Learning Theories

1286 Words6 Pages
Instructional Setting The teacher is teaching in a small country public school in Crane, Missouri. The class sizes are small, and there are approximately 45 students in each grade. Crane is a Pre-K-12 school, and all grades are on the same campus. The teacher teaches first grade with approximately 17 students in my class. The classroom that this student was in has the student sitting in small groups with centers all around the classroom. Some of the centers are word art, writing using the word wall, there is a reading center and a math center. The classroom has visual aids such as the word wall and picture cues to help the students with their writing. The student is eight years old. The student has already been retained in Kindergarten. This student has made very little improvement in the last two to three years. Some of the students in the class come from single family homes and some students come from a low economically status. Audience The audience is a first grade student. The student is in need of extra assistance in reading. The student in this classroom is struggling with reading activities. He is about eight years old, and has been retained once in Kindergarten. Content Before the student can work on the short “e” the student needs to be able to identify the letters in the alphabet from A-Z. He also needs to know the consonant letter sounds. The students will need to be able to apply consonant letter sounds when reading words. The student will be able to apply the short “e” sound to sight words. The teacher will teach the student a mini lesson on the short “e” vowel sound. The teacher and the student will together for a long period of time on the short “e.” The teacher let the... ... middle of paper ... ..., 116-130. Murawski, W.W., & Hughes, C.E. (2009). Preventing school failure. Response to intervention, collaboration, and co-teaching: a logical combination for successful systemic change, 53(4), 267-277. Pereles, D.A., Omdal, S., & Baldwin, L. (2009). Response to intervention and twice-exceptional learners: a promising fit. Gifted Child Today, 2009(32), 3. Reynolds, C.R., & Shaywitz, S.E. (2009). Response to intervention: ready or not? or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24(2), 130-145. Robler, M.D,. (Ed.). (2003). Learning theories and integration models. Upper Saddle River, NJ: Prentice Hall. Snyder, P.A., Wixson, C.S., Talapatra, D., & Roach, A.T. (2008). Assessment in early childhood: instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention, 34(1), 25-34.

More about Learning Theories

Open Document