Comprehension strategies
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The document discusses strategies for helping students with learning disabilities (SLD), including improving reading comprehension, vocabulary instruction, engagement, motivation, and cooperative learning. It notes that the most common areas affected by SLD are reading, writing, math, and reasoning. Cooperative learning has been shown to benefit students with SLD. Instructional strategies should include daily review, stating objectives, presenting new material, guided practice, independent practice, and evaluation.
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The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
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The Sheltered Instruction Observation Protocol (SIOP) is an approach for teaching content to English learners. It focuses on preparing lessons with clear language and content objectives and using strategies like building background knowledge, providing comprehensible input, and promoting interaction. Lessons follow the elements of preparation, instruction, practice/application, and review/assessment to help students learn while developing English proficiency.
Differentiating Instruction
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
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This document discusses cognitive rigor and depth of knowledge (DOK) in academic tasks. It explains Bloom's Taxonomy and Webb's DOK framework for classifying the complexity of thinking required. Tasks at DOK 1 involve basic recall, while higher levels require deeper understanding (DOK 2), strategic thinking (DOK 3), and extended thinking such as investigating real-world problems (DOK 4). The document provides examples of tasks at each DOK level and notes that DOK measures complexity rather than difficulty. It emphasizes matching instruction and assessments to the intended cognitive demand.
Session 15
The document discusses the importance of reflection for teachers. It states that reflection is a deliberate and purposeful process of linking theory to practice to learn, change, and develop. Reflection involves reprocessing existing knowledge and understanding to gain insight. The document presents models of reflective practice, including stages from unconscious incompetence to unconscious competence. Reflective teachers critically examine their work to improve their skills over time.
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The document summarizes notes from a TED session on November 13th. It includes notes on providing feedback to students, an overview of student teaching requirements, and how grades will be determined. Students must enroll in student teaching by December 15th and complete seminar attendance, observation documentation, journals, debriefing notes, teaching analysis papers, and a Mini-PACT project to receive a grade. All materials are due by November 20th or 30th.
TED 453 Session 8
The document provides guidance for students completing the Mini-PACT assessment and reflection. It instructs students to plan an individual assessment to include in the assessment section using actual student scores and identifying a cut point on the rubric. For the reflection, students should cite what they learned from daily reflections and instruction/assessment analyses, properly cite research, and be specific about next steps. It also includes instructions for a self-assessment where students should work quietly and honestly assess themselves, noting any questions.
TED 453 Session 6
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
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This document summarizes the key points from a seminar session on teaching practices. It provides advice from an experienced teacher, including to learn the fundamentals, understand and appreciate students and their families, have high expectations for all learners, and address biases and social injustices. It instructs pre-service teachers to rate themselves on program expectations and share with an accountability partner to discuss readiness to meet with a mentor. The next session will provide mini-PACT instruction.
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This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
TED 453 session 3
This document provides feedback on a teaching assessment (TAP 1) and advice for future teaching assessments. The feedback recommends focusing objectives on what students can do and using observable verbs, including all necessary information while staying focused. It advises against using subjective phrases and to use specific examples from teaching. An old teacher encourages keeping a journal and debrief notes available. Students are asked to review the PACT handbook and prepare for the next teaching assessment (TAP 3 & 4) in two weeks.
453 session 4
The document provides feedback on a teaching seminar assignment and advice for student teachers. Key points include:
1) The feedback suggests focusing responses to assignment prompts, using indentation or spacing between paragraphs, judging lesson success against the stated objective, and providing evidence.
2) Advice includes that students read teacher energy, teach behavior expectations, provide scaffolds for projects, avoid taking feedback personally, and plan lessons thoroughly.
3) Examples are given of effective co-teaching and assessing students against learning objectives using a rubric.
Data Analysis
The document discusses analyzing demographic data to identify patterns and questions raised by the data. It focuses on assessment of the analysis and generating a report on demographic patterns identified and open questions that require further exploration. The analysis aims to provide high-level insights in a concise report format.
453 session3
This document provides feedback from a teaching seminar session. The key points discussed include making objectives observable and measurable rather than focusing on what the teacher will do; including all necessary information to respond to a prompt without extra details; focusing the response; and proofreading. Specific advice is given to avoid opinion phrases, use examples to support points, and keep a teaching journal available for future classroom observations. Students are assigned to complete TAP tasks 3 and 4 for the next seminar meeting in two weeks.
TED 453 session 2
This document summarizes key points from a teaching seminar session:
- It advises teachers not to gossip or be arrogant, and to visit other classrooms to see different teaching styles.
- It discusses the "I do, we do, you do" model of gradually releasing responsibility to students. A modified version was presented that includes independent practice and reflection.
- It lists several assignments due for the course, including the Teaching Performance Assessment materials and the quarterly review due by September 15th. Teachers are instructed to prepare for discussing the Teaching Assessment and Practice Profile for the next session.
Session 3 Reading Assessment
This document summarizes a reading assessment session that included several components: a read aloud assessment of oral reading accuracy and fluency, a silent reading assessment of reading comprehension through retelling and comprehension questions, and an assessment of word knowledge. It also discusses issues that can arise with standardized assessments, such as how student and school factors can influence scores, and questions the use of achievement tests as proxies for teacher effectiveness given measurement error. Finally, it previews excerpts from reports on National Assessment of Educational Progress (NAEP) reading data and a task analyzing literacy assessment data.
453 session 1, 9/4/13
This document outlines the agenda for an 8-week teaching practices seminar. It provides logistical details such as the course number, title, meeting times, and instructor contact information. The document then lists several discussion topics and activities that will take place during seminar meetings, including sharing teaching metaphors, reviewing cohort personality descriptions, discussing challenges of the teaching profession, and planning for the upcoming school year by identifying strategies students want to adopt. Students are instructed to actively participate in discussions and activities without electronics. The document concludes with reminders about assignments and questions from students.
Data Analysis
The document discusses analyzing demographic data from an assessment. It asks the reader to identify any patterns they see in the data as well as questions that the data raises.
Iri
This document appears to be an informal reading inventory, which is typically used by teachers to assess a student's reading level and comprehension abilities. An informal reading inventory involves having a student read passages aloud and answering questions to demonstrate their understanding. The results are then used by teachers to determine reading strengths and weaknesses to help guide instruction and reading progress.
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Comprehension strategies
- 1. Comprehension Strategies Students with SLD
- 2. Aptitude achievement discrepancy SLD can cause a person to have trouble learning and using certain skills. most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Limited time for intervention prior to graduation or dropping out (Faggella-Lubby & Deschler, 2008) Students with Learning Disabilities
- 3. Luisa NAEP (national assessment of educational progress) findings: 26% eight grade students c/n read for daily living 68% secondary student below proficiency (McCardle & Chhabra, 2004). Reading primary area disability is manifested Years of failure motivation Limited decoding skills At risk because of underachievement
- 4. Greatest Hurdle Good readers like to read.. Poor or struggling readers have years of failure…likely to give up earlier….must increase time on task so they can “fall into” or engage
- 5. Engagement Vocabulary instruction improves students comprehension Direct Computer-assisted Keep word banks Domain knowledge Retention is critical Assume greater knowledge than have
- 6. Write down everything you know about Civil War (6th and 7th)
- 7. Motivation increases when students play active role (Vaughn et al., 2000) Self-monitoring Did I understand this? Self-questioning? How does this relate to Summarizing I have learned Written questions Teacher made Provide alternate modes for answering
- 8. Cooperative Learning Several research studies have demonstrated the benefits of cooperative learning (e.g., Gersten et al, 2001). Mixed group accountability
- 9. Instructional Pedagogy Primary Elements (Swanson, 1999) Daily review of previously covered material Teacher statement of objectives Presentation of new material Teacher guided students practice Independent practice evaluation
- 10. Simple Suggestions Self-Adjustable Eyeglass Lenses “In developed countries, getting glasses is a simple matter: Visit an optometrist, get a prescription and have it filled at a corner store. Not so in the developing, world, where…
- 11. Self-adjustable Eyeglass Lenses Visual More than 7 letters domain knowledge or concept Receptive language Have greater receptive vocabulary than reading one “In developed countries, getting glasses is a simple matter: Visit an optometrist, get a prescription and have it filled at a corner store. Not so in the developing, world, where…