Collaborative assessments allow students to get involved in the assessment process. Students who are included in this process are better able to take on a dynamic role in their own learning. When students have a clear grasp of their own strengths, weaknesses and abilities they are better able to set, monitor and meet learning objectives. Self and peer assessments are two examples of formative assessments that permit students to become engaged in their own learning. They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles.
The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult. As I have worked with students and observed lessons being taught I find some of the students struggling with in understanding the language of learning because they do not understand the vocabulary being used. They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text.
In this essay, I would like to discuss the case of dyslexia and explain how we can help these kind of students by using specific teaching models and skills. Characteristics of dyslexia Firstly, we should briefly introduce the factors of dyslexia. Dyslexia is a kind of disease that affect the passion’s ability in reading and writing. They would find it difficult in identifying the pattern of words and write them in a correct way . As a result, student who having dyslexia will be very difficult in catch up the course content as other student because they must spent more time in remembering the word of contents and understand the meaning of those words.
Study skills are an important part of academic life and one of the difficult areas in this is reading with comprehension. This can affect the student ability to read course material, understand and remember what they read or simply communicate effectively what they have just read. There are several reasons for having reading comprehension issues. Such as learning disabilities, retention difficulty and not able to make the connection between ideas and the passage of what you are reading. There are different types of learning disabilities that can affect your reading comprehension.
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
Learning how to learn involves reflecting on evidence of learning. It is a part of the cycle of continuous assessment. This is where students and teachers set learning goals, share learning intentions, evaluate their learning through dialogue and self assessment and peer assessment. Through this learners become aware of what they learn, and how they learn. Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher.
Fluency is the ability when one is the essential part when it comes to the reading process. With fluency, a student is able to comprehend the text better and they are also to build on their vocabulary. Something that is important is that when students struggle from fluency it makes it harder to understand what is happening in the text. Also, it makes it harder for them to recognize words from the text. According to the article important indicator that helps builds when a student has to comprehend, it was mentioned that lack of fluency can result to barriers for succeeding to a higher level of understanding for proposing and learning (Rasinski, Rupley, Pagie, & Nichols, 2016, P.164).
Teachers must understand why writing is important and its development before trying to teach it. However, many teachers lack this knowledge (Graham, Gillespie, & McKeown, 2012). Most believe that the desire to write comes from basic writing strategy instruction and student motivation. Though motivation plays an important role in learning, the lack of these basic writing strategies results in low motivation (Lan, Hung & Hsu, 2011). Many believe that students should be motivated to write in order for them to be successful, however, Graham (2006) has found that writing development is shaped by all of these factors: strategies, skills, knowledge, and motivation.
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter.