My Learner 's Academic Development On Their Past Work And Observations

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

"Ever since I was a child, I have had this instinctive urge for expansion and growth. To me, the function and duty of a quality human being is the sincere and honest development of one 's potential"(Bruce Lee). I think this quote pertains greatly to how children grow up. The Assignment purpose was to observe a child between the ages of 2 and 16. Human Development is important because it shows what you can identify. For example, if there is anything wrong with your child or if your child is more developed than others. Plus, there is so much that you can learn from observing the child from how they react in their environment and around people. If you know what to look for in human develop it greatly helps in knowing what to do with a child when you least expect it.

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

Lessing, Doris. "Group Minds." Writing and Reading Across the Curriculum. 7th ed. Eds. Laurence Behrens and Leonard J. Rosen. New York: Pearson Longman, 2000. 333-335.

Grouping ELL students with “peer-buddies” or students appointed to assist the ELL student can give the ELL student more opportunities for using conversational English, allow them to receive minor assistance without interrupting the teacher, and give

additional groups to work independently, reading at their own specific level. The roles of the teacher

Her flexibility is an important key in being able to reach every student individually. Mrs. Thompson mentioned in conversation although the children are grouped by the school based on commonality of skill level, she finds every year that the skill level is still very varied. With that said, it is imperative as a teacher that creative ways be implemented to allow each student to learn equally verses “teaching to the middle.” By “teaching to the middle” often times the children who fall behind continue to struggle while the students who are more advanced lack a challenge. Chanel mentioned one way to combat this would be to pre-plan agendas because organization is a key component to a successful classroom

During my practicum observation that took place at my former high school different while in class I got significant information from students on the different literacy traits. In my observation the traits I took from these students were organization, voice, word choice, ideas, and sentence fluency. Each literacy trait is important to improving a student’s overall learning in various ways must effectively is providing students the necessary study habits and sharpen focus. Day 1: Organization was the focus during the first day of my practicum observation. The instructor order the

The development of literacy has taken a number of years. The effort to explain how people have improved on their education using universal formulas has become useless. The growth of literacy is similar to designing a car. Many people with distinct elements are involved, and some of the factors might or might not be done in our control. There is no clear process of improving a person’s education. Therefore, it requires the efforts of those who are specialised in different phases of this development. There are those who help learners perform well in the lower levels while others offer their expertise in later stages of education. In addition to this, if all the people play their roles in the best possible ways and be able to learn from other

Students display higher participation in reading and writing activities, when the dynamics of their surroundings, in which they are exposed to, exhibit respect and encouragement. A mutual respect shown between the students and teacher is vital, as well as providing students the opportunity to collaborate with their peers in a small group setting. In a classroom full of students,

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

The theoretical framework is founded on the pretense that much has been written concerning the problems that many students have with the comprehension of reading materials, especially content texts--science, math, and social studies. Alexander (1988) suggested that these children may be those who have little trouble with their basal readers or trade books, yet are unable to derive meaning from what they read in content area textbooks.

With knowledge gained from previous experience, I knew that the students I would be teaching were comfortable with a variety of learning methods, but work more effectively when a practical or group task is set. I shall therefore tailor my resources to promote this type of learning within my teaching group.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Based on Bandura’s social learning theory, human development is continuous. This concludes that people are constantly changing, developing, gathering skills, watching and performing. Using Ben as an example, he gradually learned certain things in the ESL classroom. As I previously mentioned, writing was very difficult for him upon arriving to the U.S. Ben first learned how to hold a pencil properly, overserving from others and pictures that we provided to him, then he learned how to write his ABC’s, next he learned how to spell his name, and lastly proceeded to form words and write out short paragraphs independently. This demonstrates a smooth process, which Ben had to perform before attempting to write short papers in class.