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.
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
I also had to keep in mind that my review would be evaluated by my instructor. Therefore, if there happened to be any blatant misleading advice, my instructor, hopefully would call it to both of our attentions. Sometimes a writer has a tendency to overlook what needs to be corrected
I would like to learn more about word usage because I tend to have difficulties determining where certain words should be used and not be used. I think a lesson on word usage can be beneficial to much of the class, since we were given a piece of paper with a list of what not to use. The comments Professor Denton leaves are extremely helpful for revisions; however, it takes a bit of effort to decipher what some of the suggestions say. If possible, it might be more convenient if they were written a bit more clearly. Additionally, the flexibility in Professor Denton’s schedule is very opportunistic since it gives everyone the ability to have a full discussion and not just a three-minute session.
Author E.M. Forster once said, “How do I know what I think until I see what I say?”(Forster). Academic writing has the ability to reveal the students inscribed thoughts and opinions in ways that may surprise even them. The better get at writing analytically, the easier it is for them to apply those skills to other aspects of their life. People who write in journals often find it a useful form of exploring self-awareness (Ribeiro 2015). By writing down student ideas and perspectives in essays, even in non-academic disciplines, they hone their own expression skills, identify patterns, observed events and consider possible solutions.
However, as I get involved into summative assessments, I should practice creating reports. During my practical placements, I plan to gain further insight into this aspect by discussing about my intention of improving my skills in report writing, with my mentor teacher. I would like to go through a variety of reports on different learning areas from my mentor teacher, and start gathering resources pertaining to report writing. I would take effort to write some reports with comments as a practice, ensuring that it is embedded with proper evidence to support my views (Readman, p.157). As I have insufficient experience in report writing, io would like to utilise databanks of reporting statements, if they are available in the school (Readman,
This goes beyond providing a wide range of manipulatives for students to choose from (which is beneficial) but tasks teachers with identifying what types of manipulatives lend themselves well to specific concepts, or the idea that tasks and tools go hand in hand. In the future this knowledge will inform my decisions about how to best approach new concepts and what I can do to help set my students up for success. As a teacher, having a variety of manipulatives at your disposal gives you the ability to give individual students the type of support they need to understand ideas and achieve goals; what works for one student might not work for another but having multiple options for them to choose from and connect with makes math concepts much more
A good way to know you have fully grasped the concept of new information is to continuously practice what was taught. Teachers could emphasize to students how this could help them during class and later on in life.(readingrocket.org) Strategy 3 Teach students to use visual images and other memory strategies: A teacher could make use of using different cues like word substitution to help aid in students memory. The use of word substitution is used normally for information that is hard to remember.
There are different strategies that can be used by the teachers for effective class management among which the most significant is clearly setting out the format of lessons. This is done with the help of setting objectives and aims, giving regular positive feedback, reviewing the learning outcomes and giving an in depth summary and final exercise to the students. While on the other hand, the teacher can also make use of rubrics for understanding the abilities of students. The teachers can also make use of self-reflection as the strategy for class management because it helps the students in analysing their own learning and development abilities. With the help of this strategy, the teacher would be able to determine the pros and cons of each
For instance, I added point values to each criteria on the rubric. The categories worth more points are the areas of the lesson that I find to be most important. These are also the areas that I will reiterate and emphasize to my students over the course of the unit. I also revised the criteria and the characteristics that differentiate an exceptional paper from an inadequate paper when appropriate.
Why is the strategy appropriate for ELL instruction? Explain how instructional activities will be differentiated. This strategy is appropriate for ELL instruction because an anticipation guide can be completed orally. Students can express their thoughts about a story by speaking to a partner or to a teacher. The number of statements to be answered can also be modified and simple statements can be made to encourage student ideas without being too overwhelming.
My group was more focused on having strong allusions than on having a lot of them. The students also pointed out that we did not have equal speaking time, which I had noted earlier. The class did have a pretty good comprehension of the lesson. Looking at their answers on the do-now worksheets, all of their answers were correct, and it looked like some of them corrected their answers after we went over them which proves that they were engaged in the class. I was honestly a lot harder on myself than the class was which is very shocking to
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand.
It seems these courses go so fast for the amount of information available for us to learn. I did not know much about the work that goes on behind the eyes of the teacher. I imagined it must be something but did not know it could be so future looking or individually oriented. Highlights were developmental and observational processes and instructions. Great teacher and fellow students, with a lot of great input.