Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details. A graphic organizer encourages students to actively seek out important details and helps filter out the non-crucial information. Students are forced to focus in on the areas of information that are important and in the process of filling out the organizer students are then able to make important connections between details. It also provides an outline that organizes the lesson information into a logical pattern making even more sense of the content increasing the student’s comprehension. Another benefit of utilizing a graphic organizer during a lesson is that it gives the
Being a part of drill team has helped me with control by helping others in learning routines or chants with taking charge when others do not. I learned that although I am young, I am in control of my own progress, and I am the one who can change situations for better or for worse. The biggest impact my drill team experience has given me, is determination to push myself to achieve. Without the heart or skill to do something there is no progression. This experience describes the dedication I have to go to college because it showed me I am capable of handling the challenges it may offer.
Besides technical instruction, the programs of study offered at ITT Technical Institute focus on helping you develop problem solving, critical thinking, and communication and teamwork skills. What are at least two goals you have for yourself in this class? One of my goals in this class is to explore new ideas, review established thoughts, and approach information technology in a critical, thoughtful manner. Another goal I have set for my self in this class is to refine writing style for more strategic clarity, concision, coherence, cohesion, and emphasis. The best option is to read more of the things that I want to write - read, read, read!
The middle school students increased their abilities to locate main ideas when challenged with exercises in the lesson cycle. The lesson cycle was effective because it gave students practice with text structures, signal words, and graphic organizers (Montelongo, Herter, Ansaldo, & Hatter, 2010). The students also confirmed their comprehension through the correct rewriting of the given text. The authors conclude the study by acknowledging that further study is needed in order to evaluate the quality of expository writing and its effectiveness on comprehension. They further recognize that this study was limited to the specific use of main idea placement in either the first or last
4. Research Questions What are you proposing to investigate? How daily storytelling sessions engage and motivate pupils in Literacy lessons and how they will improve Literacy among children as the style and structure of stories and poems becomes embedded within their learning. 5. Methodology What research approach or strategy are you intending to use?
While this book has some weaknesses in helping you select the direction you should go in, it is superb in helping you pursue your goals once they are set. The early chapters of the book focused on creating awareness to the idea that being truly successfully results from choosing a job that sparks passion, risk, and excitement in life. Combs gave excellent advice in aiding students to find what they are truly passionate about. While reading the sections that included reader interaction, such as pulling out a pen and jotting
All of which have been used together to provide a learning platform that is diverse and enables the learners’ and myself to explore creativity within the classroom. My understanding of creativity within the curriculum has developed significantly over the course of studying. Initially I adopted an erroneous view of the creative curriculum.As Beetlestone (1998) states, creativity has very much taken a back seat since the advent of National Curriculum. However the Governments response in the late 2006, committed to the recommendations made in the Roberts Review, emphasized the cross-curricular approach to creativity as broader than the arts, and indicated the need to retain high standards alongside creative engagement. Understanding creativity is now concomitant with the whole curriculum formed my sentiment ts for my SOW.
On the contrary, aural study strategies engage “attending classes, discussions, and tutorials, discussing topics with others and teachers, and using a tape recorder.” People who are good listeners and learn better by hearing have aural strategies. Kinesthetic strategies, however, require you to completely take notes and fully engage yourself. Another comparison can be between read/write strategies and visual strategies. Visual strategies “use symbolism and different formats, fonts and colors to emphasize important points. It does not include video and pictures that show real images and it is not visual merely because it is shown on a screen.” It is similar to read/write strategies because read/write strategies also engage using your eyes to read but visual strategies use things that are prominent to your eyes.
Wilkinson states that these assessment aspects arose from an ‘interaction between our perceptions of the written materials, teachers’ judgements and theoretical considerations’ (Wilkinson, A., Barnsley, G. P., Hanna, P., & Swan, M., 1980). It is here that Wilkinson’s model of children’s development in writing is particularly helpful as it shows that the child has developed their quality of thought in a cognitive capacity; the child shows an awareness of the world and an ability to describe, interpret, generalise and speculate on it (Winch et al, 2010). Other ways that teachers may help children to expand on their development are through the use of VELS speaking and listening standards. Where students are given opportunities to use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification and to produce brief spoken texts that deal with familiar ideas and information (VCAA, 2006). The ability of a child to draw on cognitive thought and view the world around them relates to the Piagetian Theory of child development.