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.

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

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

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.

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

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.

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

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

The learning goals in this instructional plan were developed based on Louis’s readiness for learning with reference to relevant curriculum and learning domain of a progression. In relation to Abilities Based Learning and Education Support (ABLES) (Department of Education and Early Childhood Development, 2011) and AusVELS (VCAA, 2015), Louis was identified as operating on Level D within the Victorian Curriculum (VCAA, 2015). In review of his previous school report and observation notes from his classroom teacher, Louis is struggling with his literacy skills. After careful consideration as well as thorough discussion with both Louis and his parents, we finally all came to an agreement

Literacy is most commonly understood as reading and writing.But, before children can read and writei they need to learn about sounds, sounds, words, language, books, and stories.Also, children need to develop the ability to speak, listen, understand, watch and draw in order to the build blocks for literacy.Yet, every child does not make progress in cliteracy development in the same way.As taking these knowledge into consideration, we record Ceylin.Ceylin is 4 years old and attends the preschool in Sinop about one year.Eventhough her teacher does not teach the alphabet, she knoows some sounds and letters.Yet, she can not write r read her name.The curriculum usually includes language activities.The teacher reads books generally in storybook time.In addition, Ceylin is aware that written language carried a message and that it has specific form.

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.

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.

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

The cognitive interests in the educational sphere are not fully formed. The girl does not take an active part in the course of the lesson, as she is unsure of the correctness of her answers. She is always calm at