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.
I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski. 2006, P. 26).
Esme Codell is a fifth grade teacher at a brand new public school in Iowa. Codell is a stellar example in applying different theories to classroom practices. She applies all of the learning theories in her classroom daily. To start, Codell applies the behavioral learning theories three different principles in her classroom.
Mr Gino class before the collaboration lessons were directly from the text book using the whiteboard. Changing the whiteboard to larger ones, using computers, creating a knowledge space so children could be aware of issues were effective strategies as he noticed increased interest in learning. So, children who do not have these resources are clearly at a disadvantage. For him language is the important of mental tools. Piaget thought that self-talk was not important.
So, I viewed that building pair sharing and group discussion activities help the teacher to monitor and to observe their work. Moreover, the teacher can decide whether learners are doing well or not and where they need supports from each other or teaching. Also, the teacher can adjust her instructions to explore learners’
Tompkins, Campbell and Green (2012, p. 8) highlights that teachers who understand language as a social purpose tend to plan instructional activities with social components. Thus, within a classroom, teachers can implement play-based learning to encourage and promote oral language. Utilising shared, guided and modelled reading can further assist in developing oral language. These strategies can include additional elements of a balanced approach. The reading of a book aloud in a classroom setting and pointing at words as the words are spoken aloud provides students with the opportunity to see the spoken word in written context.
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop
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.
What happens in a diagnostic interview is that students are given a set of questions usually given by the teacher. The students are to answer the questions as well as demonstrate their thinking
For this effort, teacher plays an important role in observing students’ expressions in class. As the article “Formative Assessment That Truly Informs Instruction” elaborates, once a teacher notices puzzle or confusion in a student’s facial expression, immediately and proactively provides additional explanations. If necessary, the teacher can have the students to question for clarification for the topics that trouble them. With instantaneous feedback, the student is able to have their queries answered immediately which help to improve their academic
Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens. Discussion
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.
I will share each rubric with my students before their final drafts are due so they know exactly how they will be evaluated and to clear up confusion or uncertainty. According to Carbery and Leahy, there are many well-documented benefits to using rubrics including: • Helping students learn more effectively • Students understanding the expectations of the instructors • Grades becoming more meaningful • Making is explicit what students are expected to learn • Facilitating self-evaluation • Promoting deep learning While I did use the state-provided rubrics as models, I made several modifications to each rubric in order to make them directly applicable to my classroom assignments.
The accessing information includes input, output, program operation, internet use and ethical and social use. Communicating information is done through use of literacy skills. These skills include reading, writing, science, technology, engineering, mathematics, images, graphs, research, distance learning or virtual classrooms and augmentative communication. These skills are the body of what a student needs to learn through the ECC to perform effectively in the classroom. The last skill is to be personally productive when using assistive technology.