The teachers usually teach from a textbook trying to help students understand the content and this adds to rote learning .Therefore at all levels in a school system the textbook plays a significant role as students are assessed through examinations that are within the limits of the textbook and for the teacher it acts as a structuring device in a particular sequence that can be applied
When finished with this paper it made me realize that I need to work on my lead-ins and thesis at the beginning of my paper to grab the reader and tried to improve this with each of my papers that followed. Then in my second paper I took what I learned from the first paper and worked to improve my
Hernandez, I don’t understand what the prompt is asking me to do”, “What does this word mean”, “Do i have to do this”. These were some of the responses students addressed to me while taking their diagnostic assessment which consisted of reading a short excerpt and writing an argumentative response. I motivated my students apply effort and made them aware that it was crucial that I evaluated their current skills and use the assessment to guide my teaching. Respectfully, students proceeded to work, and used the entire class period to read and partially complete the response. Walking up and down the aisles, I watched students struggle with grade level material which also meant I certainly had a lot to teach that year.
Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read. Even though different strategies are utilized in the teaching and assessment of reading performance,
I had to adapt to a new way of writing an exam since I am not used to open-book test. I feel like I used my agility and adaptability skills to help to prepare me for the exam. I feel like the exam helped me with developing these skills and I now feel like I am prepared for any challenging or changes I may face in the
The artefact displayed the area for improvement. My problem was that I overanalyse the students’ learning and I solved the problem by stepping back and letting the students taking responsibility in their own learning. I wrote weekly reflections based on my teaching practice and on the tutors’ feedback. After each lesson I would do the self-evaluation to reflect the lesson. Looking at the weekly reflections helped my professional
However, I was also able to identify my weaknesses in reflection-on-action. Currently, I will write notes down directly on my lesson plans. I may write that a certain strategy worked well in helping students understand a concept, or I may write down what I added into my lesson last minute to make it more engaging. What is missing from my reflections though is a systematic approach and questioning why I did something, or how something came to be. In order for my reflections to be more meaningful, I need to find a formal systematic way to keep my notes on lessons.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Through this, I was able to develop a greater understanding of the topics we discussed in class compared to before engaging in service learning. I also learned a lot from the activities! They somehow evoked my awareness about the way that I learn. Especially the one about SMART goals. I tend to self-handicap myself and set unattainably high goals, and when I did not accomplish them I would blame it on myself and lose motivation to do stuff.
I normally spend a lot of time writing those notes. I have a good structure to the lecture like what I am going to do, a detail activities in lecture. I also set some quizzes based on that day's lesson and test the students. I often give feedback to students. I create the classroom environment so that I can test my learners as well as how well I am doing in the classroom.
As the teacher must you scaffolding for your students. Many students have trouble handling the conceptual demands inherent in text material when left to their own devices to learn. (Vacca, Vacca, & Mraz) 2. What planning components are involved in explicit strategy instruction? When planning for explicit strategy instruction, I always being with the end in mind, focusing on what strategy that I am hoping to have students learn and I want them to demonstrate that they know how to use it.
It begins as teacher-led, where the educator guides the student through the strategy, and then moves onto peer-led, where they work together in groups to use the strategy (Fisher & Frey, 2015. p. 527). Finally, it ends in independent work, where the students are comfortable enough with the strategy to use it on their own (Fisher & Frey, 2015. p. 527). The GRRM has proven to work wonders for me, as it allows the teacher to use informal assessment to see which step the class should be at and adjust the instruction to that
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
Through my time in the EDLP course I learned how to write detailed lesson plans, to effectively instill information unto the students, using activities and projects that would raise their retention rates. I also learned how to be their link to resources on campus, and how to be a point of contact in difficult times in their academic or personal lives. Gradually that feeling of it being an unnatural course of action faded away and I became more and more confident in being a peer leader. This course helped me to determine that I was able to teach and challenge a wide range of students while also equipping me with the skills necessary so that I could be an effective teacher. More importantly, I learned that
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses