think that this technique will be difficult to master. Being able to ask open-ended questions, process questions, and have patience to wait for a student to raise their hand and answer those difficult ones would probably be the hardest techniques for me to master. Although I know that it would come through consistent implementation and practice. Reinhart explains that through this technique, the teacher and the student must reverse the roles of the typical classroom; the teacher must become the listener and the student must become the explainer.
IPTS 1C: understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community Performance Activity 22: How does the teacher relate content to students’ lives? Ms. Boerema relates content to students; lives by asking students questions relating to students’ lives. The strategy she uses is relating content to prior knowledge. An example of this is asking a question relating to the Outsiders, “Which one of your parents are you most like? What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc.
Teachers are giving you pratice test after practice test trying to get you ready for the real one when they should be trying to teach you what you need to know for those tests. In the classroom,there are more opportunities for people to learn at their own pace and in their own way,but when taking all of the test they are required to take,it makes it harder and harder for that to happen,”It has been suggested that performance assessments, popularized as an important component in educational reform movements, will reduce differences among groups because they provide students with hands-on opportunities to demonstrate their knowledge and understanding of how to solve problems rather than requiring students to simply recall facts” (Shavelson 4). When people are in any classroom setting they would much rather learn things to help them in their future they just recall facts that have no relevance to their lives or career choices. Preparing and studying for a test that revolve around topics that have no purdance in your life as well as a waste of time and money,yes in school you have to learn some things that you most likely will never use but that comes with being in school,but having a whole test revolve around things you will not need is just a waste. So why waste all that when you could use all that time and money for things that