Application For Effective Lesson Planning And The Presenter

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Novice teachers come to the classroom with an array of tools for teaching and often an enthusiasm that experienced teachers envy; however, their lack of experience can make implementing strategies for success an overwhelming task. Coupled with obligation to participate in new teacher training, grade and subject level PLC’s and mentoring conferences, a novice teacher is juggling an array of taxing responsibilities and duties. The purpose of this professional development presentation is to provide these new teachers with highly relevant strategies that can be immediately implemented in the classroom. Each of these research-based strategies can be part of a framework for effective lesson planning and the presenter has provided concrete…show more content…
Moreover, researcher Torgeson and a group of his colleagues, conducted extensive research in 2007 regarding academic literacy for adolescents. Their findings pinpointed “six critical factors underlying proficient reading performance at the late elementary, middle and high school levels. They are: • Fluency of text reading • Vocabulary or the breadth and depth of knowledge about the meaning of words; • Active and flexible use of reading strategies to enhance comprehension; • Background, or prior knowledge related to the content of the text being read; • Higher level reasoning and thinking skills; and • Motivation and engagement for understanding and learning from text” (2007, p. 5). With these critical factors identified, I chose to focus on four components that result in barriers to comprehension and literacy when not in place. Those include insufficient vocabulary, background knowledge and motivation and engagement. Addressing the barriers with research-based strategies is the way to improve literacy. According to the U.S. Department of Education, “Many content-area teachers do not realize the importance of teaching the reading strategies and thinking processes that skilled readers use in different academic disciplines and do not recognize the beneficial effects of such instruction on students ' ability to engage with their learning” (U.S. Department of Education, n.d.). According to the National Institute for Literacy, “In content areas in which text is more
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