Importance Of Contextualization In Teaching

Learning course content and team skills while working on assigned tasks is an expected outcome of cooperative learning. Johnson, Johnson, and Smith (2000) stated that in cooperative learning classrooms, the instructor assigns students to small groups, gives them a question to discuss and facilitates as students exchange ideas, explain and elaborate their views, question and respond to each other, and jointly derive an answer. Knowledge is assumed to be dynamic and socially

I peer tutored with students. I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons

Practice is when the students are allowed to either work individually or in groups with the teacher to practice a task or strategy. 2. Briefly describe the three approaches to instructional scaffolding presented in this Module.  Content scaffolding is when the teacher selects content that is not too difficult or unfamiliar for students learning

In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing. During this stage, the teacher can then provide helpful ways to help the students remember the strategies, such as short songs or rhymes, mnemonics, and even acronyms. Stage 3, “Model it”, is when the teacher or proficient peer models the strategy as well as the types of self instruction he or she uses while writing.This allows the student to personalize the strategies taught to what works best for them. During stage 4, students memorize the strategies discussed in stage 2 and 3. To do so, they memorizes each step of the strategy along with one or more of the self instructions modeled in stage 3.

My perception of how to work with a diverse classroom has changed somewhat. As a teacher candidate, the initial thought of learning how to work with diverse students seems complex. Although, the process is involved, I was delighted to see that there are some suggestions provided to help students with learning needs that I employ as a substitute teacher. For instance, when I am teaching a lesson, the students are given instructions on how to complete a task. The instructions are repeated a few times but with variance in order for all students to gain an understanding.

It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule. You want to be patient with them and be consistent and have a trusting relationship with them because, if they are suffering depression, anger issues, then they think think that the teacher is gonna failed them. It is best to have a teacher tutor them for whatever is their weakness that needs to be worked on for the children. They want to help them as the best that they possibly can to help them pass, but we want them to know that we care about who you are and we just want to help you to learn something before you move on to the next grade and for the future. All children need stability to have

How do I know? The students were effectively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and the writing process. 3.Did I alter my instructional plan as I taught the lesson?

The experience that they have in solving those problems will then develop their conflict resolution skills and self-regulation of emotion in themselves. These are important elements in developing the children’s social competence. Children learn to interact with other while regulating their emotions and thus helping them to be able to

Being around others increases individual motivation and creates greater commitment to your work (Steinberg and Angelopulo, 2015). Although there are still issues in mainstream schooling such as classes that are overcrowded causing other students to lose focus, and issues of discipline a teacher is able to encourage learners to work with her by asking questions this also gives feedback to ensure effective learning. In a class room setting a learner is able to get direct feedback about areas that they need to improve on. Teachers provide cognitive challenging material that makes learners think out of the box (Phil and Sue, 1999). Mainstream schooling is helpful to help learners be ready for the world, they learn how to interact and work together with other learners that come of different cultures, and social backgrounds.

Teachers need to provide students with useful tools that not only will help them at school but also in their daily lives. As Wolfe poses in her book Brain Matters, “[teachers] need to put more emphasis on teaching to both halves of the brain, since they work together all the time. Content is important, but text without context is often meaningless. [They] need to teach content within a context that is meaningful to students, and that connects to their own lives and experiences. This is teaching both halves of the