2. I pulled out my focus learner and a few other students from the general classroom to teach a small group segment. On page 1 of the Instruction Commentary, the second prompt, you are to supply information that affect your instructional delivery in connection with the learning goal. Does this sound
For the assessment blueprint, I will be discussing 4 different L.T. (Learning Targets) and describe what the assessment items are and how the items will be giving my students based on a story called The Lion and the Mouse. L.T #1 allows students to practice vocabulary and create their own sentences to describe the illustrations in the text. L.T. #2 is sorting and determining the order of events using their descriptions or the illustrations in the book.
All students in Years 3, 5, 7 and 9 of Australian schools will soon sit The National Assessment Program - Literacy and Numeracy (NAPLAN), which assesses them using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. It is possible to see how much progress in literacy and numeracy a student has made as they advance through schooling, by the introduction of ten achievement bands from Year 3 to Year 9. Governments always feel the demand from the electorate for information on which to base decisions and schools are no different. They have taken the tests a step further - using the results to publish a website ranking schools against those of a similar nature. There is talk of expanding the service to hospitals and child care centres.
Student Learning Outcomes Upon completion of the teaching initiative, undergrad nursing students will be able to: 1. Identify two indications and two contraindications for Foley catheter insertion. 2. Discuss catheter-associated urinary tract infection & apply evidence-based principles for inserting and removal of a catheter. 3.
1. What are the two critical elements to keep in mind when using instructional scaffolding? Modeling and Practice are the two critical elements to keep in mind when using instructional scaffolding. Modeling is when the teacher demonstrates or models each step in a task or strategy multiple times, so that through repetition and modeling the students understand both how to perform each step and why. Practice is when the students are allowed to either work individually or in groups with the teacher to practice a task or strategy.
Teachers can use these standards to acquire ideas for expectations and instruction, to guide development in their courses, and to evaluate their
Students may feel as though they are a “needs improvement” student. 2 . What are some key things you will consider when creating a rubric for your classes? Why?
Effectiveness of Out of the Classroom Interventions I do not feel that the interventions that are being offered are as effective as they could be, and I also feel that not enough interventions are taking place. The PT interventions that are currently being offered are simply through the school. They are inconsistent in when they come, miss weekly visits at times, and only have a 30-minute session with Noah. The structure of each session seems very relaxed in that many of the PT activities that are mentioned are not practiced.
The first example of how I modified a lesson to meet the needs of advanced learners was in the first lesson that I created for ELED 3242. In this lesson, students had to work in groups to complete a worksheet on Tennessee Symbols. If a student demonstrated that they exceeded the objective, they could be provided with an optional outside of the classroom assignment, based on the same content, to allow them to earn extra points on the assignment. This would allow those students who are considered advanced learners to demonstrate their knowledge of the lesson in a different way than the other students, and be able to use that knowledge that add extra points to their grades.
Second Language Learning comes with great difficulties for every student, but when a student is already having difficulties with learning in general, second language learning proves to be that much tougher. Students who are classified with learning disabilities will feel defeated. How do we teach these students to find the motivation to learn the language? How do they tackle the obstacles of the critical period, personality, and social-cultural factors while also struggling with learning content in a classroom setting?
Effective teaching methods are important in a teacher’s training and in student’s understanding of the lesson. Without different teaching methods, it would be difficult for students to learn the objective in class. Clear objectives allow teachers to monitor students progress to see how much they have improved over the year. In Gaithersburg high school, different style of teaching methods is performed to teach various kinds of students with special needs. This can increase behavior management in making good choices in order to achieve their goal.
However, strategies are flexible, influenced by the curriculum, to teach in a way the students will best understand, be challenged and be engaged (NGSS Life Science, 2015). Assessment is vital, as is ensuring that I cater for students of all ability and development. This makes observation and recording of students and their work mandatory for an effective and productive classroom. It is also important to be thoroughly reflexive of my own practices to improve them. Providing attention to the students and what is happening in their lives is imperative.
Of the six teaching philosophies (Kanuka, 2008), I promote progressive teaching, therefore my homeschool considers the mindset of children and provides learning opportunities in tutelage. Our school regards sound instructional design, pursues current teaching philosophies, and supersedes up-to-date technology. Progressive education combined with technology ensuing an inquiry based learning environment is optimal for learners, however, this audacious step takes courage because educators must be predisposed to take a step astern to our traditional roles and act as counselors. Students must unceasingly choose their own procedures and instructors inevitably must accept their role as facilitator. My instructional design model closely mirrors that
Professional reflection As I began my field experience journey, I learned many roles and responsibilities as elementary teacher. My duration in the field was nine weeks. I began training at E. R. Dickson. I developed a great working relationship with the staff and parents in the community. I always knew teaching is my passion.
IX. Professional Reflection – added after lesson is taught Your reflection should include, but not be limited to, thoughtful answers to each of the following: 1.Were the instructional objectives met? How do I know the students learned what was intended? The instructional objectives of my reading lesson plan were met.
