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Teaching the writing process reflection
Teaching the writing process reflection
Teaching the writing process reflection
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In the video, teacher Jean Chalupsky of Thurgood Marshall Middle School in San Diego, California uses the writing strategy of having students write personal anecdotes to find out what the things they write about are saying about them. The underlying point is to relate the lesson to something of interest to the students in an effort to engage the students. I think this is a really good idea because when students feel a personal connection to the lesson, they seem to be more involved in the learning process. The teacher yields much better results in participation and work quality. A while back when we read about Universal Design for Learning, one factor that was really emphasized was that teachers should encourage students with lessons that are
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
Connecting my experiences with my students and their families can give me a better understanding of facilitating their learning and the subjects covered in class are what strengthen these connections.
Mariano’s second-period class, she asked me if I would like to look at the curriculum that she uses to compose her lesson plans. The Teacher’s College Reading and Writing Project is the curriculum that Mrs. Mariano uses; the curriculum is in alignment with the Common Core State Standards. After reading over the curriculum, I got the opportunity to brainstorm some ideas in regards to the future lesson plan that I plan to teach to the students. Not to mention that I also got the chance to realize that Mrs. Mariano’s curriculum, as well as lesson plan is easy to follow—this would enable a substitute (or me) to teach the lesson. Well-written curriculums, as well as lessons plans, are pivotal, especially since an educator’s main goal is to deliver a high-quality education to all of his or her
In a classroom, the class is a single unit, and teachers teach to the class’s needs, rather than to each individual students’ needs. I enjoy being able to work individually with students in order to cater my teaching toward each one’s specific needs so that I can instill them with passion for each subject.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
This chapter introduces the concepts of exceptional students, the concepts of inclusion, and how these ideas have developed in the Canadian education systems. I have taken classes that cover these concepts before, but it is interesting for me to review them in the light of both my pre-internship and internship experiences. After these experiences I think I am better able to understand these concepts because I have dealt with them as a classroom teacher.
As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement, curriculum development must follow a set of principles, which are: representation, action and expression, and engagement. (CAST, 2013, para.1) Together these principles share one goal in providing students with a wider variety of options in their learning. As Educators, whether it’s “addressing individual differences in our students' recognition, strategic, or affective networks, we can provide the best support by individualizing pathways to learning” (Meyer & Rose, 2002, n.p). This report will pay attention to the three principle’s of UDL, by understanding strategies of theories and applying this knowledge to the classroom and diverse student learners through Differentiated Instruction (DI).
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
... conclusion, narrative could be a very powerful method of teaching, which if properly developed maybe more motivating than the expository teaching method. However, there is an urgent need of coming up with a tangible model explaining how narrative communication can be implemented so as to become an integral part in teaching-learning activities. In addition, educators should be creative and should embrace the use narrative communication so as to enhance understanding of classroom content (Herman, Jahn, & Ryan, 2005).
Wierzbicki, the same teacher as before, how she felt about prolific writing in students; this was her reply, “If they don’t write often for a variety of purposes, they do not stand a chance of improving.” She gave a large number of writing assignments of different types to get the class to be able to write in various styles and for various audiences. Her style was similar to King in how he taught kids to be specific. King would ask students to describe common things that most of us take for granted, such as braiding hair or sports rules. There were days when we would walk into class expecting to work on a project and Mrs. Wierzbicki would hand us an off the wall writing prompt with an hour time limit
We spoke about the children in the classroom who have personalities and learning styles that are unique to them. Building a relationship with each child, gives her the opportunity to gain the necessary knowledge to create lesson plans that are relatable to their personalities and learning styles. Her association with the children impacts their feelings of safety and security which relates to their ability to interact and learn in the classroom. Another advantage my cooperating teacher spoke about is the fact she has known many of the children since they were babies. She has witnessed them grow, develop personalities, and learning
“A good teacher is one who makes himself progressively unnecessary” (Thomas Carruthers). Before we can consider ourselves professional teachers or even an expert teacher, we must first understand the way in which our students learn, how they are motivated to learn and what kind of environment would support their best learning. These questions have long been pondered by psychologists and teachers alike. As a pre-service teachers, I believe it is important for us to also begin considering these questions and take them into account for our future teaching practices. Moreover, in order for meaningful learning to occur and remain relevant for our students, we need to create a safe and inclusive learning environment. I believe this environment of safe and inclusive education is created through three key areas. These areas consist of the different facets of a child’s motivation and the idea of scaffolding particularly in regards to information processing.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.