It will help them develop higher thinking skills and aid students’ understanding. Providing multiple opportunities for practice will help the students make connections to develop deeper understanding. Collaborative work will allow them to work with their peers to complete the problems and develop the skills needed. Working in groups allows them to learn from one another. I believe constructivism will help the students develop a deeper understanding about fractions and mixed numbers by providing them with the skills and strategies they need to be able to construct
They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles. This teaching style will allow students to take on the role as teacher and help their peers in learning and assessing new material. It also makes students cognizant of their own biases, whilst being exposed to other perspectives and observation styles that together help the student develop their ability to judge others not according to personal preference or emotional appeal. Furthermore, students can actually develop a cognitive understanding of all components of each skill being evaluated. Peer assessments require that the student-teacher is able to grasp the skill components cognitively.
Although these teachers accommodate visual and auditory learners, teachers should also receive feedback from the students during the instruction to evaluate if they are actually learning. For example, asking students thought-provoking questions, or probing questions, is one of the methods to promote student learning. Probing questions allow teachers to gain an understanding of students’ knowledge and growth. Students also benefit from these questions, developing their thought process skills and building meaning of the content learned. According to Gallenstein (2005), she asserts that “inquiry assists in the development of the understanding of scientific concepts, helps students ‘know how we know’ in science, develop... ... middle of paper ... ... regards on how they view themselves as learners.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly.
MacLean applied to her students because the teacher can be able to show students with their own eyes what is happening. Visual learning and hands on experience helps students make connections, and also it helps them understand the relationship between things and related concepts. Ms. MacLean’s teaching develop her students’ readiness as well as respond to where the students are developmentally because from the video it showed us that she created ways to help her students understand the concept. Ms. Maclean explains that she has her students write, draw and then explain their thinking. She simply presented ideas in different ways so that everyone can comprehend the lesson, since everyone does not learn the
When we working with students with IEPs or 504 plan in the classroom. We should be flexible with different needs of students. Modifying lesson plans, worksheets and assessment methods will help students have better comprehension with class and help teachers to get the most accurate data about their students. Book citation: "To get the most accurate data about what students understand and can do, assessments should not offer only one means of response but should provide multiple opportunities in varied media for learners to demonstrate skills and express themselves." Video citation: in the video, the teacher shared her idea of assessment after she learned UDL.
The effectiveness of the transitions for children, who had ASD from preschool to kindergarten, depends on how the strategies plan by the teachers. Further more, the teacher must prepare not only strategies but time planning as well and how much the kindergarten teachers are prepared for in-coming child. Sharing information and participation from parents are important to support their children with ASD. More studies should be done to promote a better understanding among teachers regarding similarities and differences that exist in educational practices in developed and developing countries.
The topic was Paper Folding, and it was focused on the teacher giving instructions to pupils, to follow the process to create an origami, as well as asking questions, to activate learners’ pre... ... middle of paper ... ...ontributions and encourage incorrect ones by the teacher. It is beneficial for children to be taken into consideration by the teacher, although their responses may not be the most suitable ones. Moreover, teachers have to try to raise children’s self-esteem to encourage their participation. In addition, this purpose can be assessed and co-assessed between peers and the teacher. Overall, some of the objectives proposed may not be very specific, but they can be assessed and co-assessed with different tools like rubrics or writing reports.
According to the textbook “She began spending more time with open-ended objects that let us both the children and me-explore, bump up against problems, and then figure out how to solve those problems” (chapter 1). By her embracing curiosity she became a student along with her class. 3 What new insights did she have about her role as a teacher? She incorporated curiosity and became a learner with her class. After she brought the “dough and screws” to class to used to make “full-length impressions.” She saw how Ben took it a step further and stated making different kind of impressions and was looking carefully at the impressions he was doing; Kelly realized that as a “teacher-learner” she absorbed the way in which Ben learns is instrumental to her.
The teacher should give students ideas of topics they may need to explore. The role of the teacher planning lessons and setting up the classroom, make lesson plans, and instruction are still the job of the teacher, but the early childhood classroom teacher’s job is to make the classroom as student centered as possible to let children build their love of learning and natural curiosity of the world they live in. 2. A kindergartener’s environment should be set up in a way that the children