Appropriate Instructional Methods

Effective teaching involves effective communicating, planning, managing and evaluating the actual process of instructing. Reflective teaching plays a major role in making of informed decision relating to the effective teaching strategies (Mabrina, Church & Tayler, 2010). Through reflective teaching, teachers can be able to do a critical analysis their actions and their decisions. Reflective teaching allows teachers to foresee the impact of the teaching methods and in the process may make relevant changes in improving their strategies. In addition, the teacher gains a deeper understanding by scrutinizing the goals of the teaching practice. According to the DEECD (2009), children’s learning becomes advanced when they experience interactions with highly effective childhood professionals. Application of reflective teaching allows the childhood teachers to promote practices are supported

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

The philosophy of the primary school where I work is that every child's unique needs and abilities should and must be honored. Children's different learning needs and styles are incorporated into the curriculum. On an informal level, teachers are encouraged to make use of lesson plans that utilize different types of media and methods of evaluation. Lesson plans often make use of visual and kinesthetic aspects of the learning experience as well as more traditional methods that emphasize mathematical, spatial, and verbal intelligences.

Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment.

In conclusion, instruction lesson takes time and planning to meet the needs of English language learners. The effectiveness of the strategies used in the classroom can make a difference in meeting the challenge of teaching the ELLs.

You appeared to have mastered the art of essential self- criticism within the classroom, which, undoubtedly, is not an easy feat to accomplish. Also, essential to being an effective educator is having the necessary tools/strategies for instruction that are peer-reviewed evidence based instructional strategies available. Dr. Robinson gave many examples in the edTPA lesson planning videos that are sure to keep students on track, engaged and motivated. The lesson plan required by the edTPA is different from that used in the school where I work too, so, like you, it was a challenge to complete without Dr. Robinson's videos. With your determination and practice you will most definitely conquer the art of creating goals that are measurable

The two lesson plans I selected are the “The Achievements of the Sumerian Empire” and “The English Settle America” to evaluate. Yes, both lessons connect new subject matter in ELLs background, with their experience and prior learning. Special activities build vocabulary related to specific content as well as to general academic language. ELLs at the beginning of language proficiency level because they are just learning English language at this level will listen and comprehend at this stage. Background knowledge all ELLs students have learned about the world. Both lesson plans use shared pairs group learning, for instance; the teacher will ask students to discuss and ask students for assistance. Yes, academic vocabulary addressed will allow

Describe how you taught this best practice. What pedagogical strategies or tools did you use?

The three-week introduction to instructional design (changed from two weeks) for the four department heads can be produced and taught in three months at a proposed cost of $40340 (or approximately 50808 less 20%). The technology includes the in-house learning management system along with audio/video (a/v) design beginning with a prototype. Based on this examination, this project can expand the effectiveness and efficiency of instruction at Ged’s World.

Educators are faced with mounting pressures of accountability and the constant quest for meaningful ways to identify various types of critical data sources, how to collect and analyze data properly, and most importantly, at the core of educator focus, is how to use the data to improve instructional outcomes for overall effectiveness (Monsaas & Engelhand, 1994; Wise, Lufkin, & Roos, 1991; Lane & Stone, 2002; Wayman, Midgely, & Stringfield, 2006; Shen & Cooley, 2008). In response to more rigorous accountability demands, educators are increasingly required to initiate changes in instructional practices and to elevate student achievement (Wise et al., 1991; Monasasa & Englehand, 1994; Halverson, Gregg, Prichett, & Thomas, 2005; Kerr, Marsh,

The emergence of new and many times innovative technologies in response to meeting a need regardless of that need being academic or industry driven has changed several aspects of the technical communicators approaches to writing. More specifically surveying the advent of digital interfaces and the responses of this community both academic including pedagogical approaches and those applying their skills in the workforce will present a picture of where concerns and advantages lie. This paper will survey a theory based on how the development of new technologies has and will continue to guide the way in which technical communicators interact, create, and conceptualize their discipline as well as an inevitable impact on pedagogical approaches and versatility in the subject matter.

Teaching through the years I have noticed that helping a learner succeed in academic roles is not only preparing engaging whole group lessons. Besides rich instruction and flexible grouping, responding to certain interventions it is necessary in order for the learner to succeed in college, career, and life (CCSS, 2015). Therefore, teachers must incorporate strategies that will lead to increased academic performance (Douglas, Burton & Reese-Durham, 2008). Douglas et al. (2008) mention that it has been established that children develop and learn differently; therefore, it is essential that the strategies employed, reflect the changing view points. Kirby (Laureate Education, 2014a) mentions that response to intervention (RTI) before use to be

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights

Abstract/ Purpose –The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching.

The content lesson plan was done for Languages, Mathematics and Social Studies whereby meaningful and appealing opportunities for the students to practice, master and learn were arrived at through competent teaching strategies which enabled the students to develop and learn within their academic, linguistic and social contexts to build instructional opportunities that optimized their learning. Further, performance indicators were used to inspire prior knowledge as well as link fresh ideas to the students’ familiar experiences and ideas.