Each teacher was provided with written material to read and study one day before the initial simulated training and a quiz was given with 100% accuracy to ensure that each teacher understood the procedure. The teachers were then provided with direct feedback from Phase 1. Each teacher received praise for correct implementation of different sections. Protocols that the teacher did not implement consistency were discussed and the situations were role-played out. The simulated FA conditions were once again carried out.
This is something I am motivated to work on. I saw how positively my students responded to tracking their own data and I know that if I can add another form to feedback to their routine they will benefit greatly. I’m wondering what type of feedback will be the most effective. Will written or oral feedback be the most powerful? I can measure how effective my feedback is by the recording the number of students that have mastered a specific math concept after receiving oral feedback then again after receiving written feedback.
Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic success. The purpose of this study is to examine the affect of AR on first grade students’ comprehension scores on the End of the Year Assessment. B. Significance/Importance of the Study Accelerated Reader is a program used in several schools in the United States with the belief that each child has a prescribed practice based on hi/her reading ability.
Considering the terms, the students write down, the teacher will review and emphasize on materials previously discussed in the lessons. -Chalkboard -Markers INTRODUCTION TO NEW MATERIAL. (_10____ min.) What key points will you emphasize and reiterate? How will you ensure that students actively take-in information?
IEP Goals and Objectives The following Individualized goal bank includes examples of goals for students in an elementary school class of students with Mild Intellectual Developmental Disabilities. Some students have secondary disabilities and require the services of a Speech and Language Pathologist, Occupational Therapist and/or Physical Therapist. : Pre-academic: 1. The student, when presented with object and/or pictures, will match by color, shape and/or design, with 80% accuracy by date. 2.
This week had the biggest impact on my professional growth. During this week, I learned that meaningful reflection is " the practice or act of analyzing our actions, decisions, or products by focusing on our process of achieving them (York-Barr, Sommers, Ghere & Montie, 2006). There are many benefits of reflecting in the field of education. The most influential is the effect that reflection has on the learning that your students gain. If a teacher meaningfully reflects on their practices they will create lessons to better impact students.
The first step is for the teacher to select multiple copies of graded leveled books. The teacher then uses these books based on the students’ instructional needs and interests. According to Reutzel and Cooter, graded leveled books are typically categorized to include four levels of children’s reading development: early emergent, emergent, early fluency, and fluency (Avalos, Plasencia, Chavez, & Rascon, 2007, 318). Syntax and organization of language in the leveled books should match most speech of young children. The text should provide a reasonable challenge and an opportuni... ... middle of paper ... ... “high success” instructional setting that encourages strategy use in successful text (Schilb, 2011).
The thought process was emphasized in this writing class, and I think the explicit knowledge benefited most students. The teacher facilitated feedback in various ways. The teacher reviewed a survey that students completed last class. It helped the teacher know student opinions on the pace of the class, time spent on homework, and recommended changes. Also, she gave concise constructive feedback on each student's essay map as they were discussed as a class.
As I think of those times now as an English teacher, I would like my students to experience the same happy feeling of the achieved success. Should I write the above paragraphs in the 'Introducion' section or they could stay here? In this chapter, I will give an example of the extensive reading program (ERP) which will be created and applied to the primary school where I have been teaching since 2010. I will measure students' language proficiency and attitude to reading before and after the implementation of extensive reading program. Afterwards, I am going to present and interpret results I will obtain when researching the effects of the extensive reading on the learners' second language development and their attitude to reading.
4.2 ANALYSIS OF STUDENTS’ SATISFACTION QUESTIONNAIRES The second objective was to explore the learning satisfaction level of the students in the experimental group using DRTA strategy in reading the text. The data for the questionnaires was collected through Likert scale with five points; the rating scale is as follows: 5- Strongly agree, 4- Agree, 3- Neither agree nor disagree, 2- Disagree, and 1- Strongly disagree (Vagias, W.M, 2006). The questionnaire was administered after the intervention to the experimental group. Mean and standard deviation was computed for all the statements. The result was presented in table 4.4 Table 4.4 Mean and Standard Deviation of students’ satisfaction questionnaire Sl.no Statement Mean S.D Level of Satisfaction