This narrative passage is titled ‘Where the Ashes Are. The reading commenced with the student answering some conceptual questions that are related to the content of the topic. Unlike the first passage that was factual, this passage has many descriptive words and arouses more excitement. The reader has to use expressive speech as the passage is read. When asked what the student knew about the country of Vietnam the response was that the country had a war, but the name of the war was not known. Following, the student was asked what civilian means and the response was a person who lives in that civilization. For this the learner scored zero and the next question was asked, the question that followed the student replied to what does escalation means. Dillun’s response was that escalation meant to move up. A one was given because the answer was not explicit, as the explicit response would be to intensify. The fourth question, what convoy means was not answered because the reader expressed that he did not know what convoy meant. The last question in this section was a ceasefire and a ceasefire was said to stop shooting. The full score was given for this response and a total of five points was accumulated in the concept question section which calculated to 33% percent. This is an indication that the learner does not have a keen background knowledge of the topic at hand.
Next, the student went on to the oral reading of the passage where there were thirty five miscues checked. From this total twenty of these miscues were substitution, one was insertion, and five were meaning-change. As a result of the miscues Dillun’s total accuracy level of this passage was at the independent level, 95%. The total...
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...ides the reader with tools to examine and show relationship in the text and assist student write well-organized summary of the text. Some of the graphic organizers that can be considered are the Venn Diagrams, Storyboard, Story Map, and Cause/Effect. Answering questions is another strategy that can be implemented and can be effect because the reading becomes purposeful focusing on what is to be learned. This strategy reinforces active think during reading. The Question-Answer Relationship strategy is useful as it assist the student in how to better answer questions. There are four different types of question; Right There, Think and Search, Author and You and On Your Own. There is a great deal of strategies that can be used to assist this learner. Without a strategy this student will continue to fail at reading and comprehending because the two go hand-in-hand.
Art is intended for all to enjoy and learn from. Through an art curriculum; phonics, mathematics, and readiness skills to name a few can be learned through an art curriculum. With this curriculum a teacher can adapt that centers to teach those with diverse abilities such as emotional and intellectual challenges, visual impairments, hearing impairments, and orthopedic impairments.
As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.
John Dunlosky’s (2013) article, Strengthening the Student Toolbox, gives study strategies that may be beneficial for teachers to give to their students. Dunlosky found that the strategy, self-explanation, to be beneficial. If a student was to use self-explanation, then he or she would try to explain how new information connects with prior information, that he or she already has acquired (Dunlosky, 2013). This strategy allows a student to connect new information with prior knowledge and this connection will allow the student to remember the information better.
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Christine Gregoire argues that “One of the most powerful tools for empowering individuals and communities is making certain that any individual who wants to receive a quality education can do so.” This quote is important because it is related to the main purpose of this paper, which is the obstacles and equality in the education system in the United States . It shows that everyone need to have the chance of getting a dignified education. Also, giving people the opportunity to education, can be a very good start on turning communities into better places with more educated people.
Diversity has become an important topic of conversation among members of the education profession, as well as an issue that presents great concern within other areas, professions, and fields of study. While diversity is a multi-tiered entity with multiple elements including but not limited to socio-economic, gender, sexual orientation, religious, physical differences, and cultural intricacies, perhaps the most inclusive of the composition of diversity is that of race and ethnical diversity in regards to a variety of aspects, but none so dramatic as that of the educational process and educational system in general (Jorgan & Ross-Vega, 2010). In addition to the entity known as diversity, an increasingly trending topic of interest, the research has been presented the opportunity to live in what most experts within the context of diversity would consider and refer to as a vapidly diverse geographic location. The location in question is the region known as Appalachia, more specific, Central Appalachia, and within its population of citizens, it has a minute percentage of those that would be categorized as racial minorities. In putting this into context to location would include, African Americans, Hispanics, First Generation Americans(Native Americans), Asian, bi-racial, an d those whom identify themselves as multiracial or considered “other” (Pollard, 2004).
John Searle addresses the “major debate… going on at present concerning… a crisis in the teaching of the humanities.” [Searle, 106] He goes on to defend the canon of works by dead white males that has traditionally made up the curriculum of liberal arts education. I disagree with many of his arguments, and believe that multiculturalism should be taught in the university, but this is just the tip of the iceberg. Openmindedness will take much more than just minimal changes in curriculum. In order for works by different races and women to be judged and studied alongside works by white men, they have to be seen as equal to works by white men. They have to be studied for their literary content, not for the statement they make about feminism or race. We don’t just need to evaluate them by the same standards, we need to change the standards. The standards set by the traditional liberal arts education have been set by white males and are inherently biased. New standards need to be set that are as openminded as we want students to be. This is a trend that needs to be started way before college. A diverse curriculum should be taught throughout a person’s education, because that is what will produce well rounded, openminded individuals that will change the tradition of oppression in society.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
A diverse learning community at VCSU is important so that all students can feel welcomed and safe. Learning takes place in a safe environment, when students feel a sense of belonging, they can communicate with others and exchange ideas. William Glasser, American psychiatrist, brings forth his Choice Theory with the five basic needs every individual is born with: survival, love/belonging, power, freedom, and fun. When these needs are met, people are willing to open up and express their diversity. Fostering a positive and welcoming community is essential for VCSU to promote diversity.
Inclusion is a vital and importance aspect of education that promotes effective teaching however it can often be easily neglected due to the problematic nature of teaching which may cause teachers to be overwhelmed by other aspects of teaching. I believe that inclusion is an extremely relevant component of teaching due to the diversity of students that we may interact with as a teacher. Diversity includes multiple characteristics ‘such as gender, race ethnicity…….cognitive abilities, religious beliefs, political beliefs and so on’ (Spandagou, 2016) and there it will be essential for me as a teacher to understand that teaching involves a heavy amount of interaction with a diversified range of students which contribute to the relevance of inclusion
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Meeting the needs of academic diverse learners is the responsibility of their instructor. These diverse learners may include students who are one or more grade levels below classmates and the gifted student who is that much above. How can educators meet the needs of these students when their learning abilities are found at opposite ends of the instructional spectrum? The answer is planning successful lessons involving engaging activities, a variety of texts, technology implementation, and flexible grouping. The following is a lesson I implemented covering these key components.
I believe it is important to first analyze the word diversity when examining the need for diversity within a classroom. According to Webster's New Pocket Dictionary, diversity means variety, a number of different kinds. I often discuss and read about diversity in terms of cultural backgrounds; the unification of histories and stories from people from all over the world. Although, I believe that in a higher-educational setting, diversity can also be discussed as the acceptance of the various minds within a classroom. I believe that it is important to recognize the thoughts and experiences of others in a learning environment. Collectively, students learn from teachers, teachers learn from students, and students learn from their peers. By allowing diversity within the classroom, a sense of community can develop. Diversity encourages an active, not passive, learning style. I believe that the culture of Columbia College Chicago is dependent on diversity. The motto “Create Change,” suggests students actively seek the change they want to see in the world. In order to obtain change a community developed out of diversity must be discovered.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.