Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
UNIT 2 - Support learning activities 1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. As a teaching assistant you will contribute with the teachers to planning, delivery and review of learning activities. As a teaching assistant time should be made to discuss and review pupils’ work with teachers, this can be formal or informal. Planning, teaching and evaluation follow a cycle which gives structure to the learning process. EVALUATING TEACHING - Supporting the teacher in delivering the plan with a child or group of children.
Using SEI Strategies in a SIOP Lesson Plan Fawn L. Stevens Grand Canyon University: ESL 533N February 17, 2014 The class is learning about Native Americans. I am working with their science, language arts and math teachers. All the other teachers are also discussing Native Americans in their classes. Today's lesson is about the Navajo Indians. The students will be conducting research in a small group setting on some basic facts about the Navajo Indians and presenting their findings to the class when they are done.
Children will have a one on one session with their teachers so that the teachers will be able to ask questions and so will the student. There will also be small assignments that will be completed in class as well as homework that is sent home so that the children can continue to practice their skills and continue to increase their learning curve. There will also be short question and answer sessions so that the teacher can make notations of where the children need more assistance. Each method will be used for each child. The teachers will observe the children during free play and during assigned activities so that they can make valid notations and observations about the cognitive development of the child.
As a teacher, she incorporates fun and interesting activities in her lessons so that the students will not get bored. She involves her students in social studies for approximately 30-40 minutes. Most of the time is spent in Math and Reading because they are a top priority. The next three questions were on the use of a social studies text book. She responded that she uses a book for extra support in teaching a concept; also it is a good resource for maps and diagrams.
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
Jenny Brickell CHCDIS405A Facilitate skills development and maintenance. Activity 1 1. They include: Advocates Behaviour consultants Carers Disability Support workers Education Psychologists Occupation therapists Teachers Outreach workers 2. Identify learning opportunities Recognise the person’s strengths and competencies Create options for people to develop strengths and competencies 3. Summative assessment: Is usually used at the end of a formal learning course to be able to a give a course mark (grading) Formative assessment: Also called an educative assessment used to aid learning in an educational setting.
However for the other students in the class we would be working on their targets during this time. Adapting the maths lesson on the NC to them all individually, we have TAs on a one to one with each child so they get the best help, and while Lillie is being asked by her TA at the time another TA would be working with their student for instance working on the physical skills to knock a green bottle over as they are learning, how to use their arms etc. We use the NC and EYFS, we adapt all to the children we have in our class individually, making sure they are getting the best development skills for them at that time. Task 3 – 3.1 Methods of observations include the following; * Snapshot – Which means; you observe the pupil at a specific time, for example, behaviour during a certain activity. * Structured – this would be observing a pupil during a particular activity set up to gain exact information about the pupils learning.
This means that they ask the class and as students put their hands up; they take ideas and record them on the board. Meanwhile, all the other students record the quotes and interpretations in their own books. 6) Do the same for all the quotes/statements. At the end of the lesson, pupils should have two ‘thought showers’ and should be familiar with images of darkness and light in Of Mice and Men. 7) In the plenary session, or even through an essay, they should consolidate all that they have learned on this.
She should use this resource to have these ELL students assist those who are struggling but can relate to the similar cultural attributes. 2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom? Determining the interests of the students can be done by the teacher using question and answer sessions that incorporate students likes and dislikes into the discussion. She can use surveys and other assessment tools to give to students asking them about what they find interesting in regard to their interest in school as well as life in general. The focus should be on determining the students studying habits and learning styles to develop the most astute lesson plans that can cater to the student interests to facilitate a learning environment that gives students the most optimal chance at success 3.How can she include aspects of her students' language and culture in her plans for the school