Aileen's Cognitive Recommendations

This refers to learning a sense of competence by learning to feed self, use toilet, play alone or feels ashamed and doubts one’s own abilities. Aileen grew up having to do a lot of those things for herself and having to take matters into her own hands so she became very developed in this stage.

I choose this goal for Keisha because according to the book cognitive functions teachers would like students between kindergarten and 3rd grade to excel at are recognizing shapes, sizes, objects and to generalize concepts. Teachers also want their students

Unit 7 talks about Facilitating PreAcademic and Cognitive Learning. PreAcademic is a word that is used by early childhood educators. We also learned the Emerging literacy describes the skills that children need to help them become successful readers and writers. It also helps them in other tasks academically. We talked about cognitive, language, and perceptual – motor tasks which are all apart of childhood programs that help disable children develop appropriately. We talked about how computers can be a big part of learning. The teacher has the important job of helping individual children gain whatever skills they are lacking. The activities that are taught to the children should be enjoyable. This will keep the tension span longer. When children

She is very active in directing peers and consistently contributes to the group planning Goggle doc during the iZombie project. Nicolette should be encouraged to develop her oral communication skills by volunteering to share her ideas with the class and further develop her presentation skills. She made solid contributions to class presentations. To further develop writing skills she should strive for clarity and precision of language.

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

What are your instructional goals to promote growth for this student as a reader and interpreter of text in a variety of media? My

show her educational growth in school as she uses her knowledge to advance herself by

During the first session she is in the classroom, she either has read to self or read to a buddy. If she has read to self, she chooses books from the classroom library that she can either read the words to or look at the pictures and tell herself the story of what she thinks is happening. If she reads with a buddy, they take turns reading a story. During the second session, either myself or the para in the classroom works with a small group of students on blending short vowel CVC words. After daily 5 with the second grade Kaylee walks back to the special education classroom with an adult. Kaylee knows her routes in the school to get from one class to another, but she needs verbal or visual reminder to walk, walk calmly and no talking. Kaylee tends to giggle, laugh loudly, talk to others and flap around while walking in the hall. When back in the special education classroom, Kaylee participates in an adapted content (social studies or science) group. While in this group, Kaylee will play smartboard games, read stories with comprehension questions, do experiments, crafts, vocabulary, opposites, spatial concepts or make snacks.

Although Helen did not mention any problems in regards to intellectual needs, it is important when planning holistic support that we look at Helen as a whole and consider any intellectual needs that she may benefit from. This includes day classes in a chosen subject of her choice in order to encourage intellectual simulation and day trips to the library to develop her intellect.

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

I felt like she was not focused on the purpose of her telling me the story because I did not help her understand certain things that she did not know. Such as helping her with the difference between he and she and having her do literacy activities so it could be easier for her to say certain words properly in a sentence. Two developmental theories that could help with my niece’s learning are Scientifically Based Reading Questions and Blended Literacy Instructions because it would urge her to write and read more. Which helps enhance her oral language and teachers her to expand her vocabulary. Her parents also intake an important role in her learning because they are with her everyday so if they were able to use literacy methods, it would help her focus and develop her literacy skills so much more. I realized that I should’ve asked her open-ended questions so she could remember the central focus of this lesson which is telling a story. Also, it would help her think more about it and it could even help her elaborate on her

Targeting these components will increase Kathy’s repertoire and semantic relationship to each word in reading, increase expressive communicative abilities in discourse, improve Kathy’s planning in controlling her impulsivity to answer without understanding the question, and organize class assignments more efficiently. To target these objectives, an appropriate intervention strategy must be implemented to efficiently address Kathy’s needs.

2015) are helpful to both teacher and students. These studies prove that suitable teaching style along with appropriate encouragement will improve students’ progress. Similarly, the idea that “You Can Grow Your Brain” encourages students to work on improving their skills and reach their full potential (para.24). Having a “growth mind­set” takes away the fear of failure and highlights the importance of hard work (para.25).Study material in Las 301 gave me new ideas and tools; I can use to increase productivity of my kids. I am fortunate that I am receiving education about learning styles and intelligence at the right time. I will encourage my kids to have a “growth mindset” as they will accomplish their goals with passion and dedication (Dwesk, 2006 para 28).I want to be best father possible by making sure their physical and intellectual needs are

Constructive early language and literacy development can be an ally to opening a child’s (ren) imagination; this will enhance and empower their potential to become successful readers. As the children grow (birth to 3 yrs. old) their brain goes through an extradinary developmental process and they begin to think, learn, communicate and rationalize things. When this early developmental stage is not being nourished the child will feel the affects of it in the long run. Children that come from low-income families that are enrolled in schools are affected the most. Educators and parents can assist these children by giving them the support (early-on) that they need to sustain a healthy learning environment. As educators it is our duty to create an environment that will help in this process.

An example of this is demonstrated when a special educator or paraprofessional teaches the students how to develop their comprehension skills. Comprehension skills are initially developed with instructors placing emphasis on key elements of content with study guides and notes incorporated into the reading subject matter by the teacher. Words that are significant in relation to the context of the reading subject are in bold letters and captioned with pronunciation descriptions to assist with comprehension. The special educator or paraprofessional repeat instructions as needed, speaking slowly and using simple sentence structure whenever possible. Additionally, A teacher or aide's assistance is supplemented by them asking questions pertaining to the content that is read on each page, and holding an individual discussion stemming from the questions concerning the reading.