SPD 560 Topic 6 DQ 3

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Grand Canyon University *

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SPD 560

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Psychology

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Feb 20, 2024

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SPD 560 Topic 6 DQ 1 Some of the pre-reading activities educators can implement when working with adolescents include daily reviews and KWL charts. Daily reviews are one of the crucial elements of the Rosenshine principles of instruction. It refreshes the student’s memory of concepts that have been taught and anchors them in the acquired skills. Daily review makes the workload easier on the working memory, preventing cognitive overload. KWL charts are great for students, it helps them become familiar with the title, background, and schema of the story. Teachers create a chart where students list what they K now, W ant to know, and L earned after reading. This strategy gets them ready to think about what they actually know, what they may want to look out for in the story, and what they think they'll discover while reading the story. Some of the activities educators can put to use during reading activities for adolescents are checking for understanding, breaking things into smaller steps, and modeling. Checking for understanding is crucial for making sure that students are not only sitting in class, but actually following along and understanding the concepts being taught. It ensures that the newly acquired skills are thoroughly comprehended and can be effectively applied (Sherrington, T., 2019). Additionally, breaking things into smaller steps make it easier for students to understand and grasp information being taught. This method proves highly efficient, assisting and acknowledging the constraints of students' working memory, ultimately facilitating a more thorough understanding of new material. Modeling serves as a cognitive support aiding learners in progressing toward working independently. It is crucial for providing cognitive assistance to students, ensuring that learners acquire, practice, and link newly acquired information with their existing knowledge. When doing post-reading activities with adolescent students, educators can use strategies such as independent practice and constant reviews. Independent practice encourages students to work independently which is a valuable method to help them understand difficult and complicated ideas better, stressing the need to review more to really understand them well (Sherrington, T., 2019). Independent practice plays a key role in achieving fluency and automaticity in newly acquired skills. This principle emphasizes the significance of repetitive practice, as a skill becomes automatic, it requires less mental effort, thereby freeing cognitive resources for higher-level cognitive tasks. Similarly, reviewing concepts, weekly or monthly, serves as a means to reactivate recently acquired knowledge and strengthens the learning while forging connections to the long-term memory, alleviating the cognitive load on students.

Sherrington, T. (2019) Rosenshine Principles in Action, John Catt Publications LTD.

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