Plan and Design Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.
Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning
READ 3350 Midterm 1) Knowing your students’ capabilities, time constraints, hobbies, schema, and socioeconomic status is crucial to teaching. Teachers who are familiar with their students have an advantage in planning their teaching for several reasons. The first is motivation. If a teacher understands what a student likes or dislikes, they can use this to their advantage. For example, if a student is having problems understanding order of operations, hates math, but really loves video games, you could have them explain the order of steps to beat their favorite video game and use that order of operations to show them the mathematical order of operations. In the same way, if a student is from a lower SES and must work a part-time job to help support their family, they may not be motivated to do homework and projects outside of the classroom. Being able to relate the importance of your content to students is key to motivation. If a student is not motivated, they will not learn, much less excel. The transactional Theory states that learning is a transaction between the student, context, and content with purpose. Each of these must be present for students to learn. Creating relevance to our content in each student’s life is critical to learning. We as teachers cannot create the context for learning or relevance if we do not know our students.
When I do plan my lessons, I focus first on my student’s interests, readiness skills, and learning profile and take into consideration that their interests, readiness and learning profile follows in the content that I teach. I then apply my teaching lessons with various activities to keep their brains active and engaged in the learning
Every child and student will be nurtured and pushed to grow within my classroom. As an educator I will ensure that the lesson plans are relatable, engaging, and they will in fact impact the lives if each student.
The idea that students become more actively engaged when they are taught to use the strategies as a tool, which promotes talking about the text. Further researchers such as McKeon, Beck, and Blake (2009) argued that teaching students text content leads to better results on comprehension than teaching strategies, as content knowledge is more effective and essential than strategic knowledge. Importantly, including transformational strategy in instruction in multiple texts, in addition to further distal measures of the reading comprehension, can pave the way for rigorous assessment of long-term impacts of instruction in the learning
On Friday, February 16, 2018, Dr. Shari Robertson CCC-SLP, a professor of Speech-Language Pathology at Indiana University of Pennsylvania spoke at the Texas Tech University Health Sciences Centers National Student Speech-Language and Hearing Associations spring conference. Dr. Robertson's lecture was about strategies to build a better reader. In her session,
Pam: 5 Tips for College Students Developing Their First Lesson Plans Teaching students is quite challenging, but preparing lesson plans with limited experience is even harder. Teachers must understand their audience, follow state standards and create engaging activities all within limited time frames and with limited resources. Following the five tips below will make preparing teaching goals and plans for the first time much easier.
When developing an appropriate teaching strategy every teacher needs to take into consideration every single student they have. They need to take into consideration of where they come from, and how much they already have been taught already. Kids will be in different areas of learning. Some will be stronger learners and others will struggle. The teachers should observe each student so they can determine where they are when it comes to skills and other things. Once knowing that they will then be able to make a plan of strategies for each individual student to succeed in goals they need to succeed in.
Timer Management In the classroom, it is important to have an organized plan. For example, have a list of tasks ready to go. The information that
My definition of reading is being able to comprehend and decode written text. With my definition of reading I know that it is critical for my students to not only decode the text they read but also to comprehend and hopefully retain the text and not just what they read in class but retain the books that they want to read on their own time. The classroom I intend to create for my students is a “…climate for thinking and comprehensive literacy program, students’ faces are alive with excitement and every hand is up because every child’s imagination is churning and producing ideas about the reading material at hand.” Pg. 153 I do not want my students to leave my class with a subpar confidence in reading, I want every one of my student to gain
I use many of the strategies suggested in Chapter 2 of Literacy for the 21st Century (5th Edition). During the reading process I like to engage my students in a pre-reading activity prior to being exposed to the text. I usually use an anticipation guide and allow my students to discuss or debate the statements. I then attempt to set purpose and build background knowledge by introducing my students to the author and social context of the text. We then discuss the standard(s) associated with the content. My students participate in a variety of styles of reading. Some days they read independently, some days we do shared reading, and others we do read aloud. As we do this, students are required to interact with the text by completing a task. The
BME 500 Final Exam I. Short answer (35 pts) 1. Reader-Writer-Speaker Response Triads – group of three (reader, writer, speaker) that gets a reading assignment; reader reads to the writer, who takes notes; speaker reports to the whole class. 2. Dialogue journal – informal written conversation between two or more people (student-student
Teaching metacognitively 1. Teaching for metacognition To find out what are my pupils’ metacognitive behaviours when solving problem, I had to introduce them to the concept of metacognition and to model what it means to be metacognitively aware when solving mathematical problems.
The area of curriculum in which I am interested is primary school mathematics in New Zealand. Learning and teaching mathematics is an important area of focus and challenge for teachers and researchers. Children difficulties with like and dislike for mathematics seem to increase as they progress to higher grades and, as testing become more significant in terms of its intermediate and lower term consequences.