I will use key elements from the text to help guide them along. During whole group instruction, both my struggler and non struggling students will use a map to locate where the Author’s family originated. In addition,
For L.T. #2 I will have my students describe the main event in 2 ways using only one sentence that will retell that particular scene using the illustrations in one and use only their descriptions in the other. In L.T. #3 I will have 2 pictures of a setting and illustration in the book and the students will have to explain/ describe what is happening based on the picture. In L.T. #4 the students will describe what they think the main theme or message is of the story, the students must explain why they feel that
The class is most academically successful and efficient with Sokdae giving them orders. Sokdae’s downfall also teaches the class an important lesson. Their new teacher tells the
How the content in Chapter 9 may impact how I write/revise my literacy narrative. Chapter 9 deals with methods of analyzing strategies for writing. This chapter entails the benchmarks on how to properly write Introductions, Body paragraphs and Conclusion. Reading this chapter has made me more knowledgeable about these crucial steps. The brilliant information I have aquired from this reading will be used in my revision for my literacy narrative.
We will observe whether they do or do not do what the teacher instructs them, if they follow the other two students’ actions, or if they act in some different way. The purpose of the experiment is to study a person’s behavior under peer
They would then have to concentration to predict the outcome of the book in which they would to start identify the story in sequence from beginning , middle and end of the book. CS II d: My setting would be of sound/organized environment. Cultural activities and festivities are accentuated. Daily word/picture challenges and language/grammar are promoted throughout our daily
The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
In short, the students are cheating, not learning.” A quick Google search for “how to
Lesson Development 1. The teacher will start by asking students to fill in first box of their “sketch-to-sketch sheet” to draw or sketch an idea of what the cover page indicates about the story. 2. The teacher will model example of “sketch-to-sketch sheet” for students.
Reading Street instructional practices and approaches will include aspects of the directed reading approach (DRA) and directed reading thinking activity. Educators will activate prior knowledge, pre-assess, and use graphic organizers and activities to ensure students are actively engaged and learning. Benefits of using the DRTA approach: • Encourages students to be active and thoughtful readers • Activates prior knowledge • Teaches students to monitor their understanding of the text as they are reading • Strengthens reading and critical thinking skills Strategies of DRTA include: • Reciprocal teaching • Graphic organizers such as: story maps, story sequence, Venn diagrams, tree maps, bubble maps For diverse learning groups, including
How will I use the strategy? How will it be used within the longer lesson? This strategy can be used to evoke predictions and get students engaged in the text before beginning the reading. Students may be encouraged to share their ideas and predictions with a partner or with the entire class.
Karl Marx and Friedrich Engels, two radical thinkers from Germany. Both are the two co-authors of the Communist Manifesto. The Communist Manifesto was written on 1848. They describes the struggle between the classes, the negative effects of the capitalist system, and the eventual rise to power of the workers of the world. The author defined the new rich as the bourgeois and the working poor as the proletarians.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
An example of this was getting three school representatives for each course, an unlikely goal to
