Key Words In The Classroom

This learning experience is designed for a year 1 class (middle of the year) with diverse learning needs. The lessons take into account Gardner’s multiple intelligences theory and caters for EAL/D, students who are ready to move beyond the lesson and students who are not ready to move beyond the lesson. The activities seen in the three lessons may be modified to suit the needs of individual students (refer to catering for diversity).

The IEP shows some goals that demonstrate appropriate teaching strategies that can help the student in her education. For example, small group, individual assistance, praise, chunking, repeat instructions, modeling, manipulative, and extended time are some of the instructional accommodations that I implement with her on a daily basis. Additionally, the component of listed IEP goals shows that I demonstrate my skills in teaching effective skills to students and consider their needs so I can bridge the gap in their education. The IEP goals are related to student’s needs and weaknesses, life experiences and interests. For instance, when presented with a list of words commonly found on personal data sheets (i.e. name, first, last, address, phone), the student will correctly pronounce and insert at least five of the ten words with 80% accuracy over 4 out of 5 trial days as observed and recorded by staff. This goal is functional and will help the student in case of an emergency that she will need to tell people about her name and

Section 1: The first two worksheets were used as a guide to get students prepared for a Text Analysis Response. The first sample is from a student with an IEP, the second is from a General Education student.

“Just as students have different personalities, they also have different ways of learing (Slavin, 107).” Learning styles are another important factor to incorporate when implementing the best learning environment. Learning styles are defined as an individual's mode of gaining knowledge. The most common learning styles addressed are auditory, visual, and kinesthetic. Auditory leaners understand information through hearing. Visual learners need more visual aids in the learning process, such as diagrams, webs, or pictures. Kinesthetic learners learn better by using manipulatives or by being physically involved in the learning process. Learning styles is a piece of the “backbone” of differentiated learning. Both are used to individualize instruction to help students achieve the most success.

It can be argued that the more modalities employed and presented to students, the greater their chance for successful learning becomes. As educators, if we appeal to all strategies of learning, we are more likely to enhance the learning of everyone in our target audience. This may be challenging as we ourselves tend to flock to a particular learning style, and in turn, tend to teach the same way. It also may be a challenge to address each individuals learning style, as it may be difficult, or even impossible to know each and every one of their learning preferences. However, the first step in overcoming that challenge is to be well versed in our own learning preferences. If we are well versed in our own

After analyzing results, I deviated from my lecture style of teaching and began making the students more accountable for their learning. Visual students interpret information more clearly if it is in color. To expand their learning I encouraged students to use highlighters (to identify key vocabulary) and colored pencils / crayons in their math journals (to draw diagrams). Students were also encouraged to draw pictures of a story to show their comprehension of reading material. In addition, I planned more visual games to help students with reading and mathematics. Students participated in review jeopardy, jigsaw activities and used white boards to write timed group responses to answer questions. As a result student engagement increased and behavior significantly improved among

Although the six tips are equally important, essential knowledge and limit jargon plays a major role in developing an effective IEP. Tip five, essential knowledge, ensures that the entire team (teacher, parent, and other supports) have knowledge about the student and their needs. This tip helps build the curriculum and determine the appropriate assessment need for the student (Diliberto & Brewer, 2014). The sixth tip, limit jargon, encourages the educator and the other supports to use a type of language that parents understand the IEP and the meeting (Diliberto & Brewer, 2014). Not all parents understand acronyms and turns that are primarily used in IEP planning. If the parent understands the jargon or language, they are more likely to provide more feedback during IEP

We first started off with a pre-assessment asking the students a few questions about the author’s point of view. I found that many students were unsure of what descriptive words were. Though some students understood the questions completely, there still were a large amount that needed a refresher. I struggled with introducing the new lesson and was unable to help students plug in prior knowledge to attain understanding. I strongly feel the reason for my struggle was because I was not fully recovered from surgery I had just days before. My

In order to thoroughly engage learners and their specific brain dominance it is important to discuss subject matter with a big picture approach and then to discuss the details. This will involve learning from the left side as the small details flow into a larger subject. The right side of the brain will also be engaged when learning a subject through visualization of the big picture. In today’s school systems subjects tend to be taught the same: different subtopics are broken up and taught at different times until all material is covered. The big picture of the new material is not usually united to the many small groups of details that create it. This makes learning much more challenging instead of a natural reaction that teachers should strive for.

This almost seems like one of those times that discussing something and hearing about a similar idea later is more than coincidence. In an almost serendipitous turn of events, I have spent the week discussing with teachers the importance of differentiation, and more importantly, the adherence to presenting material in more than one way through our professional learning communities. This was along similar lines to Gardner’s work with learning styles as discussed by Hattie in Visible Learning (2012). The connection stems from Hattie’s assertion that not all learning styles are equal and that visual and auditory are more prevalent than others in our society. This is not to say that others are less important, but rather that some occur as strengths

Students will complete work samples like narrative concept. Journal entries. Teachers will assess sentence structure and use of vocabulary words.

I will provide my students with thesauruses to assist them with word choice. They will help each other with conventions and word fluency. During this process the students will edit and make any necessary revisions. Once they have completed their projects each group with present their website page to the class. Students will guide the discussion and ask questions. During these presentations I will begin to assess my students through observations. I can begin scoring their ideas, organization, voice, sentence fluency, word choice and presentation by using the 6 + 1 Traits of Writing

I think that having the students share key words with the group and then discussing the importance of the word was a strong point of the lesson. As well as the overall involvement of the students. A lot of the students want to share their ideas and this was a good way to help them understand what key words are and why it's a key word.

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

However, the use of modeling, multiple intelligences, scaffolding, and differentiated learning I feel greatly enhanced learning. As a matter of fact, according to Coffey (2013), research showed an effective strategy of instruction is modeling