Evidence Based Instructional Strategies Paper

Use graphic organizers to introduce important information, to solicit prior knowledge from students, and to make predictions.

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

For my evidence based intervention I understand the importance of scientific research to inform my practice, however, I believe that the consideration of individual characteristics is just as important. I must consider the issues of lack of confidence, purpose and effort for each of my students and use research to develop strategies that may work for my students. I have developed a range of data on the students’ academic results, attitudes in classes, students learning style, teachers’ comments on these students in a range of classes, students’ self-belief as well as their belief about education and where their goals for education and where they see themselves going after school. Evidence based intervention allows for a targeted group of students

This paper will seek to explore the literature surrounding the diverse debate and narratives which have defined the body of academic research surrounding facilitating learning and the centrality of evidence-informed practice. There has been a diverse shift in focus between the domains of research and practice. Therefore, this paper will endeavour to ascertain key developments in order to nurture a strong awareness of the available research. The intellectual genesis of this analysis surrounds the work of a British academic, Professor David Hargreaves, who elucidated a new concept of educational research. Hargreaves believed, ?teaching is not at present a research-based profession? (Hargreaves, 1996). The intellectual foundations of research principles in the delivery of education are an important dynamic. This paper, therefore, will outline the academic journey of this progression.

Educators need to be knowledgeable of a wide range of evidence-based assessments in order to develop an understanding of the condition(s) impacting the child’s success in schools. Understanding the different types and severity of conditions will help guide appropriate intervention, and ongoing assessment is important to determine treatment efficacy. The focus within this paper will look at behavioral inhibition, conduct disorders, and strategies for treatment.

The ideas of perceiving, ideating and presenting are showcased throughout the book. They are interrelated and never occur in isolation. Perceiving “engages the students so that they focus intently on what is to be learned” (Goodman, 29). This phase makes students want to learn by allowing them to take initiative and form their own questions, ideas, and explorations of a topic that is pertinent to their own lives. Ideating “sustains and extends students’ reflections and thoughts of what they have seen, heard, or read” (Goodman, 31). This stage of

diagrams, charts and posters Visual communication, which is based on the use of visual elements, such as drawings, illustrations and electronic images, certainly has made it easy for us to explain, understand and remember/memorize information that is important to us.

Opening with a story about the subject that will be discussed will allow students to become intrigued and interested in learning more, for the reason that the story will be on their level, which will help the teacher introduce the lesson appropriately. Additionally, the teacher can have a project that correlates with the read-aloud in which the students can work together and she can expand their learning by providing thought-provoking questions.

The second one is to connect concepts to visual pictures, graphs, or other images. In a visual presentation with charts and different illustrations it will be helpful to notate the concept that is being taught. For instance, if my history professor is presenting pictures and images in his PowerPoint presentation to teach about the Civil War. It will beneficial to notate what are the image narrating about the Civil War; together with dates, names and where the image is taking place. Memorizing the content using this strategy will assist to recall it for our final exam.

Readers can improve this skill when teachers model the strategy using questioning techniques and think-alouds (Richards & Anderson, 2003). These interactions and discussions in small groups narrow the linguistic divides between diverse students and their peers (Richards & Anderson, 2003). When Gabriella become proficient using this technique, she can use language to verbally express how she arrived at her conclusions (Richards & Anderson, 2003).

During the program that I am in now I’ve learned that for evidence based practices that you must have the access to evidences based- practices, be careful with fidelity, and to check the progress of the students. Today many teachers search websites such as google to create their lesson plans. They do this because many teachers do not have time to sit down and look for the proper research that is needed. These lesson plans that they are finding may not be considered an evidence based instruction method. There are many websites that have been made for teachers which have the proper evidence based programs that are needed for teachers. Next we have to be careful with “fidelity”, which refers to accuracy or exactness to details. Teachers want to be sure that their evidence based methods have strong outcomes from the students. It is important for teachers to not change or leave out any of the steps in the evidence

One of the objectives of this study is to identify the student’s response after using the think aloud strategy. The overall number of students that have been chosen as the respondents were 26 students, 14 = male and 12 = female. The results of the data analysis had shown that 26 participants have a positive response towards think-aloud strategy after it has taught to them. It is believed that students’ responses were influenced by the researcher instructions and the implementation of the think-aloud strategy in the reading activities .Findings from the study in regard to reading strategy assert the role of the researcher is significant and effective. These show how students’ performance was not negatively affected but positively since researcher

My proposed intervention is to have every subject and content teacher implement scaffolding strategies into their daily lesson plans to ensure student success on assignments, essential tasks, and assessments.

Show me could also be used with the whole class while practicing letter writing and recognition or when performing simple addition problems (Lemov, 2015).

Think aloud is process of verbalize the thinking process. The think aloud is a method which used in research to explore the problem solving or to see the process of cognitive by verbalize everything comes to mind. According to Charters (2003), think aloud strategy is think-aloud is a research method in which participants speak aloud any words in their mind as they complete a task. As discussed by Ericsson and Simon (1993) in general, talking out loud does not interfere with the task. Thus, think aloud method makes it easy for the subjects because, they are allowed to use their own language. According to Someren et .al (1994:p 25) theThink Aloud Protocol strategy asks students to say out loud what they are thinking about when writing, reading, solving math problem, or simply responding to questions pose by teacher or other students. In this study, the researcher concern in writing aloud that used by teacher in class writing. While in writing aloud is used the strategy in order to speak aloud or verbalize the thinking process of teacher while perform in class. Psychologist Duncker (1945) originally described think aloud verbalizations as “productive thinking” and a way to understand his subjects’ development of thought. Thus, thinking aloud while in writing is strategy to develop