Essay For Instructional Planning And Improvement

Trying to accommodate different students learning styles in an English learning classroom can be overwhelming. Having good teaching strategies can help English learning students learn more effectively. Using the best strategies will ensure all students in the classroom have an effective learning environment. There are many instructional strategies that teachers can use in the classroom.

Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.

In order for reflective communities of practice to work as a major component of teacher preparation programs, there must be well-crafted activities that serve to bridge the space between the theory and the praxis of teaching. Teacher candidates must be allowed to become culturally responsive and sustaining teachers in ways that are as authentic as possible, without the threat of putting vulnerable students in harm’s way. The work that some teacher preparation programs have been doing to approximate the work of teaching for teacher candidates is very ripe for exploration.

I used the internet to research all areas of planning and enabling learning in unit 2, as I felt it offered depth and detail, as well as convenience. However, I also referred to Planning and Enabling Learning in LLLS by Ann Gravells & Susan Simpson, as well as Geoff Petty Teaching Today - A Practical Guide.

During the last three years, math proficiency has declined in middle school. The most obvious trend over the past three years is the decline of growth and performance percentiles at the middle school level. Middle school students are not meeting the needed growth to catch up and keep up to meet proficiency.

The academic performance at Central Falls High School (CFHS) has historically trailed behind the average school performance numbers for the state of Rhode Island. According to the article, 271 freshmen entered Central Falls High School in 2005, but only 47 percent reached graduation four years later. Other data revealed that other 33.5 percent of the students dropped out, 12.5 percent were held back, and 7 percent received a General Equivalency Diploma. Data also revealed that only 55 percent of the student body was considered to be proficient in reading and only 7 percent proficient in math. These statistics showed little improvement by 2008, where the math proficiency rose another 3 percent (Donnelly & Rochefort, 2011).

Artifact 1: Artifact 1, under Tab E: Instructional Planning and Strategies is the IEP Final completed in the graduate course ELSE 6073 Educational Procedures for Moderate and Profound individuals. For the IEP project, participants were provided information about an individual diagnosed with a severe disability. Based on the information provided, candidates were asked to develop IEP goals and objectives based on the student’s individual needs. Additionally, participates were to complete a final IEP for the selected student, incorporating the seven steps in the IEP completion process.

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.

With the disparities in standardize test scores in mathematics, the “education debt” has grown significantly in my school district. In our education system, the student achievement rate and academic gap have been moving in two different directions. As a result of this continuing transition, the district is in the process of identifying a student-learning problem in order to find the underlying issues, specifically in middle school mathematics. Before we jump the gun, an understanding of the district’s status quo is first priority to contextualizing and articulating a clear problem of

tah rural high schools are lagging behind in science based on current SAGE and ACT scores. Sevier County high schools have a proficiency rate of 38.8 % in SAGE testing while the State is at 46% for the school year 2014-2015, according to the USEO DataGate(Utah State Office of Education) website(2015). Meanwhile, three of the schools in the San Juan district have scores that are even more abysmal (specifically: Navajo Mountain, Whitehorse and Monument Valley). These three high schools at/or below 10% proficiency in science, according to USEO Data Gateway (2015) for the school year 2014-2015. What is causing this poor performance in science? What circumstances within districts are holding back these students from meeting or excelling in this area, as demonstrated by the SAGE and or ACT tests. Using a questionnaire this study will seek to find a starting point for further research in this area enabling these rural students a chance in the future where:

Scientific-based instruction is something that teachers use all the time in their classroom. Teachers are consistently assessing and evaluating students’ performance, creating and amending individual education plans, lesson plans, and reflecting on their practices. As teachers, we should be doing rigorous research and building hypothesis to base further teaching practices on.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.

In my opinion, all curriculum and instruction should be fluid and change in response to the demographic transition that we are experiencing. At the school that I am currently at, the student demographic continues to shift from a very high representation of white and middle class students, to one the includes students of color, and increasingly, international students as well. Although my school demographic is changing, it is experiencing change at a slower rate than neighboring districts. In response, my district invited a local author to give a keynote address at one of professional development sessions that described his experience of being the “only” student of color at his school. His address gave us insight into the feelings and emotions he had while experiencing his K-12 education in Northwest Ohio. Our district provided each teacher with a copy of his book and conducting book studies to dive deeper into this topic.

Currently, the topic of curriculum is a heated discussion across my district, one in which the district leadership and teachers’ union are grappling to find compromise. For the past 11 years, I have been working within San Jose Unified School District as a middle school math teacher. Throughout this time I have seen many, many changes in leadership and curriculum. This year in particular, many of the leadership positions at the district office have changed hands; new Superintendent, Assistant Superintendent, Director and Assistant Directors of Curriculum as well as a new Director of HR. At my school site our current AP of Instruction is a former classroom teacher, from our site, who is also in his first year as an administrator.