Implementing Instructional Strategies

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

One of the U.S. educational challenges of today is meeting the educational needs of the English language learners. This growing diverse population of English learners has to simultaneously learn to build their English language proficiency and the content area within their grade level standard. This makes it a double challenge for them and their teachers. After observing a lesson based on a video simulation of a classroom, I will discuss five components: comprehensible input, ongoing specific and immediate feedback, grouping structures and techniques, building background and vocabulary development and student engagement that were integrated into the lesson. I will then discuss what methods and techniques should be utilized when

This paper will briefly describe the targeted instructional setting that is the foundation for the discussion that follows. Then this paper will present the implications of several theories of cognitive development on the curriculum and instructional strategies used within the targeted instructional setting. These include the cognitive development theories of Jean Piaget and Lev Vygotsky, among others. Based on these theories, two recommended adjustments to the curriculum content for the targeted instructional setting will be presented along with a justification for the recommendations. This is followed by a recommendation of two instructional strategies for the targeted instructional setting and a justification for the recommendation.

A technique that is critical for success in an ELL classroom is scaffolding. This is a technique that is similar to the Zone of Proximal Development (ZPD) which is the difference between a student’s lone accomplishment and what the student could achieve with the assistance of someone who has more experience or knowledge (Echevarria, Vogt, & Short, 2008). Teachers utilize this technique by providing a lot of support in the earliest stages of introducing a new

Instructional Coaching: I provided instructional coaching with a first-year teacher from January, 2016-March, 2016. I worked with the teacher to plan lessons that aligned to the course standards. We began with designing an appropriate assessment for each unit and then discussed various strategies and techniques that would help students achieve mastery. I assisted the teacher with differentiation in the lessons to meet all students' needs and then co-taught with the teacher for the first two weeks of the coaching cycle to model lesson integration and classroom management.

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 purpose of this study is to evaluate the effectiveness of the Comprehensive Instructional Sequence when decoding complex text on students’ reading comprehension. Two groups of students were selected: one group used Comprehensive Instructional Sequence to decode and scaffold text; the other group used the previous classroom methods in which there was no continuity. Students were measured using State of Florida progress monitoring tests in which reading comprehension and Lexile were measured. Students in the experimental group were taught using the Comprehensive Instructional Sequence for four weeks. Analysis has yet to be determined. Therefore, the findings are unable to be reported. The abstract will be updated when the study period

As the teacher I would respond to the data by having the students in the classroom practice sounding out their letters and identifying them in pairs together or as a class. If students are in a pair they can test one another and it would be enjoyable for them too. As the teacher I would respond in ways such as working with students one on one in a rotation to make sure that all students in the class were close to the same level. With one on one attention students will develop an understanding that they cannot just go through the motions and this will help them succeed with sound and letter dinftiation caplaltilies.

The Individualized Educational Program (IEP) is a program put together by a special education teacher, general education teacher, the student, and the student’s parent. They use this type of team work to develop a program that retains goals that are accomplishable by the student IEP determines the placement of the student in the educational environment whether it be in a general education classroom, special educational classroom, separate school, homebound or hospital instructional

Demographic data collected throughout the United States indicates increased rates of ELL students enrolling in the public education system. These students require specialized instruction for success in their learning. As a result, this emphasis places a heavy burden on schools and teachers. Schools are finding more and more demands to train teachers to meet the needs of this increasing population of students. Teachers in the classroom need to find alternative teaching strategies to provide instruction that may be understood by all students. In many instances, this means the teacher must spend more time providing individualized instruction for ELL students.

Direct Instruction is often associated with traditional lecture style teaching in the classroom and is most commonly used teaching method. Direct Instruction is an instructional approach that is teacher led either by lecture or demonstration and is structured and sequenced in nature (Hidden Curriculum, 2014).

When teaching a lesson, the first core teaching strategy I use to achieve my results is to engage the students and/or relate it to my students. Students learn much more effectively when they are engaged and interested in the topic they are learning. By creating an activity that gets the students involved and interested they will learn the material more easily and have fun while doing it. I could also relate their lives and interests in my lessons. Students will pay more attention when the topic is related to their lives.

Theories of instruction provide criteria that in most cases tries to offer guidelines for educators and policy makers as they deliberate on the best instructional designs to adopt. This means that instructional strategies are well embedded in reputable theories and inquiries when it comes to learning. Consequently this form the foundation for designing different traditional and online learning settings. When evaluating instructional theories two aspects should be well defined. According to Reigeluth (1999) educators should check whether the said theory is actually a theory or it is a list of proposals or a model and whether it is not a learning theory. Ideally, an instructional theory should have characteristics such as internal consistency,

Christina shared the last article that we will look at and it was called “Elementary-Aged Students’ Perceptions Regarding Appropriate Instructional Practices in Physical Education.” With PE being looked at as “glorified recess or playtime,” by not only parents, but the public as a whole; it is easy to understand why people don’t see a benefit in offering students PE as a class (Barney, 2014). Therefore, it is important to point out the benefits of PE to help reassure those who are skeptical about it. This article explains the importance of teaching in a way that allows students to grow, to learn and to understand underlining goals, especially at a young age. 2,479 elementary students 3rd, 4th, and 5th graders (1,277 males and 1,202 females)

Determining mastery can be a complex procedure even for the most experienced educators. It involves not only a designated percentage on assessments, but also must take into account the cognitive complexity of the assessment as well as the nature of the learning goal students are being asked to master. This further requires consideration for “the rigor of expectations set for students’ performance” (Guskey, 2001). An assessment can contain items or tasks that are so challenging that even students who receive a low “cutoff” score can be deemed as having achieved mastery. For example, think about the Graduate Records Examination (GRE). Though a student may only answer half of the test questions for the GRE physics exam correctly, due to the complexity of the questions, they will have performed better than over 70 percent of those who take the test.