Ellis Hall Active Learning Classroom

An easy and not so problematic way of getting a better learning process is more one on one tutoring. Kids are being placed in classes together and not all of them learn at the same rate. One child might understand something without complications. Yet, the other might not understand a simple step. With classes with various amounts of kids, not all of them are able to get the attention needed to figure out that one step. If each of them were walked through the process of things individually, there would obviously be a better chance of understanding the content. Arun Alagappan properly stated

Another strategy, is reviewing your notes. I find that it’s easy to forget what we have wrote down. Reviewing your notes allows maximum recall of the material you write down. Recording the general main idea and details can be more useful than verbal notes. Notes serve to record information for recall and should show the main points of the lecture in an organized manner so that the relationship between points and details are easy to tell apart.

1. Read - around the topics you are learning about or want to learn about and develop

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

The second problem to address is retention of the information we are given. I have observed that my classmates find it hard to retain the knowledge we receive from these courses. A large part of this is actually the student’s fault for not studying the information. They do not study, however, because they find the courses to be boring. I noticed this mostly in our Fine Arts

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

My personal favorite is to use flash cards. Flashcards are just a form of word association, when you see or hear certain words you immediately start to think of something other than that word. For example, if you say dessert, I think of Apple Pie, then ice cream. Studying with word association works the same way, so if I say President, I think of the current president and the powers of the president. Another way to study effectively is to reward yourself for learning a set of information. For example, when I finish a chapter of note taking and I know the chapter, I watch an episode of Parks and Recreation. This way you take a little break as well as doing what you like to do. Studying this way allows studying to become less of a

REAL reading strategies can be used to remind students of how to read informational text. The strategies are:

One of strategies I have been using for many years of schooling for difficult subjects is instead of learning reactively, like only doing homework, assigned reading, group projects, etc learning proactively can reach much better

When I studying back in high school, I used to get distracted easily by anything. It was hard for me to stay on textbook reading. So in order for me to be able to stay actively engaged with the textbook, I had to use the Talking to Text technique. The technique was very effective. I was able to stay on the textbook sentence by sentence by highlighting any subject that I found interesting and any vocabularies I found hard to understand. Talking to text technique was not only effective with helping me to stay on the textbook but to raise my grade. The technique helped me to prepare for any assignments and tests since I was able to point out key points easily when I studied.

When I think about my dream classroom I find myself comparing to the classrooms I work with today. I would like to continue to work with eighth graders with ages between thirteen to fifteen years old. I will have four classes with different students. I will have two inclusive classes, one advanced class, and one general education class. The county is very rural and reliant on farming. As a result, several of my students will work on farms but they can bring their experiences to the classroom. In addition to the county being rural, many students will live in poverty, several will come from average income families, and only a few will come from upper income families. As far a culture goes, my class will be mixed. I will have about 60% whites, 20% African Americans, 15% Hispanic, and 5% other races. I will also have a couple of refugee students in my class. And for gender my class will be almost evenly split.

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.

The overall functioning of a classroom is impacted by trust, safety, and consistency. When a student does not feel safe he or she will reflect this through his or her behavior. Trust is important for students to take risks and allow learning to occur in the classroom. Trust, safety, and consistency are beneficial in the learning environment. A classroom where students feel safe, realize the teacher is consistent, and trust is developed, will allow students to grow and change socially, emotionally, and academically. This will offer a positive learning environment.

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.

I currently teach an IT Essentials 2 course at Tritec Computer Training, the course is designed to teach individuals all aspects of network operating systems including web services, Linux and Windows. The IT Essentials 2 course runs for 96 hours distributed over 16 weeks (1 day per week).