SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
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.
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Comprehension Strategies Essay Landon Hayes Grand Canyon University: EED-525 January 30, 2013 Introduction There are many different comprehension strategies that teachers can use to help facilitate learning in their classroom. For many decades there has been research done that shows comprehension strategy instruction works with a variety of learners. Research has found that teaching comprehension strategies in the classroom has helped students to better understand text. Comprehension strategies can be especially helpful when learning narrative, expository and poetic text. Narrative Text Narrative text are stories that tell “what happened, who did what to whom and why.” (Dymock, p.161, 2007) Research has showed that narrative text is usually easier to understand when the text is well organized using a story grammar.
sm with this Storyboard! Print Activity Grade Level: 6-8 Difficulty Level: 5 (Advanced / Mastery) Type of Assignment: Individual, Partner, or Group Type of Activity: Key Themes, Motifs, and Symbols Common Core Standards: [ELA-Literacy/RL/7/2] Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text [ELA-Literacy/RL/7/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama [ELA-Literacy/RL/7/10] By the end of the year, read and
Objectives: After this lesson the student will know how to use descriptive words in stories they write to make the story more interesting to the reader. They will write a story using these words. 2. Materials • Writing paper • Pencils and erasers 3. Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Including a basket of items, which engage the five senses, can be handled and are catalyst for discussion might be considered. Providing large font posters of common expressions and quotes, which are familiar to students, could be helpful. Symbols, metaphors and similes in literature, would be good for small group discussion could be circulated. In small groups, students can write together sentences using similes and metaphors for each sentence, which the teacher offers topics. Allowing students to work in groups with magnetic words that are good words for similes and metaphors that students can choose from to help them in sentence assembly and improvement could be fun and educational.
Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). Gardner initially formulated a list of seven intelligences and claimed that they rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.” The seven intelligences are as follows: Logical-mathematical intelligence entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Linguistic intelligence involves having a mastery of language.
5) Assists teacher to determine group pace and plan modular stage for course completion. 6) Facilitates group measurement and identification of special cases. 7) Facilitates necessary corrective actions and progress monitoring. 8) Allows for clear identification of group norms and exceptions. Relating this to my time as a student and my experience in the classroom, I can outline two contrasting examples that will illustrate my view.
Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively. Baird and Winter (2005) give some reasons on why reflection is require in reflective practice. They state that reflection is to generate the practiced knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. Description of event: As part of our second assignment, our class (two people in each group) was assigned to conduct a role play on interview where my friend Mary held the role as interviewer and myself as an interviewee. The initial planning of the content and rehearsal was done together as a team.