Evidence-Based Teaching Strategies

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

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) defines formative assessment as “evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an

By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.

Oral Language is when the language is spoken to express ideas, thoughts and even emotion. Before a child learns to read, the child begins to speak and connect through saying the words aloud. With that in mind, a child can identify and connect the words on the page to the picture that appears through their mind base on the concept of oral language. Oral language goes beyond the classroom walls because it starts from the words, saying and ideas that they’ve personally heard and experienced through their life. Therefore, many educators test their students on their Oral Language abilities, and Oral Language is comprised of Phonology, Semantics, Grammar, Morphology, Pragmatics, and Discourse.

I feel very fortunate to have been raised in a family where education is a priority. I was taught to work hard and never give up. Leadership is also a very important pillar in the National Honor Society. A leader is a person who guides others with their actions or words and influences others in a positive way. I feel that I am a leader in many ways.

At this school, I observed an ASHA-certified speech-language pathologist for nearly fifty hours. During this time, I observed treatment and evaluation sessions with a diverse group of students in kindergarten through fifth grade, even leading therapy for several of these sessions. Students I met experienced Down syndrome, autism, childhood apraxia of speech, language disorders, articulation disorders, and fluency disorders. Many of these students reminded me of my brother, reinforcing my desire to make a difference in their world. This experience showed me how to successfully implement treatment and opened my eyes to a setting where I would love to work.

Every other Wednesday morning, staff have an hour and a half AIG certification training that takes staff through modules of readings, assignments, and in person discussions during the meetings. I am able to be a part of this training and work with my grade level team to learn the content and apply it through assignments, such as creating an activity choice board for students that have already mastered the required content. The next steps that I would take would be to continually look for ways to apply the content in the classroom and to share these ideas and lessons with other teachers. Though the training was thorough and provided a lot of helpful information, it is up to the classroom teacher to then find ways to apply these tools in the classroom in practical ways. In the classroom that I am currently placed in, the group of students that are identified as AIG are reading at a much higher level than their peers and need more complex content to challenge them.

It is human nature to inquire and question everything, children are no different. By offering the children a variety of different ways to learn I am able to help them meet their goals and encourage them to help/teach their peers. Continuing down the childhood professional career path I have found support in a variety of shapes and forms. Through the support of parents and fellow teachers I was able to continue my education in the childcare field. Creating those relationships was vital to my future and without my dedication to professionalism I would not have been able to create them.

I create the classroom environment so that I can test my learners as well as how well I am doing in the classroom. To improve the efficiency of lecture method I suggest: be enthusiastic instructor, emphasize key points, blend the lecture with discussion and move around the class. Respondent

Azuman who taught me that people who have no dreams of the future will not fly far away, if I put my mind to accomplishing my goal I could make it. She inspired me to be the best and success in my life. I could be anything I wanted to be. As I have grown, I had the good teachers in my previous school, some whom I am surrounded by daily who inspire me to set out to accomplish my dreams. I remember that great teachers were good at explaining content, were patient yet firm with students, were always fair, set high expectations, knew how to motivate, and used humour appropriately.