By only focusing on the characters viewpoint would have helped the two students understand what to look for. Also, by writing on the board the student’s answer will help students look back on the answers. When working on their group they could have gone back to the example, and refocused themselves on what they should be looking when thinking of the characters viewpoint. Being visually creating in the beginning of teaching the lesson would have avoided students to become confused when working with their group
The teacher will say, “Please fill out the rest of your thinking log as you do your experiment; it is the same layout as the one we just did. So, you are going to write the independent and dependent variable, the research question, the constants, the data table, and your claim. There is also a spot on the fifth page where you will need to fill out how you did the experiment. The only part you will not fill out is the list of your classmates’ discoveries on the last page, we will fill that out after the Popplet presentations.” The teacher will make sure to answer questions if there are any. The teacher will then hand out one slip of paper that contains the independent variable to each group.
5. When the students are done, I will check their spelling and handwriting and have them create a final draft as well as illustrate their writing. 6. After they have completed their final draft, they will then share their story with their classmates by reading them aloud. Modifications: English Language Learners (ELL) Some of the main characteristics include, but are not limited to: • Copy and repeat oral instructions, questions and modeled responses • Rely on visuals and diagrams to understand and communicate • Rely on first language • Require
When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7 During my time at the school I had to help students log in to there math program.
Their evaluation sheets are based on the CELDT test, and it evaluates reading, writing, speaking and listening, and the general score. The school tested all levels in the entire district, and the Aides spent weeks doing these test around the district. Monica said she is advantage related to the other aide in the district because she stays in the Strawberry Point School the entire time, and then she have chances to talk with the classroom teachers, and share and collect information about the ELL children. She can give them extra material for the ELL students and hear from the classroom teacher what she should emphasis her lessons for specific groups. For example, the kindergarten kids that I observed are in the classroom that I used to work.
I was assigned various tasks such as proctoring students while they took their assessment tests or screening students for the assessment test. Furthermore, I had the opportunity to reveal test scores upon completion of their assessment test. I was also responsible for providing educational guidance and assistance for students recommending courses and determining appropriate education solutions for different types of students. I was especially touched by the unique experiences when I had the opportunity to translate information from English to Spanish. There were students who did not speak English, but did not let that deter them from seeking a better opportunity; instead, they allowed that to become motivated.
The author notes how the students go over any content they did not understand and go over it again until they did understand it in contrast to memorization. By analyzing how the students studied, this proves that growth mindset students focus on learning instead of mindlessly remembering information for their next test. This supports her claim that growth mindset students gear themselves to learn and understand not to focus on achieving a high grade. This study connects with an audience of students. The connection the author forms with the readers is similar to a student taking advice from an upperclassman.
The teacher will then read the community helper cards, asking the students the questions for “Who Am I?” based on the descriptions as in samples listed above. When the children ‘guess’ the community worker, the teacher will display the community helpers card, which includes a picture of the community worker and its description of details inside the pocket chart. The teacher would allow the students to choose which community worker they want to work on for their next assignment. Once the students have chosen their community worker, the teacher would divide them into small groups and each group will be given a box of books to read on the community worker that they have chosen. Once the students have read and researched about their community workers, they will be given another box and materials to paint and decorate for the building where their community worker works.
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. The annotated bibliography rubric is an evaluation tool that I created from scratch but I wanted to maintain the same format as the other rubrics I am utilizing in my
By the time the model questions have been completed, the scaffolding will almost be completely removed and the students will be working independently. This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk.
After having read the handwritten letters (letters were written by both girls and boys), participants were provided with parameters on how to respond. Participants in the malleable pen pal condition were asked to write a response to the student that encouraged hard work despite the appeared difficulties and that it would be helpful to include what research is currently disclosing about the expandability of human intelligence. Participants in this group were provided with information regarding intelligence as malleable and watched a short video clip supporting this idea. The control pen pal orientation offered a similar technique and disclosed to
With this, the most poignant moment in a writing session is when the student realizes that they have to take control of their paper and took down notes and tips that the tutor provided. I, of course that this will happen in all of my sessions and will continue to observe other tutors to adopt techniques that will help me guide students to this moment in their
question she would ask her students was to recall the steps to dividing. Visual, auditory, and kinesthetic learners were provided with YouTube videos displaying the steps of how to divide, counting songs, and worksheets to use during the lesson. In order to have the students fully engaged in the learning the teacher allowed each student to participate in the lesson and allowed them to help each other out when struggling with a question. She also engaged each child to participate on the smart board. Periodically, she did have to remind her students about the rules and the consequences that arise from not following them.
Describe how you would adapt the strategy or activity you identified to meet the needs of the student. To meet Julie 's learning needs, I will adapt the activities to engage her class participation in different ways, and simplify the lesson to fit her learning demands. I will give Julie a copy of reading material, so she can trace the text and follow my reading tempo when I am reading the text to the rest of the class. Because she is able to read text independently at grade level, she can also read the text by herself if she needs to review or revisit the content. Allowing Julie to read along helps improve her comprehension and brings an emphasis on her strength in learning.
I am currently working with a first grade ESL student, and she is learning the alphabet and sounds. Mrs. Marasigan instructed me to practice the alphabet with the student and provided the flash cards. During the lesson, I pointed to the cards and asked the student “what letter is this” or “what sound does this letter make”? The student knew 24 letters and confused U and Y for V. The student will need more practice on the sounds because she produced the J sound for G, C sound for S and Q sound for W. The short term goal for the first-grade student recognizes the entire alphabet with the correspond sound. The long term goal is spelling simple words such as cat and dog.