1. http://www.education.com/activity/third-grade/ In order to effectively teach students with different learning styles, I will most likely be using this website for ideas. Education.com has everything. They tell you how to know what styles your children are better with and give you some activities that you can use to reach all of those students. On their site, you can find specific activities for any grade, or subject, up through high school. For example, I will be teaching third grade so I would go and look under third grade and then go under whatever subject I need, such as math. Once there, I just scroll through and pick an activity that allows student to interact with each other while practicing the subject and having fun. I can also use …show more content…
Tier one refers to all students in general and the basic behavioral problems that come with them. Tier two refers to a more condensed group of students that may be more troublesome and need extra attention to focus. Tier three usually consist of special needs students but can contain any student that is in desperate need of constant supervision due to their behavior. A great intervention for Tier one includes praise. This is where a student receives praise for being on task or just simply being nice and compliant. Praise can come from just recognition to their name being put in a drawing for a prize. A Tier two intervention can involve making a plan. I, as a teacher, would get a team together, such as the principle, a tutor, and the student’s parents and we would all discuss the child and create a plan on how to handle the child. For instance, we could create a tutor session where the child can be one on one with someone and can receive proper guidance in the classroom. Another part of the plan would be for the student to be allowed special movement time. If a child is extremely restless, a few minutes out of the day could help him relax if he is able to move about. And finally, a Tier three intervention would be No Passing Time. This means that the child would not be allowed to leave the classroom until the bell rings and then the child will only have five minutes to go to their locker, get their things, go to the bathroom, and anything else they feel they need to do until the bell rings. If a student fails to make it to the classroom by the second bell, they receive a tardy. In some cases, parents are allowed to drop off their child, to the office, a few minutes before the bell and can also pick them up from the office after the end of the day bell. This is for students that cannot obey hallway rules and have truly horrible
Tier II: Everyone at the meeting signs and agrees with Tier II intervention. Teacher does progress monitoring. Teacher will use a program to help the student more effectively, it will be more formal.
The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.
I try to make the activity as fun as possible in a way that evolves the teachers plan but also suits my teaching style and methods. I usually try to turn all activates whether it be numeracy, literacy or science into a group activity so each child
Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.
There are various instructional methods I will use within my classroom. I have been trained by Cleveland Clinic Children’s Autism Development Solutions incorporates ABA as well as using task analysis techniques to help make the student successful in what you are trying to teach them. The process starts off small but then as they master the smaller steps, they increase to larger steps and can become longer within the activity to show increased task duration. This helps the student become ready to perform certain jobs they may like. I would also have a behavior plan in place for each student so when they have their behaviors then there is a step by step plan to help myself and whoever comes in contact with the student to know
Tier two and tier three students need extra time, smaller groups, narrowed instructional focus, more frequent assessments in order to provide more data, and expertise especially to benefit students.
-Tier 1- Students learn at roughly grade level or above, and are least likely to fail behind
These tiers develop school-wide, targeted and individualized interventions and supports to improve the school behavior culture. All students receive Tier 1 interventions, including students with emotional and behaviourial difficulties. Tier 2 interventions are targeted at students who are not responding to Tier 1 of support. These students usually have both academic and behavior difficulties and require additional support in other areas, for example social skills and self-management skills. Tier 3 interventions support students who have not responded to Tier 1 or Tier 2 interventions. Often students requested for this intervention will have a mental health disorder, serious emotional problems or significant behavioral
In the article “The Myth of Learning Styles,” authors Cedar Riener and Daniel Willingham (2010) question whether learning styles actually effectively play a role in a student’s learning. They begin by defining what a learning style is, which is explain as how a student best learns from the information they receive, and currently learning styles are most commonly described through sensory, such as visual, auditory, or kinesthetic learning styles (Riener & Willingham, 2010). Riener and Willingham (2010) argue that there are no learning styles, but rather that learning depends on a student’s prior knowledge, background, and interests. They address this by providing three myths of learning styles, one myth that is correct and two that are not.
In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.
The third tier is always documented. The third tier referral is a much bigger deal. A teacher should immediately get involved with the situation. Examples of third tier behavior are, getting in fights, bullying, and threats. Some consequences for third tier behavior are,suspension, mandatory oat, and expulsion.
My primary learning style is by visual and hands on methods since I scored the highest in those two areas. The scores in these areas were very close to each other with the visual score being an 8 and the hands on score being a 7, while my listening score being the lowest; a number 4. I believe that it is important for me to know this information about myself because it gives me insights on what my strengths, habits, and weaknesses are while at the same time, enabling me to find learning styles and strategies that are best effective for me. Without knowing this information, I could study for an endless amount of hours on a subject and still fail the exam because there is no point in learning or studying if you don’t absorb and retain the information
There are four different learning style. Thinking, Feeling, Doing and Innovating. In the self-assessment I am a Feeling Leaners. They are understanding to people's feelings. Their own and others'. So before taking action, they ask themselves the "Who" and "Why" along with "What?" "How" and "Where". They are not satisfied with the way their instructor's teaches and ask they're friend. Finally, they before performing they like to rehearse.
After answering questions from Learning Style Inventory I found out that I am a visual learner. Which means I like to organize work to avoid distractions. Makes sense to me I hate to work where all paperwork is all over the place, I actually have to organize it so I won’t be distracted. I like as well to use flash card, visual strategies to improve memory. I also like to do list, to make sure I did everything I was supposed to do today. I also learned that as teacher we have to learn what type of learner our students are so we can use appropriate strategies that will help them in their learning
Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more