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Importance of teaching methods
Strengths and weaknesses of teaching methods
Merits of teaching methods
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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...
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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.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
The literature review research and articles ranged in dates from 1995 to 2013. These articles are composed of over 50 studies, with the results being compared and evaluated over a vast time. The researchers examined the students’ permanent school records, documented the students’ gender, socioeconomic status, grade retained or intervened, teacher assigned grades, reading and mathematics, and the students’ standardized test scores (Rust & Wallace, 1993). Grade appropriate standardized test...
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Snow, C. E. (2008). Early childhood assessment why, what, and how. Washington, D.C.: National Academies Press.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
since the existence of the mind could not be proven from the observation of behavior,
Lovecky, D. V. (1995). Highly Gifted Children and Peer Relationships. Counseling and Guidance Newsletter. Retrieved March 10, 2003, from http://print.ditd.org/floater=74.html.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson.
Each of the three learning theories, Cognitivism, Constructivism, and Behaviorism, has worth and merit in my opinion. Yet, each one has its own unique qualities with one common factor, the learning process. It seems to me that the best teacher is one who would utilize all the theories of learning. However, if I look closely, I am most likely favoring one or two more than the others in my own instructional methods. I read the brief definition of these three theories and realized that I needed to examine a more in-depth explanation of each of them. The theory of cognitivism focuses on the mind of the learner
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
Winebrenner, S. (2003). Teaching strategies for twice-exceptional students [Electronic version]. Intervention in School and Clinic, 38. Retrieved March 4, 2004, from http://search.epnet.com/direct.asp?an=EJ659359&db=eric