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Reflection on professional development as a teacher
How teachers think about professional development
Examples of teacher professional development
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In watching Dr. Bear's video it is apparent that the most commonly used strategy was creating challenges through questioning for both the teacher and the student. As Dr. Bear tried to figure out the student's general understanding of the subject matter and he encountered a word that he thought might be unfamiliar, he would simply stop and ask about it. For example, during the discussion prior to reading the book, one of the students suggested that Pandas have pouches, Dr. Bear paused to ask the students about the word pouch. The intricate series of interactions between Dr. Bear, students, and text in a self-reading reflects countless instructional decisions and the unique quality of the relationship that has been built between teacher and students.
With this in mind creating an activity that did this and was in line with curriculum knowledge and skills was a challenging task and I realized that this
For weeks four and five we read Dirsken, chapters two and four. There were several key points throughout these two chapters, but three stood out to me the most. The first key point is from Chapter Two, and it is the four different learning styles. These styles are, Kinesthetic, Aural, Visual, and Read or Write.
In guided reading groups, students will be reading texts at their reading level that target specific skills. Learning specific reading and writing skills is the focus of these groups, not the content they are reading. Students will be moved in and out of groups based on their needs. In this unit, fifth grade students will begin by hearing a read aloud story about westward expansion in the United States.
Teagan Nurnberger Cover Letter DHH 350 For this unit, I wanted to explore what it was like to write lesson plans for a high school mathematics class. Algebra was one of my favorite classes in high school and I was interested in writing out lessons for that subject. I believe algebra is a very computational heavy course and I wanted to find a way to explore how to teach that and convey the rules in an engaging way.
The format for Wide Reading within this classroom structure would promote prior knowledge, autonomy, diversity, and routine. The routines are incorporated by the consistency of reading every morning. Mirabella and her classmates will be expected to enter the classroom and begin reading. Every Friday afternoon, each student will be provided with the opportunity to access a book of their choice. The books are based on multiple topics, which will allow for more diversity within the reading materials.
Specific Daily Objective: • Today students will begin to learn how to read Infographics that display different statistical
Just find a item relatively close to the brain then use
Did your students have the prerequisites to learn this skill? What were they? My students had the
“Poets Word Choice” Mohamed Gomaa ENGL103-C Dr. Omar Sabbagh I pledge this is my own work This essay is about the use of word choices and metaphors in poems. I choose this topic because I believe the word choices and metaphors are the most effective way of expressing the meaning of the poem and delivering the feelings of the poet. To prove my point of view am going to discuss the different uses of words choices and metaphors in these poems "The Road Not Taken", "Your Last Drive" And "Afterwards". To start off, "The Road Not Taken" by Robert Frost, is a poem about being unique or different and taking the road that no one less takes. The Most important words in this poem are ‘Diverged’, ‘Undergrowth’, ‘Trodden’ and ‘yellow’.
From Sean Covey’s book “7 Habits of Highly Effective Teens”, we learn seven habits that help change teenagers change into better people and more successful in whatever they do in life. He starts with explaining the different paradigms people have in life and the habits of a highly defective teen. Although all aspects of the habits were related to each other, I was able to relate the most with habits 1: Being Proactive, 2: Beginning with an end in mind, 3: Putting first things first, 4: Thinking win-win, and 5: Seek first to understand, then be understood. Habit one is being proactive means taking the initiative to do things and not waiting for it to happen on its own.
Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).
PCELL: Let me give you a little bit of background on the project, and particularly why I am here at Tri-C. I don’t know how familiar you are with some changes in developmental and first year undergraduate mathematics. It used to be that everyone took courses that were kind of on a calculus track, even though they were never going to take calculous unless that fit unto their major. So, they took classes like college algebra, finite math and trig, just because we have been teaching them for decades.
Relate stories to personal experiences. Use pictures to help comprehend text.
Recent education reform demands a highly skilled teaching profession and it is widely accepted that a teacher’s development spans an entire career (Court, 1991). Therefore, teachers must be immersed in the subjects they teach, and have the ability both to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching and America’s Future,
