Final Reflection

516 Words2 Pages
bulb-icon

Recommended: Importance of literacy education

“Literacy Matters” (Vacco, Vacco, & Mraz, 2014) is the concept that I will take away from this course. Integrating the concepts of literacy into my science classes by allowing the students to have a choice in their reading material will become a mainstay in my teaching program. Allowing trade books and other material to be used as sources of content material will help the students gain a more in depth knowledge of the course. This approach should provide deeper thinking in the students which will allow for a more comprehensive understanding of the topics (Vacco, Vacco, & Mraz, 2014). Science is constantly changing, and without the extra literature available the students may be learning the wrong or outdated information. Differentiated instruction is another method I will take into the classroom. Combining multiple areas of education in the science classroom can only benefit the students by allowing repletion of core concepts across the curriculum (Vacco, Vacco, & Mraz, 2014). One of the techniques that were already in use in my science room was and is digital reading. All of my stud...

Show More
Related

  • Final Reflection Paper

    1282 Words  | 3 Pages

    Time sure does fly; in the blink of an eye, yet another 7.5-week class has come and gone. Just like life, it is scary to think that in just a few short years I will be graduating college and be in search of a future career. The magnitudes of readings, assignments, PowerPoint lectures, and videos have all contributed to the valuable knowledge I have gained since taking this course. Nothing that was presented or required was seen as invaluable towards my progression of career development. This career development course has allowed me to do some self-exploration, career research, and help me understand what influencing factors were related to the job market. Ultimately, this class helped me gauge and find a suitable career path, which will forever shape my future.

    Read More

  • Final Reflection Essay

    1137 Words  | 3 Pages

    This class has been significantly more difficult than any other English class I have taken all throughout high school. This semester, I have been introduced to different styles of writing that I have never been exposed to before. This class has been stressful, but also fun. With using all of the resources I have been given throughout the semester, I have been able to do my best to further my writing abilities and hopefully only continue to grow them as I finish my later years in college. Throughout this essay, I will discuss my failures, my successes, my overall performance in the class, and my skill development skills.

    Read More

  • Final Reflection In Communication

    898 Words  | 2 Pages

    Over the recent four months in Communication 1402 class, I have addressed three formal speechs and completed a number of chapters in the corresponding textbook “Communication Works”. This course of Communication aims to provide general information what public speaking is and how to address a public speaking. Recalling back the experience during the processes of completing the Speech to Imform, Speech to Persuade, and Group Presentation, I will draw a conclusion about this course and these three presentations in five aspects, comprising my previous perception of public speaking before this course; learning from the Speech to Inform; the goal and evaluation of Speech to Persuade; learning from the Group Presentation; the most important thing learned from this course.

    Read More

  • Boosting Science Engagement Through Literacy in Middle School

    1221 Words  | 3 Pages

    Spurring from a growing concern over the literacy requirements of students in a Middle school science class, Holli Eddins Forrest in “Using Literacy to Engage Adolescents in Science,” asserts that it is not literacy that causes students to “hate science,” but the way in which information is presented. In the article, Forrest aims to analyze motivation and engagement of Middle school children in a Science class, to determine the root of the problem and highlights ways in which educators can cultivate the necessary literacy skills required to keeps students motivated and engaged.

    Read More

  • Scientific Literacy Essay

    1933 Words  | 4 Pages

    The term ‘scientific literacy’ has eluded precise definition ever since it was coined in 1958. That year, in light of the astonishing swift advancements made by mid-century scientists (e.g. the splitting of the atom, space exploration), three publications appeared that made reference to scientific literacy: a report by the Rockefeller Brothers Fund, which called for a larger technically trained workforce to safeguard our economic and military strength, and a more scientifically literate public able to execute civic responsibilities intelligently; a publication from Paul Hurd and colleagues at Stanford University that exhorted curricula leaders to develop pedagogies that promoted both the cultural and practical aspects of science; and a published address by the president of Shell Chemical Corporation, who called for new curricula emphasizing the fundamentals of science, its history, and its significance for active citizenship and everyday life (see DeBoer, 2000 for review). As DeBoer (2000) noted, however, all three publications used broad brushstrokes to define scientific literacy, thus shrouding the term in ambiguity. Indeed, when asked how they interpreted “scientific literacy,” scientists and science educators had disparate notions about the role content knowledge and a broader understanding of the nature of science had in developing a scientifically literate student (DeBoer, 2000). If nothing else, this example underscores the need for clear definitions and fully articulated curricular goals. To this end, educators have spent several decades making sense of the conceptual spectrum of scientific literacy, resulting in the dissection of scientific literacy into the following sub-genres: pra...

    Read More

  • Integrated and Balanced Approach to Literacy

    1602 Words  | 4 Pages

    Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.

    Read More

  • Teaching Literacy

    1239 Words  | 3 Pages

    Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,

    Read More

  • Language And Science: The Role Of Language In Science Education

    797 Words  | 2 Pages

    By incorporating NOS in science textbooks, not only we will be addressing the problem suggested by Sutton (1998), but, also, as teachers, we will be reinforcing scientific expertise needed in to develop active citizens while attaining two roles in scientific understandings that are “knowing how” science was established and “knowing that” which is constituted of facts and scientific knowledge (Bellous &Siegel, 1991). Finally, Sutton’s chapter provides a concise framework for teachers and research scholars to view science teaching and scientific knowledge from a different perspective. Such that the science content and teaching should be viewed from the scientists’ perspective to the extent that collaboration between scientific community is needed to reach such

    Read More

  • The Advantages of Using the Interactive Whiteboard in the Classroom

    1613 Words  | 4 Pages

    Murcia, K. (2008). Teaching for scientific literacy with an interactive whiteboard. Teaching Science - the Journal of the Australian Science Teachers Association, 54(4), 17-21. Retrieved from Academic Search Premier database.

    Read More

  • Reflection Essay On Content Area Pedateracy

    1025 Words  | 3 Pages

    In class, we have been focusing on the explanation of what Literacy III: Research and Pedagogy in Content Area Literacy actually means. Content Area Literacy is defined by as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna and Robinson 1990). Because of the explanation of the class, I feel as if I am learning about the background and deepening my knowledge and understanding of the class as a whole. Content Area Literacy gives each subject areas a reason to include reading strategies in those lessons. These subject areas include mathematics, science, history, and English (Hodges 2015). When you can include reading strategies in these lessons, you are expanding student’s horizons and giving them multiple exposures. I think that this is extremely beneficial in the all classrooms. As for the negatives on Content Area Literacy, it should be noted that teachers should not only focus on reading during the other subject areas. Teachers need to have a medial balance between the content area and the literacy strategies

    Read More

  • Reflection On The 5e Model In The Classroom

    1166 Words  | 3 Pages

    5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to

    Read More

  • Education for Sustainable Development

    1785 Words  | 4 Pages

    Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).

    Read More

  • Nature Of Science

    928 Words  | 2 Pages

    When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach

    Read More

  • Portfolio Assessment

    2763 Words  | 6 Pages

    UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html

    Read More

  • Teaching Elementary School Science

    1323 Words  | 3 Pages

    The National Science Education Standards have set the standards for teaching science. Under Program standard B the standards discuss the best ways children learn science. Program standard B states ì the program of study in the science should be developmentally appropriate, interesting and relevant to students lives: emphasize student understanding through inquiry,, and be connected with other school subjects.î This sums up what teachers need to be doing un their classrooms to teach science. The traditional textbook only and work sheet teaching of science is clearly not recommended with inquiry and hands on experiences. Standard B shows representations of methods to use not only in the teaching of science but other subject areas.

    Read More

More about Final Reflection

Open Document