Though each element of the TfU framework can be used for analyzing particular aspects of educational practice, the power of this framework derives from the coherent integration of all four elements(Martha stone wiske). The TfU framework supports teachers as continuing learners. The framework is found to be exceedingly successful in English teaching practice. The framework provides a set of guidelines to help English teachers plan, teach and assess units of work more effectively. The framework respects the integrity of the subject, allows English teachers to explore significant issues in depth, often by making connections beyond the traditional boundaries of the subject.
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
The Vocabulary Quilt strategy allows instructors to incorporate content vocabulary instruction at students’ English language proficiency. This strategy also allows students to work with others which promotes social-cultural development. The U-C-ME strategy allows instructors to uncover existing connections that students already have with content, concentrate on critical concepts, and monitor/evaluate the students understanding of a concept (Herrera, Perez, Kavimandan, & Wessels, 2013). Reflection The article on sheltered instruction did not contain any surprised for me. I have already incorporated many sheltered instruction strategies into my classroom.
As developed by Robin Alexander since the early 2000s, dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking and advance their learning and understanding. It helps the teacher more precisely to diagnose students’ needs, frame their learning tasks and assess their progress. It empowers the student for lifelong learning and active citizenship. Dialogic teaching is not just any talk. It is as distinct from the question-answer and listen-tell routines of traditional teaching as it is from the casual conversation of informal
Teachers ensure that their detailed strategies are tailored closely to learners’ needs and to covering what needs to be taught. Alongside this, they regularly assess how thoroughly learning is taking place. Because of this, they are able to reshape their approaches appropriately, quickly, confidently and with impact. Teachers refer constantly to the skills that are being learnt and use the setting of skill-based objectives at the start of learning activities wisely. They ensure a purpose linked to learning points in doing every activity or task (Ofsted, 2014).
Branford, Brown and Cocking (1999) also described the state of an effective and high-quality teacher when they noted: The requirement of super level teaching is that the teachers have a deep understanding of the its subject matter content and its structure, with all of this an equally complete understanding of the method of teaching activities that help students understand the subject matter which is taught by the teacher. Trained teachers have a confirm understanding of their related subject, knowledge of the conceptual hurdles. Teacher Quality and
As Gordon says in her lecture, Comprehension Part II, power mapping graphic organizers show the relationship between ideas/ concepts and can be applied in all content areas. They are also fast and easy to use. It will also be beneficial to the student for the teacher to consistently use the same colors and shapes for the same ideas (main, subtopic and supporting) so that students will fall into a flow while filling out the maps throughout the year. iii. Differentiation Context: Teacher will pull words from previous spelling vocabulary and sight word list to use in word sort.
By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability. Students are equipped with the right questions to seek information to develop an individualized understanding of the concepts as seen in the use of prompting questions. An excellent chance to review any information learned is provided after the first part of the lesson, when students have to link together their information and key word into a concept map. During the next period, as a class the students will be able to initially evaluate their own concepts and the implications behind them when more complete terms and explicit lecture information is provided. Students can further revise their conceptualization of the topics presented when they complete the expanded
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?
According to David P. Ausubel, goal of learning subject matter and improve of presentational methods of teaching is important. His theory of meaningful learning regarding how knowledge is structured, how mind work to process new information and how educators can apply these ideas about learning when they present new material to learner (Gupta, 2014). This model helps educator to arrange and transfer information as meaningfully and effectually as possibly. Advance organisers provide perceptions and ideologies to learner directly. Cognitive structure deals with any kind of knowledge of a field is in our mind, how successfully it is organised.