Benefits Of Dialogic Teaching

In this step, teacher gives students the opportunity to identify problems. Teacher creates students groups and invites students to discuss it together. d. Generating Ideas, in which teacher gives opportunity to identify the problem raises, express ideas and also tutors students to decide alternative solutions. Teacher gives students time to express their

The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with

The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with

Integrating technology in education can be extremely beneficial. It can be a useful method for the students and their teachers, which improves both their skills. In addition, being active on the Internet when learning can make students and teachers’ academic journey easier. There is a lot of evidence that proves how useful technology is for both students and their instructors. This paper attempts to show that using the Internet allows

In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.

These include goal setting, organizational skills, time management, and strategies to learn new things. They are precursors to learning, skills or ability sets that are important for students to learn any content area knowledge. These are often discussed in the context of executive functions. Executive functions impacts a student’s ability to socialize with their friends, converse with their teacher and other staff members, homework completion and simply getting to and from school. Researchers have found that when children exhibit executive function, they are able to learn more in the classroom, because they can focus on the teacher and their work.

One of the many benefits of the middle school model is that being part of a team forms a bond between the teachers and students. “The team and their students truly become a community of learners.” (Kellough & Kellough, 2008, pg 8) In order for a team to be successful teams must provide tools to help students grow. (Erb, T. O, 2006, pg 5)

Several collaborative models include lead teacher teaches whole class, while co-teacher assist students with instructional support during free class time. This model provides the opportunity for expanded student involvement and connections with teachers. The mixed model consists of students that are divided into groups with all academic levels, then students that are divided into groups based on their present levels of performance in specific subject areas. This model is frequently utilized when students require re-teaching of the lesson plan. Station teaching provides students the opportunity to take part in small-group directions with lead teachers.

Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.

(Johnson,Johnson, and Smith, 1998). Students focus their attention on the assigned task to increase his or her own learning and the learning of group members. Interaction and effective communication between students is critical during cooperative work assignments. Group members equally share the assigned task, tutor other students in the group to learn and complete the assigned task. Learning course content and team skills while working on assigned tasks is an expected outcome of cooperative learning.

Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens. Discussion

The reading responses from class, and what we have learned about in the UETS, have been brought to life by this field experience at CAPES, and at Odyssey Elementary. To be able to analyze, and see in person, the methods we have been learning in class, gives me some new insights into what makes a teacher more effective. I observed the connections that teachers have with their students, and the dedication they provide to build strong learning environments, where students are learning and having fun. My experience with CAPES was sort of a rollercoaster, but I enjoyed almost every minute of it. This was a new experience for me, and I didn’t know what to expect.