Each lesson includes pre-instructional strategies, content presentation, learner participation, an assessment, and follow through activities. Instructional Theories and
Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.
Rationale: This artifact, Facilitators Training Presentation, is a PowerPoint on differentiation that I presented to my co-workers. This PowerPoint presentation is evidence of this standard because it demonstrates a commitment to meet the educational needs of the students in their classroom in a fair and equitable manner. The goal of this presentation was to educate my co-workers on the importance of understanding the learning styles and meeting the needs of their individuals in their classrooms. After this presentation, my co-workers had a better understanding of differentiation and how to incorporate differentiation instruction in their classroom. R5
The primary audience of this article appears to be individuals working in higher education, such as college
The instructors need to be creative on their educational concept. The students of instructors teach today is different than the students they had before. They have various characteristics more than ever. According to the article “Gen Y: Who They Are and How They Learn”, Alison Black
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
I also address Pluralism 3 (Students implement a range of instructional approaches and strategies that are needed to educate diverse learners in a variety of contexts) by using multiple strategies, such as leveled readings, strategic instructional groupings, and the written conversation approach to teach this
From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
INTRODUCTION Inclusion in education is the act of integrating and accommodating each student regardless of their learning difficulties, disabilities, or other special needs. That is why in our world today, parents, educators, and lawmakers are pushing for inclusion, for the right of each child with special needs to learn alongside their peers, to have the same access to opportunities and academic advantages, and to be able to take part and contribute in the community. In the field of education, inclusion has become a controversial topic, because of the ethical and legal issues that surrounds it. On one hand, it promotes equality and diversity among the student population and it is meant to accommodate each and every student despite their
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
Explain why teachers should adopt “ differentiated instruction “ in class” The cornerstone of differentiation is active planning, the teacher plans instruction strategically to meet learners where they are and to offer multiple avenues through which they can acces, understand and apply learning. In differentiating lessons, teachers must take into account not only what they are teaching ( content) but also whom they are teaching (individual that is students). They need to know the varying readiness level , interests and learning profiles of each of their students and the design learning options to fit into these factors. Differentiated instruction means giving students choices about how to learn and how to demonstrate their learning.
This chapter explores the differentiated instruction as a method of teaching heterogeneous classrooms. In addition, an analysis of the literature is conducted to discuss the question of this paper, what is the best way to teach a heterogeneous classroom? Prodromou (1992) and Ur & Thornbury (2016) assert that all classes are heterogeneous classrooms, in which students differ from each other in various aspects, such as ability, interests and learning styles (Pospíšilová, 2008). Svard (2006) and Moshoeshoe (2015) agree that the component of students' diversity in heterogeneous classrooms has a negative impact. However, Svard (2006) claims that it challenges teachers, while Moshoeshoe (2015) states that it affects students' achievements.
It shouldn’t matter how we choose to learn the lecture, material, or lesson, but as long as we understand the concept to the fullest capacity can fit. According to Dr. Wu, “To change behavior, it 's important to give children brief and powerful messages several times and consistently” (Wu), as he explains how the child 's brain is still developing and needs brief and powerful messages consistently. Which theater is the perfect remedy for what Dr. Wu is explaining. Everyday people walk by, not noticing the small things that make up life and so it 's easy to take things for granted. The importance of education is to empower one’s mind of knowledge but does it matter the process of how you achieve that?
