Utilizing Graphic Organizers in the Classroom ETT4 Task 1 Western Governors University When utilized in a classroom, graphic organizers can be a powerful learning tool. At first glance, what seems like words in a box can be underestimated. Looking closer, one can realize that it is really a high concentration of valuable information placed in an organized pattern on a page. Graphic organizers can be used to not only introduce and organize instructional content, but also to help students identify, organize and assimilate key concepts and related details. When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
Running head: Check Your Perception Jamie Schee Module 3, Assignment Grand Canyon University Com 101 Instructor: Calvin Habig September 20, 2009 Check Your Perception Many of us go through our life going on our first interpretation of another individual(s), and there are times when our assumptions are accurate, but there are also some instances when these assumptions are wrong as well. In the text book ‘Looking Out looking in,’ Ronald B. Adler and Russell F. Proctor give their readers a great insight on how we perceive others and ways or steps we as communicators can use these techniques to a greater advantage. Perception checking is a great technique and tool we can use to progress our communication skills. I want to begin with the three steps of perception checking. According to Ronald Adler and Russell Proctor, “A complete perception check has three parts: A description of the behavior you noticed At least two possible interpretations of the behavior A request for clarification about how to interpret the behavior” (page.106).
What strategies can you use to help communicate with individuals who do not speak English? Illustrate your response with examples and supporting evidence from your textbook. (SLOs 4, 8) Answer: Culture and language can have a huge impact on the development of one’s speech. This is all a part of understanding the audience that is going to be listening to your presentation. I know from experience that jargon can sometimes be very hard to understand if one is not accustomed to it.
It is the schools responsibility to be able to provide good enough teachers, who can prepare these students. In order to have a good education, there must be qualified teachers there to teach and prepare students effectively. Bauerlein questions schools curriculums and the way they are presenting “complex texts” (Bauerlein) to the students; “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit” (Bauerlein). Students learn what their teachers tell them they have to learn, without knowing the effects the teachings will have on them whether good or bad. That is why schools providing qualified teachers are so important
Take a while to imagine a few scenarios that involve communication, and before long you will realise that in normal conversation we receive many clues other than words as to the message that the person is trying to get across. It has been stated that we communicate with people only 7% of the communication is made up from the words we speak and the remaining 93% is made up from the tone and volume of the words 38% and our body language 55%. So when we use language in hypnosis to achieve a change we have to study very carefully what we say. (1a). Through our class discussion we discovered how important the role in how we communicate with the client is essential.
Annotated Bibliography Ben-Porath, S. (2012). DEFENDING RIGHTS IN (SPECIAL) EDUCATION. Educational Theory, 62(1), 25-39. Retrieved from http://search.proquest.com/docview/918794542?accountid=458 This is a good resource that talks about a few cases that have helped to defend the rights of special education students. This article was found from an online educational journal that has many articles that span years.
An intuitive learner is one who prefers to take information in an abstract form such as ideas, images or ideas. When I am learning something new I like being able to see what it is I am learning and use charts, pictures or diagrams to solve it. Visual learners are those who learn through seeing things, they learn by using a visual aid when studying like colorful outline of test materials. Again when it comes to learning I get it a lot faster when someone shows me by using a diagram, picture, outline or charts. In each subject I tend to color organize my notes and notecards which makes it easier for me to study.
BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to