The main objective of education is to assist learners in their learning process. Each learner is different from others in a way that they require diversity in instructional methods. Over the years, educators experienced various priorities as new educational theories are emerging. Researchers and transformers have come up with several studies on education with latest findings for improving the pedagogical approaches of learning. There are several theories of diversity in education, however, three main theories based on historical events and problems faced by educators and learners are cultural deficit theory, cultural difference theory and cultural ecological theory (Bolima, 2010).
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
• There is a need to package an answer in order to learn. • There is a need to design a method to teach learning. • There is a need to design our efforts to support learning at the expense of teaching. Click here to download MGT 527 Final Exam Answers 28) Why is the question more important than the answer during the learning and change process? • The way we ask questions answers who caused the problem.
Without an appropriate background, teachers can inadvertently isolate or alienate LEP students who need to feel like they are “part of the instructional setting” so a positive self-image is preserved (Carrasquillo & Rodriguez, 2001). Often, LEP students need special language programs which will supplement their learning needs fairly. Because of the rise of “immigrants and high fertility rates among linguistically and culturally diverse groups in the United States,” (Carrasquillo & Rodriguez, 2001) the number of students in need of special resources such as language development programs and better trained teachers is significant. Educators need to adapt teaching styles to fit the needs of these students because they are important of our country’s diverse
`Module 5 – SLP` Prospectives on Multicultural Education August 2, 2009 Prospectives on Multicultural Education My study is about Cultural diversity and how it affects the education system. We will discuss what cultural diversity is, the challenges of cultural diversity and how do we face them. What is multicultural education and the goals of multicultural education. Policy issues that might affect multicultural education and how does all this translate in to teaching culturally diverse students. This isan important topic, because it addresses the issues that our current educators are facing in and out side of the classroom.
Oral language plays a pivotal role. As teachers we give verbal instructions and verbal explanations, so both teachers and students use spoken language to communicate, to discuss ideas and to ask questions. Teachers we cannot assume that learners should already know how to structure a question or the pronunciation of certain words. Teachers support their students’ acquisition of spoken L2 by planning for students to become familiar with the language they need for their classroom learning. While students were orally communicated in L2, I took note of five correct and incorrect samples of students’ spoken language.
The teachers done all kinds of stredegy to engage me on English. As time go by I was not grasping the assignment as quickly as I should have been. Learning how to point out sentence essential and agreements were just another part of English that was getting me prepared for writting skills. After learning several parts of English I started working on establishing a express book to write my thoughts that come to surface in it. Writing in my express book helped me correspond with English in a different way to understand how writing is a way of English taht should be familar.
Theories of learning underpin teachers’ classroom practice. Critically examine two or more theories analysing their implications for classroom teachers. Introduction Theories of learning fill the pages of books related to education and classroom practice, with each one offering a different account of how people learn. One of the root causes of this variation in theory is due to the fact that each theory presents its own definition of learning. However, what unites these theories is their aim to provide a guide to strong teaching practice that will lead to an improvement in the knowledge of learners.
Expository Text and Middle School Students: Some Lessons Learned Chris Street Voices from the Middle Abstract When students reach their middle school years, they are entering a very important phase where reading is essential to their education. However, this is a time when students are known for avoiding reading. This finding is based on the article “Expository Text and Middle School Students: Some Lessons Learned” written by Chris Street. According to the article, one of the solutions to engaging students with expository text is to treat narrative text and expository text differently. They necessitate dissimilar skills and teaching methods.