Strategy Instruction and Rationale: The students will be given an expository text to read on their own. The students will also be given a power mapping graphic organizer to use while reading their text. The students will fill out the power-mapping organizer with the main idea, the subtopics and then the supporting ideas. The students will have to use phrases from the text to make sure that they are utilizing the correct vocabulary.
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
After knowing what student can do, team could concentrate on what has to be done to help the struggling student. IRIS (2008) gives us a reminder that in order to ensure that pre-referral meetings run efficiently, it may be necessary for the team to assign additional roles to its members. These might include a facilitator, note-taker, timekeeper, or meeting coordinator. The recipe for success is not to work along, teacher and team members should always work together for student’s
The parents? Neither of these choices have any accountability to teach kids and young adults the rewards of accepting adulthood, but they should all set an example. Rather than the school taking away life-skill programs like Home Economics and woodworking, they should be encouraging kids and young adults to take these classes. Parents should also be encouraging their kids to desire to become more self-reliant post
In this way, the authors are guiding teachers into meaningful activities that will develop a mutual respect among the teachers, students, and their families. The authors’ second approach identifies “engaging families in supporting learning at home.” The authors suggest reading journals between the teacher and the family that encourage the family to help their student to learn to read and write. In these journals, the family would describe the activities done at home and the teacher would provide feedback and guidance. The article makes it clear that these journals should focus on academic and not any behavioral or discipline issues.
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.
In my preparation for read aloud lesson I first relied on the amount of the text and vocabulary that could possibly be accommodated for the first or second grade. I tried to choose the book that would be interesting and students of that age are able to understand it. The goal of my reading aloud class is to replenish students’ vocabulary and teach them to analyze the text. One of the requirement for read aloud text was the amount of reading.
Case Study Taking this as the central idea, maths teacherswe???? designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and would motivate them to be involved in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
Their work will be check for errors. Letting the students critically think of what they desire will prepare them strongly for a fruitful discussion on the group road trip. Task 3: This activity will focus on developing the reading abilities of the student using a road trip planning article titled: How to Plan the Perfect Road Trip. Pre-reading and post-reading activities will be done in order to introduce vocabulary and then check comprehension.
The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc. to students’ lives. IPTS 1C relates to this performance activity by how the competent teacher relates students’ lives and development into a lesson. I learned prior knowledge and incorporating students’ lives into a lesson greatly impacts student learning. Performance Activity 23: Observe and record how the teacher manages the classroom. What
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
If I were to create a plan to evaluate a program or intervention, the level of IRB review would be expedited. It would be deemed this level, because it would involve minimal risk. The likelihood that the research would cause any more stress than everyday life is very low. I would be conducting programs and interventions in schools. Because children would be involved, I would not qualify for an exemption from an IRB.
Review the artifacts above on student enrollments and student progress in the course. Then, provide a detailed description of all that this information tells you about the hypothetical course. Include how the teacher might adjust the course in the future based on the previous activity of these students. Document in a reflection on your blog.
When possible obtain written documentation from teachers, administrators, or other professionals working with your child describing any behavioral or academic concerns they may have. Know your rights. Play an active role in preparing your child 's IEP or Section 504 plan. Make suggestions, and speak up if you feel a goal, objective, or accommodation is not