Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
Unit one also taught me to reevaluate how important certain priorities when it came to writing. I learned from the other unit one authors, Joseph M. Williams and James E. Porter, that when an essay is read by someone who is looking for grammatical error or plagiarism instead of content, they will often find the error and ignore the content. Although I do still know the importance of grammar and originality, this class and the grading style has let me put those constructs in the back seat until the editing process, instead of making them something I had to constantly worry about. I don’t believe that good writing revolves around grammar, but rather how well your words can convey a message to the intended audiences.
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
When I came across anything I thought was relevant in the textbooks I stuck post-it notes around my desk stating briefly what it was and where I found it. Deciding which points to use in my essay was difficult and did result in a considerable amount of deleting and re entering information. Using the textbook I found ir easier to read the conclusion at the end of the chapter first, followed by the summaries at the end of each unit and leaving the beginning til last. This gives me a better understanding of what concepts im covering. I am still finding the referencing process quite difficult but I am hoping this will get easier as the course
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.
Critically analyzing these text gave me a better grasp of some of the more conceptual ideas about language and writing. Lederer’s “The Case for Short Words” helped me understand that often long, complex words are not always preferable. Whenever I was revising my papers I always looked for words that were unnecessarily so. Some of the essays we read didn’t directly tie into my writing but helped me understand how certain choices influenced my consumption of the written word. Carr’s “Is Google Making Us Stoopid?” and Naughton’s “The Internet: Is it Changing the Way We Think?” showed the impact technology has had on us related to reading and critical thinking.
So i can say that in this class, ideology impacted me to an extent, but in certain areas, its still undefined for me. Though my education and how i can ideologically apply it to literature is still undefined, I can easily say that i really enjoyed this class. I walked out knowing more than i did when i came in, and it also altered the way i view things such as friends, family, work, religion and so on. I could never study ideology itself and truly be interested but i am very glad that i was given an opportunity to learn that there are other ways of viewing everyday
The article focuses on the role of literacy instruction for adolescents with reading disabilities. It mentions the challenges encountered by secondary teachers in motivating adolescents, who still struggle with basic literacy tasks, to stay focus on the learning process and the execution of elusive skills. It is critical to the importance of remedial reading instruction extended to secondary level considering minimal guidance from research on effective practices. It further states that emphasis on reading instruction at the early grades is evidently increasing at the secondary
Unlike some people, I don’t have very many writing rituals. Over time I have developed a couple though. Figuring out a personal writing process is harder than it seems, but forms after a while. Most people have traditions or rituals for their writing processes. As a young writer, I don’t have too many.
The Process of Learning to Read and Write As hard working students we know about the importance of reading and writing. Reading and writing are our regular work as well as that in order to be able to fully understand and focused in education, we should follow the basic rules and regulations in learning how to read and write, the type of reading where a reader uses different types of reading techniques. However, every reader and writer has their own style of reading and writing. Many people can grow their strategies in learning because they have their own unique styles of reading and learning. In “Learning to Read and Write,” Frederick Douglass has states that the power of knowledge is very important in our life.