A Lesson Essay

1. It is imperative for teachers to not only monitor their students’ behavior in the classroom, but also to assess their students’ literacy development effectively, so they could be ensured of their students’ learning progress, which is the most significant point Tompkins makes in Chapter

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

Literacy Collaborative is high quality program oriented around rigorous instruction and purposeful teacher-student interactions. It is a framework based on authentic, global, and holistic language acquisition, which include both reading and writing workshops. Within this framework teachers differentiate instruction through flexible grouping such as whole-class, small group and/or individualized instruction. Additionally, teachers create opportunities for students to engage in targeted activites throught the utilization of interactive and shared reading experiences as well as tailored vocabulary and phonologica awareness lessons designed to met individual needs. The Literacy Collaborative framework strives to ehance student learning through engagement, purpose, systematic routines, data based instruction, and targeted interventions. Students are encourage to beome an active participant in their learning experience through student choice, open-ended question, and targeted

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

What are ways to connect research and practice? How might counselors use research in marriage, couple, and family counseling?

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

Brief Description: Due to the chicken and egg dilemma surrounding co-occurring disorders, for years researchers have faced the challenge of what to treat first, in other words identifying the main issue. Now after twenty years and being given the title of an evidence-based practice, researchers have come up with a holistic approach in treating co-occurring disorders. Researches coined this evidence-based practice as integrated treatment, which is basically a marriage between health and mental health services/treatment/interventions.

The article that I choose to complete my article summary on was called “The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative.” This article described “how the Alliance Competencies were exemplified in the activities of the partners, leading to educational activities that contributed to improvements in clinician performance and patient outcomes. There are 8 areas of alliance competencies supported in this article. The areas consist of Adult Organizational, Educational Interventions, Performance Measurement, Systems Thinking, Leadership, Administration/Management, and Self-Assessment and Lifelong Learning. Since there are predictions that the expectations of health professions change, so does educational performance expectations. The 8 areas described in the article provided support for planning and evaluating the expectations. Three main points addressed in the article are Educational

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

According to Friedman (2014), the quality and productiveness of clinical care have become most important in many Western countries as the cost of health care continues to rise. Public facilities such as clinics are advice to assess and improve their treatment services as well as tools to target evidence-based practice interventions (Levy et al., 2014). On the other hand, treatment effectiveness, clinical accountability, higher standardization, and cost-effectiveness is another important factor to the administrators, policymakers’, clinicians, and patients alike, complexities comes when controlling what evidence is contemplate acceptable. Some researchers in the field of psychotherapy have suggested that clinicians are not well-enough trained

Other data such as patient satisfaction should be collected through questionnaires distributed to patients in a variety of forms. Using telephone prompts might collect more honest answers, but questionnaires also might produce the most results if handed to patients following their visit to the facility. These satisfaction results should be taken into consideration and weighed against the total number of wait time a patient was subject to during their visit.

The faculty adoption of evidence-based instructional practices and their overall approach to pedagogical change has primarily been examined through stage-based models of change. While not readily applied to education, the Trans-theoretical Model of Health Behavior Change (TTM) provides a cyclic, stage-based model of change that provides processes to advance through the stages while recognizing faculty context and self-efficacy that will support their pursuit of pedagogical change.

In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This was the thought anyway, before Miss. Moore moved in. She was a school teacher who took it upon herself to teach the neighborhood kids. On one summer afternoon in particular she was going to take the kids into town on a field trip. The kids are not at all happy about this because they know it is summer break and they are not supposed to be in school in the summer. They would rather be at the pool playin’, but Miss. Moore knows that if these kids want a chance at a better life,

Literacy is the cornerstone to all learning; it is imperative to future academic success. (Tracey and Morrow, 2012). Due to the significance of literacy instruction, there are a myriad of ways to teach literacy. Literacy is a complex subject, honing in on balancing reading, writing, speaking, and listening. As a result of the complexity of literacy instruction, we arrive at the age-old debate of what is the best literacy instruction. My philosophy of literacy instruction centralizes around the Whole Language Theory and Balanced Literacy; however, I also blend in additional theories/approaches to teach effective literacy.

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.