Teaching Strategies Paper

I believe collaborative work is a useful strategy to help students develop understanding of concepts and become independent thinkers. It allows teachers to build a learning community in which students are able to work together to support each other’s learning. When using collaborative work, students become active participants of each lesson and the teacher becomes a guide that supports students throughout the learning process. I use collaborative work in my classroom because it allows me to meet the needs of my Special Education and English Language Learners. When my students work together they are able to put their strengths together to solve academic problems and complete different tasks. They are able to get along and work together to apply

It increases self-esteem and motivation among students, improves complex and cognitive thinking, creates positive feelings among students and about school, and makes responsible students. Most teachers have the same point of view. They believe that students learn better in collaborative groups than in traditional classroom settings (Zarei and Gilani, 2012: Gilani, 6).

The therapy tool I explored and critiqued was the Language Lab RTI. This therapy tool is a response to intervention (RTI) program for teaching grammar, vocabulary and story telling. It is designed for elementary school students from grade kinder through fourth whose English language abilities are below grade level standards. After exploring this therapy tool, I found it to be a great intervention tool because it is a 15-hour program that provides tier II and III language intervention for children in groups of 2-4. The language lab RTI comes in a box and contains all the required materials for the program. This intervention program can be done in a clinic setting or in a classroom, which is perfect for school aged children. The main goal for

Before I started this course I thought it was mostly going to be about the development of children and their psychology throughout their school years. Now I think that this course is about the education process for teachers and the students as a whole. What changed my mind so quickly was that the very first chapter was about what makes up a good teacher, from their degree to self regulation and decision making. In this course I learned how teachers handle different situations in the classroom like differences in students and testing students knowledge. Chapter 2 form the class textbook was about the cognitive development of children and that is where we learned about Piaget’s our stages and Vygotsky's two ideas. The development paper was based off of their theories, and I was able to choose a age range to focus on using Piaget’s and Vygotsky's ideas.

As instructional leaders we must understand that our impact on student achievement is only an indirect one. We must build our team and climate and then support the teachers so that they can be successful. Research has provided a framework that identifies four components of a quality learning environment: 1) learner centered; 2) knowledge centered; 3) assessment centered; and 4) community centered (Brown, 2015). The four components work together and support each other to help establish a productive learning community that helps increase student achievement.

Implementing developmental concepts and theories in a classroom can increase student achievement. Success within a classroom starts with the success of a teacher. According to Barbara Blake and Tambra Pope, “teacher must develop a better understanding of their students’ cognitive development, which will lead to the needs of the whole child being satisfied.” (Blake B. & Pope T., 2008). Educators must comprehend how an individual’s mind processes information from thinking to perceiving to remembering to learning. Grasping the comprehension of a student’s mental process and constructing suitable lessons, “using developmental instructional techniques, teachers have been able to increase the test scores of children in public schools.” (Blake B.

I will add a strategy to the lesson to promote learning. I will add questioning to the group work and the Power Point activities to promote higher level thinking skills. This will allow students to think about their answer and explain why they think it is correct. They will also be able to ask one another and the teacher questions to clarify information.

The teacher has the flexibility of placing students together based on results from previous assignments, academic ability, or even based on whose behaviors and attitudes would encourage instead of limit or prevent the successful completion of an assignment. Cooperative Learning is unique because gifted students and those who may have academic limitations or are students with disabilities can work together. In addition to learning a concept, this method can improve the self-esteem of those students who may have feel inferior to other students and encourage socialization of students from different learning

Teachers also received training in this area. The groups, then, participated in grade-level appropriate math units. Students were further encouraged to work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and would be measured by an ANCOVA test. The team found that there was a significant relationship to students using helping behaviors in cooperative learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers without explanation (Nattiv, 1994).

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.

When talking about my personal beliefs in God and how these stem from those when teaching and the instructional practices that come into play. I believe that God created us with a brain to learn and to understand the material. However, students are therefore being given an education and are being able to fill their minds with the teaching that will equip later on and to be able to acquire the knowledge needed in the class. However, I do plan on incorporating my beliefs and the bible teachings into my daily lessons because I don’t believe in restricting the bible from that of the classroom and the student’s education when I know that the bible holds all the truth. The students can then know the truth and whether they want to believe it or not is up to them, but I am going to include this into my lessons as this will create a well balanced and academic learning environment for the students.

Some students in elementary school seem to breeze through their school years, whereas others struggle, putting them at risk for getting lost in our educational system and not reaching their full potential. Parents and teachers want to help students succeed, but there is little guidance as to which learning techniques are the most effective for improving educational outcomes. This leads students to implement studying strategies that are often ineffective, resulting in minimal gains in performance. As educators, one of the main goals in the classroom is to have students be able to transfer the material they learn in the classrooms and translate that to the real world. We must produce effective problem-solving and critical-thinking skills in our young students so that they are ready to overcome any problem that awaits them. In order to get a better understanding, I visited three schools in the Selinsgrove area school district. I visited the Selinsgrove Intermediate and Elementary Schools and I also visited the Child Development Center located on the campus of Susquehanna University.

Cooperative learning consist of five basic elements, 1) Positive Interdependence, 2) Face-to-face Interaction, 3) Individual Accountability, 4) Social Skills and 5) Group Processing. Research backs up Marzano’s cooperative learning strategy as a key component of a progressive learning tool. Positive interdependence is the idea that when students are grouped together, they will consciously be held accountable to one another and share in the responsibility of the project. Team members work together with the idea that each member plays a vital role in the achievement of their overall goal due to the obligation to the other members. Face-to-face Interaction involves students working together to teach each other the material. We have found, through various studies that one of the best ways to learn a given material is for each member of the group to teach a section to the rest of the group .Individual Accountability speaks for itself. When a student is held accountable for their portion of the project and is held accountable by their respective peers, they feel obligated to do their part of the project. The fourth part of cooperative learning is, in my opinion, the most important skill learned in this process, the Social Aspect. In the social dynamic of the group, students learn skills that will take them beyond the walls of the educational institution. Social skills will guide students in learning communication skills, decision making, cultural learning, conflict resolution,

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. Cooperative efforts result in participants striving for mutual benefit so that all group members: * gain from each other's efforts. (Your success benefits me and my success benefits you.) * recognize that all group members share a common fate. (We all

While going through school, my coursework has prepared me for student teaching in many ways. While going through elementary methods we were split into groups and taught a unit to five home schooled students. During this time I learned about how to choose a theme and then develop an original unit around the theme. I also learned about the value of play and storytelling when teaching elementary students. I reflected on the importance of play and storytelling when writing my final case study paper. Being able to transfer my lesson plan from paper to teaching the students helped me critique my way of designing lessons because I realized where I need more time or where I need to check for understandings.