Opening
Teacher: “The next equation you need to solve is 2x+8=30.”
Student: “11!”
Teacher: “Correct, now we are going to try a worded question. If the sum of two numbers is 30. One number exceeds the other by 8. What are the two number?”
The room was filled with blank faces.
Over the years I have completed placements in various environment; a primary school, secondary schools and an international school. Although these schools were different in many aspects there was one key problem that emerged in all these schools; students struggled with worded and problem-solving questions in maths and science. During my first-year placement in a primary school, I thought that the students’ inability to solve worded question was because their literacy
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Therefore, key terms I searched in the Monash library database included: content specific literacy in maths and science classrooms, science (maths) classroom discourse and science (maths) literacy strategies. Initial searches bought up several literature reviews, reading through some of these reviews Neil Mercer’s research seemed to be featured frequently. Consequently, I acquired one of his article’s, “Teaching children how to use language to solve maths problems”, which was co-authored by Claire Sams in 2006. The second article in focus is by Adams and Pegg (2012), “teachers’ enactment of content literacy strategies in secondary science and mathematics classes” related specifically to my research area, thus, I found it useful in illustrating a possible study design and data collection method for my research. The third article is authored by Cox et al. (2015), article “working with multilingual learners and vocabulary knowledge for secondary schools: developing word consciousness”, focuses on EAL/D learners, which is a group whom I have largely observed during practicum struggle with language in maths and science. Hence, I used this as my final article to analyse as it will provide some insight into effective language and literacy strategies which are tailored towards EAL/D …show more content…
However, in a small-scale study teacher induction may not be appropriate or viable since there is only one person implementing these strategies. Mercer and Sams (2006), and Adams and Peggy’s (2012) study design and research highlight the importance of collecting both quantitative and qualitative data for research. Therefore, there are five ways in which I am going to collect data from my small-scale research. First being test results from a pre and post-test, which should evaluate use of language in discussing and problem solving. Second being study pre and post survey on their confidence of using scientific or mathematical language. Also, I an important point noticed from both Mercer and Sams (2006), and Adams and Peggy’s (2012), was the importance of observation, which can be done personally, by third party or by re-viewing video footage. Due to ethical contrast of this small-scale research, video recordings will not be taken, as consent would be needed by parents. Therefore, the third method would be personal observation and observation by mentor (or other teachers). Fourth method would be reflection. Fifth and final method for collecting data would interviewing groups students and teachers, on effective literacy strategies in current or previous use. Upholding ethical guidelines, all participants will be kept anonymous, and
They would tell the students that the two set of blocks were equal numbers of “10”. Next, the research assistant demonstrated the way of constructing number 35, saying: "Can you count how many tens in 35?" They then counted out three 10s and five 1s in such a way like "one ten, two tens, three tens......one, two, three, four,
Whatever the reasons of students’ learning difficulties are, one thing is sure: the solution proposed by Singleton would only make their struggle harder. In this particular case, failing students and “keeping them at one level until they did in time, one way or another, learn the material,” as suggested by Singleton, could only bring positive effects if it went hand-in-hand with the development of a comprehensive learning support
Then the student had to go over a new lesson, it related to the lesson they just learned, which is to find the domain and range in a word problem. The teacher noticed that many of the students did not like the word problems, so she decided to teaching techniques they can use when they do see word problems. She related this the questions that might be seen in the STAAR. The then had the student practice with a few problems. For the last ten minutes the class had to do their
Additionally, it was noted by Mendez et al (2015) that many students, specifically Latino English language learner students’ were able to learn through various modalities such as visual cues, answering questions, writing, and drawing as it was related to activities done in the classroom, that would allow them to reinforce their understanding of the meaning of new words. Indeed, most students learn vocabulary indirectly when they hear and see words used in many different contexts, for the Latino Dual language learner students, they had prior knowledge during their early years in school. In short, the researchers did not find any discrepancy between Latino English language learner students when compared to their peers in terms of vocabulary
Therefore, we will handle issues of confidentiality with great caution. It is our primary obligation to protect our client 's information and to recognize the limits of the confidentiality. Since we will be conducting a group counseling session, it is not always guaranteed that the other individuals in the group will maintain confidentiality. Consequently, we would make it a point to discuss in every session the importance of confidentiality and the ethical component of their actions (McClanahan, 2014). We will be most understanding with their questions, doubts, and issues in the matter.
In the article, “Literacy, Discourse, and Linguistics: Introduction”, Paul Gee informs the reader about his way of talking about literacy and linguistics and what the terms mean to him. How the term language is a misleading term. As he mentioned, "Language" is a misleading term; it too often suggest "grammar. " It is a truism that a person can know perfectly the grammar of a language and not know how to use it. It is not just what you say, but how you say it.
There is a shift to focus on literacy over all else, even at the preschool age level, where it may not be as developmentally appropriate (Tobin et al., 2009, p.183). A relatable example of this is when the American preschool teacher at St. Timothy’s stated, “We have to explain, justify out approach more than we used to: Cutting with a scissors and playing with Play-doh teach fine motor control, which will help with holding a pen” (Tobin, 2009, p. 167) Another teacher was taking pictures of children doing activities to prove that learning was taking place (Tobin et al., 2009, p.164). This pressure to keep records and justify, was an instance that I very much related to while reading.
The English Standards for the common core focus on “informative” text. Though this helps kids know information, most kids tune out because the subject is boring and end up not learning anything. What they focus on while teaching is how to cite evidence from passages and some other strategies this does not help them in the end
Elementary Methods Course Unit 2: Integrating Literacy Summary: Over the last decade or so, starting with No Child Left Behind, there has been an emphasis on mandatory state testing in reading and mathematics. The Department of Education uses student test scores to evaluate teachers and school districts. With the focus on reading and math, other content areas such as science and social studies classes have been reduced to only a few minutes each week or have completely vanished. In some districts, science and social studies can only be taught if it is integrated into reading and language arts classes.
The WIDA English Language Development Standards were established to guide, support, and help multilingual learners in their curriculum, instruction, and assessment. The WIDA standards express the importance of giving multilingual learners an environment where they can learn both academic content and language hand in hand. It is important that multilingual learners are not only growing academically but that they are also being culturally sustained. The philosophy behind the WIDA standards is that multilingual learners and ELLs get a fuller and rich filled learning experience in both culture and curriculum.
5 strategies that a teaching assistant might use to support literacy development: 1.Improving language which means building children’s vocabulary. Vocabulary is very important. It is needed to communicate, to understand others and to express own ideas. Building and improving vocabulary will improve reading and writing skills. In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment.
Both authors Diane H. Tracey, EdD. and Lesley Mandel Morrow, PhD. are well respected figures in the education field. The authors bring clarification to the theoretical models that can be used in classrooms. Dr. Tracey is Associate Professor Education at Kean University. She serves as Secretary of the Literacy Research Association and coeditor of Journal of School Connections. Dr. Tracey currently is a literacy coach for New Jersey school districts (Tracey &
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
The development of literacy and language is a continual progress within a person. This development is one that starts from the moment a child is born (Hurst and Joseph, 2000). This development is promoted within the home environment and is extended within the early years’ classroom domain. Literacy and language development is comprised of four strands, which are listening, speaking, reading & writing. These four factors are in constant interaction together and are constantly developing within the person (Saffran, Senghas and Trueswell, 2001).
The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.