Effective Educators Alternate Instructional Strategies Essay

Stewart (2014) also proposes a shift from professional development to professional learning, an ongoing job-embedded, data-driven concept that creates a learning culture; accordingly, ongoing professional learning is a necessary strategy with science knowledge changing at a faster rate than textbooks are being replaced. While options such as job-embedded professional development is a possible solution to time constraints, additional teacher requirements have the potential to become

you design and use assessment data for learning? (1.2) As a multicultural educator, I believe that students have different learning styles and needs as a result of their diverse backgrounds. In order to develop an effective student centered educational program, we need an equally effective assessment program. As a strong supporter of balanced approach and learner centered design models, I encourage my teachers to use alternate and informal assessment approaches along with standardized tests in developing

testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA. With high stakes testing, it requires, states to use accommodation and alternative testing in order to allow states

groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool. 2. What is a “running record”? How do they assist a teacher? Running

Modifying Regular Classroom Curriculum for Gifted and Talented Students Many educators have become well-versed in modifying the regular classroom curriculum to meet the needs of students with disabilities. Educators are not as experienced, however, in meeting the instructional needs of high-ability students. In a growing number of states, revisions in regulations pertaining to gifted and talented students are requiring that high-ability students, previously served in part-time pull-out programs

Challenges: One of the major goals of the American school system is to provide all children with equal educational opportunity. However, with regard to minority students, meeting this particular objective has presented a real challenge to educators as they have been confronted with the task of reshaping education in the multilingual, multicultural society that characterizes the United States. Many significant events contributed to the need of school reform. The Civil Rights movement

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is characterized by persistent inattention as well as hyperactivity and impulsivity symptoms that impair daily functioning of those who suffer (Ontario Government, 2013). Students with ADHD have significant difficulties attending and focusing on their school work. They suffer from poor grades, significantly lower level of reading comprehension and arithmetic skills, and ultimately with relatively low rates of

in regards to reading comprehension and high-stakes assessments. While the NRP report does not discount SSR entirely, it does create controversy amongst educators and policymakers who disagree as to the benefits of students who are engaged in academic as well as recreational reading. The research focus question for this paper is what strategies for scaffolding independent reading are available in an effort to increase reading engagement and academic achievement? Review of the

that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct

of the grade 12 National Assessment of Educational Progress (NAEP, 2014). A combination of factors were considered for academic readiness and preparedness for entry-level college coursework, such as core subject or content knowledge, cognitive strategies (problem solving, reasoning,