Crystal hsia id#1
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This document outlines a behaviorist-based after-school Mandarin program for 3rd graders that aims to teach students to form an online reading habit. The program uses principles of operant conditioning including reinforcement, punishment, and variable ratios to shape appropriate reading behaviors like focusing quietly and staying on task. Reinforcers like free time and prizes are given contingent on completing reading missions. Data on student progress is recorded weekly and the plan is revised based on observed issues, like adding group reinforcement.
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Crystal hsia id#1
This document describes a behaviorist-based after-school Mandarin reading program for 3rd grade students. The objective is to teach students to form an online reading habit by using principles of operant conditioning, including reinforcement and punishment. Students are expected to read online for 20 minutes daily and complete reading missions. Appropriate reading behaviors are reinforced with rewards like free time or prizes, while inappropriate behaviors are punished by removing rewards. The teacher will record results and make adjustments, such as adding group reinforcement.
Instructions in the classroom
This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
Literacy in my classroom 2013
This document outlines a literacy program called Daily 5 that is used in a classroom. It includes 15 minutes of whole class instruction on reading strategies, 15 minutes of independent reading with reading conferences, 30 minutes of word work rotations in differentiated activities, 50 minutes of writing instruction with modeled and independent writing, and time for reflection. During the rotations, small reading strategy groups are held to explicitly teach goals and the teacher also conducts guided reading sessions. The teacher finds the program helps make student learning goal-oriented and differentiated, but can be challenging to fit all components into the morning.
Effective Instructional Practice
This document provides guidance on effective instructional practices for students with different learning styles and needs. It recommends actively engaging students in a positive learning environment and planning lessons to accommodate visual, auditory and kinesthetic learners. For students with special educational needs, the same text and materials should be provided with assistive technologies as needed. Comprehension can be promoted through discussion, reading strategies, vocabulary building, and integrating reading and writing instruction. Graphic organizers can be used to model different text structures and writing procedures. Cooperative group activities and emphasis on structure and examples are also suggested for writing instruction and supporting weaker learners.
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This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.
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Crystal hsia id#1
This document describes a behaviorist-based after-school Mandarin reading program for 3rd grade students. The objective is to teach students to form an online reading habit by using principles of operant conditioning, including reinforcement and punishment. Students are expected to read online for 20 minutes daily and complete reading missions. Appropriate reading behaviors are reinforced with rewards like free time or prizes, while inappropriate behaviors are punished by removing rewards. The teacher will record results and make adjustments, such as adding group reinforcement.
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This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
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This document outlines a literacy program called Daily 5 that is used in a classroom. It includes 15 minutes of whole class instruction on reading strategies, 15 minutes of independent reading with reading conferences, 30 minutes of word work rotations in differentiated activities, 50 minutes of writing instruction with modeled and independent writing, and time for reflection. During the rotations, small reading strategy groups are held to explicitly teach goals and the teacher also conducts guided reading sessions. The teacher finds the program helps make student learning goal-oriented and differentiated, but can be challenging to fit all components into the morning.
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This document provides guidance on effective instructional practices for students with different learning styles and needs. It recommends actively engaging students in a positive learning environment and planning lessons to accommodate visual, auditory and kinesthetic learners. For students with special educational needs, the same text and materials should be provided with assistive technologies as needed. Comprehension can be promoted through discussion, reading strategies, vocabulary building, and integrating reading and writing instruction. Graphic organizers can be used to model different text structures and writing procedures. Cooperative group activities and emphasis on structure and examples are also suggested for writing instruction and supporting weaker learners.
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This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.
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An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.
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This document provides guidance on effectively giving instructions to students. It recommends using simple language in instructions, demonstrating the activity, checking key aspects of instructions with questions, and holding up worksheets while instructing so students remain focused. Providing clear instructions helps students feel secure and allows them to begin tasks quickly to maximize learning time. Teachers should plan instructions, support them visually, and confirm understanding through questioning.
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The Daily 5 is a classroom management system designed to provide students with independent work time to develop literacy skills. It consists of 5 stations: read to self, read to someone, listen to reading, word work, and work on writing. Students rotate through 30 minute sessions at each station while the teacher meets with small groups or individual students. The Daily 5 framework aims to build students' literacy independence and allow the teacher to focus on differentiated instruction.
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This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.
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The document describes Daily 5, a student-driven literacy program consisting of five tasks - Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Students engage in extended independent practice in these areas while teachers provide whole-class, small-group, and individual instruction. Research shows that extensive practice is needed to improve reading and writing. Daily 5 provides structured routines and accountability to foster student independence and literacy development.
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The document provides an overview of The Daily Five literacy framework. It describes the five literacy tasks (Read to Self, Read to Someone, Listen to Reading, Work on Writing, Word Work) and how they are implemented in the classroom through establishing routines, modeling behaviors, building student independence and stamina. Key aspects include short whole-group lessons, conferring with students, and providing choice while holding students accountable for engagement in literacy tasks.
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The Daily Five is a literacy framework that structures student time into daily habits of reading, writing, and collaboration. It provides students with five daily choices: Read to Self, Work on Writing, Listen to Reading, Read to Someone, and Word Work. These choices remain consistent all year. The Daily Five is supplemented by CAFE, which guides teachers to work one-on-one with students through small groups and conferences to develop comprehension, accuracy, fluency, and vocabulary. Together, the Daily Five and CAFE aim to foster independent literacy skills aligned with Common Core standards.
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The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
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Reading principles
Teachers should encourage students to engage with and enjoy reading by selecting interesting texts on topics like health facts or global warming. Students should be encouraged to respond to what they read by discussing what it meant to them and how it made them feel. Prediction is an important reading skill, so teachers can provide clues from materials like book covers and headlines to help students anticipate the content. Reading assignments should match students' ability levels and fully make use of reading material by continuing discussion and related tasks beyond just the initial reading.
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The Daily 5 is a classroom management system designed to provide students with independent work time to develop literacy skills. It consists of 5 stations: read to self, read to someone, listen to reading, word work, and work on writing. Students rotate through 30 minute sessions at each station while the teacher meets with small groups or individual students. The Daily 5 framework aims to build students' literacy independence and allow the teacher to focus on differentiated instruction.
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The document describes Daily 5, a student-driven literacy program consisting of five tasks - Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Students engage in extended independent practice in these areas while teachers provide whole-class, small-group, and individual instruction. Research shows that extensive practice is needed to improve reading and writing. Daily 5 provides structured routines and accountability to foster student independence and literacy development.
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This document outlines a station activity to promote student choice in the classroom. Participants will spend 10 minutes reading an article on strategies for student choice. They will then collaborate with others to create a resource with examples of how teachers can promote student choice. Finally, participants will reflect on lessons they have taught or will teach, and identify ways to incorporate more student choice and give students more voice in their learning.
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The document provides an overview of The Daily Five literacy framework. It describes the five literacy tasks (Read to Self, Read to Someone, Listen to Reading, Work on Writing, Word Work) and how they are implemented in the classroom through establishing routines, modeling behaviors, building student independence and stamina. Key aspects include short whole-group lessons, conferring with students, and providing choice while holding students accountable for engagement in literacy tasks.
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This document provides details about a lesson for 6th grade special education students. The lesson uses both visual images and text to stimulate creative and critical thinking in an accommodating way. Screenshots of the lesson slides are included, which involve activities like categorizing words by ending sounds, identifying characteristics of a word, matching pictures to vocabulary items, and completing a crossword puzzle with vocabulary words. Feedback on each activity is provided, noting strengths and potential improvements.
Stretch and challenge wall (1)
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The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
Daily 5 cafe (rdrs wkshop approach)
The Daily 5 and C.A.F.E. are literacy frameworks based on research showing the best practices for instruction. They allow teachers to differentiate instruction through small group and individual conferences while students work independently through a choice of literacy tasks. C.A.F.E. further supports literacy development by integrating reading and writing assessments to set student goals and form strategy groups in comprehension, accuracy, fluency, and expanding vocabulary.
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Additional Resources:
Website for Making Rubrics: www.rubistar.org
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2. Key elements are introducing a skill through a read aloud, discussion, and student application, followed by 30 minutes of independent reading and journaling about how the skill relates to what they read.
3. Teachers confer weekly with students to evaluate skill development, reading responses, book choices, and provide feedback. Student sharing allows them to discuss strategies, books, and opinions.
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This document discusses strategies for effective classroom management in the 21st century. It begins by outlining paradigm shifts in education, moving from teacher-centered to learner-centered approaches and incorporating new technologies. Good classroom management is key to maintaining a positive learning environment. It involves addressing student challenges, fostering respectful teacher-student relationships, and ensuring all students succeed at high levels. The document provides examples of classroom management issues and recommends strategies like using assertive body language, establishing clear expectations, developing routines, and treating students with dignity. It emphasizes the importance of consistency and avoiding personal reactions to disciplinary issues.
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The document discusses the importance of listening skills in second language acquisition and proposes a collaborative listening course for EFL learners. It describes a sample lesson on the topic of aviation that incorporates pre-listening, listening, and post-listening activities. These activities aim to make listening engaging, encourage bottom-up and top-down processing, and assess participation over right answers. A survey of students found that most had never visited English-speaking countries and enjoyed discussing answers in groups, though some tasks were too difficult.
dabiranfile_41bd0f3297b658001.pptx
Internship 4 involves interns designing and implementing a lesson plan as a group. The document describes one group's process of choosing a lesson from the 10th grade textbook on favorite foods, designing conceptual maps and lesson plans, and having their lesson plan evaluated. It includes sections on the lesson study process, reports from guidance sessions, and a self-evaluation and additions section. The intern summarizes that internship 4 focuses on group work to design, implement and evaluate a learning unit to give interns experience cooperating and becoming more professional teachers.
Classroom management
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
Class manage 3
This document provides guidance on effective classroom management during guided reading lessons. It discusses establishing routines and procedures to keep students engaged in meaningful tasks while the teacher works with small reading groups. Specific recommendations include: planning lessons in advance, setting up the physical classroom to support literacy activities, informing students of expectations, implementing consistent procedures for centers and movement, and using a "help chart" to address student needs without interrupting instruction. The goal is to train students to work independently through modeled and practiced procedures so the teacher can focus on small group reading without disruptions.
Ppt final 2 parte modal classes
This document provides information and guidance about classroom management strategies and components. It discusses 6 key components of classroom management: procedures, planning, student engagement, routines, rules, and organization. Each component is described and its importance is explained. For example, it states that procedures allow many activities to take place efficiently and reduce disruption, while planning gives the teacher opportunity to predict and address potential problems. The document also provides specific examples and suggestions for implementing each component effectively.
Active learning strategies-1
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
BCTELA 2013, CR4YR and Collaboration
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
RED4348 CA2 "Before, During, and After Strategies"
This document discusses various reading strategies that can be used before, during, and after reading. Some pre-reading strategies discussed include story impression, word splash, prewriting questions, picture walks, and word graffiti. During reading, teachers can use think-pair-share, think alouds, answering questions, directed listening-thinking activities, and text rendering. Post-reading strategies include speed chatting, roll and retell, making a test, jigsaws, and interviews. All of these strategies aim to activate prior knowledge, build vocabulary, monitor comprehension, and develop deeper understanding of texts.
The Daily 5: Wilson School Version
The document summarizes "The Daily 5" approach to literacy education developed by Gail Boushey and Joan Moser. It involves rotating students through 5 stations: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. The approach aims to foster student independence, choice, and literacy skills. It establishes routines and models for students to develop reading stamina and help each other through coaching strategies. Teachers implement the approach by gradually increasing time spent at each station.
Active Learning.pptx
The document discusses developing an active learning classroom. It recommends (1) understanding environmental, activity-based, and concept-based learning as well as classroom management, (2) designing the classroom layout to include different learning areas, and (3) using various active learning techniques like group work, videos, and games to engage students. Effective teachers plan instruction around clear objectives, use formative assessment, and help students progress through their zone of proximal development.
Assistive Technology in Action by Jenn Kalbfell
This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps, iPods, laptops, and other technologies helped improve their skills and independence. The document also discusses how low-tech and universal design solutions can help students and how students have used technologies like podcasting, Bookshare, and Smartboards to learn.
Assistive Technology in Action! by Jenn Kalbfell
This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps on iPods or iPads helped improve their skills. Low-tech solutions like colored tape are also shown to help students gain independence. Data is presented showing academic gains students achieved through consistent use of assistive technology apps. The document promotes using technology to reinforce classroom instruction, for students to teach each other, and in speech therapy. It emphasizes that assistive technology does not need to be high-tech and lists potential apps that can be used for Tier 1 interventions.
Reading motivation strategies
The document provides several reading strategies and motivation techniques for teachers to use to engage students and improve reading skills, such as using graphic organizers, building on prior knowledge, focusing on student abilities rather than disabilities, incorporating mastery experiences, and strategies like read alouds, vocabulary instruction, prediction activities, and review games. The strategies are meant to build student self-efficacy and intrinsic motivation for reading.
Classroom management
This document provides an overview of inclusive education and effective classroom management strategies. It discusses five principles of classroom management: 1) identifying and teaching clear expectations to students, 2) establishing consistent procedures and structure in the classroom, 3) actively engaging students through frequent opportunities to respond, 4) reinforcing positive behaviors through praise and acknowledgment, and 5) managing misbehavior by addressing its function and teaching replacement behaviors. Specific strategies are outlined for each principle, such as using examples and non-examples to teach expectations, designing the physical classroom layout to facilitate supervision, increasing peer interactions, and establishing a continuum of consequences to shape behavior. The overall message is that effective classroom management is rooted in proactively teaching, reinforcing, and supporting positive
Effective teaching that engages students (1)
Effective Teaching is a material designed to raise awareness among teacher about the strategies that can foster students' ability to grasp meaning.
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Crystal hsia id#1
- 1. YueDu-for-Fun Project 1: Behaviorist Paradigm
- 3. Background • After-school Mandarin program for 3 graders • 10 students in class
- 4. Objective • Attempt to teach learners to form an online reading habit on a regular basis using the Behaviorist Paradigm. • Use Skinner’s proposal of Contingencies of Reinforcement: S-R-S
- 5. Lesson plan
- 6. Lesson plan
- 7. Poster
- 9. The Behavioral Goal • Form an appropriate habit of reading a Mandarin paragraph online on daily basis. • Students read for 20 minutes following YueDu-for- Fun behaviors. • They have to accomplish a reading mission every time, for example, find a meaning for the assigned word.
- 10. Operant Response Appropriate behaviors: 1. Stay focus. 2. Stay at the spot. 3. Read quietly Inappropriate behaviors: 1. Surf on other websites in reading time. (Pandora Music Box) 2. Talk with peers about unrelated topics.
- 11. Reinforcer • Free time on laptop • Recess time • Prize
- 12. Reinforcing/Punishing Stimulus • Appropriate behaviors: • Positive Reinforcer (1) 5 minutes free time to surf on the Internet (Positive Reinforcement) (2) A prize from treasure box (Positive Reinforcement) (3) Less character writing sheets on weekend (Negative stimulus Removal
- 13. Reinforcing/Punishing Stimulus • Inappropriate behaviors: • Negative Reinforcer (1)Less recess time (Positive stimulus Removal) (2) Have to finish the reading mission during recess (Negative Reinforcement)
- 14. Variable Ratio Schedules • I randomly select a day to check who has three green clippers and they can choose a prize from the treasure box.
- 15. Shaping • Learners accomplish a reading mission and display proper reading habits, I give them reinforcement- more free time on the Internet or a prize to encourage this behavior to occur next time.
- 16. Chaining • Apply this online reading habit to a language learning behavior. • Be an independent reader
- 17. Fading • As students acquire these behaviors, I reduce times to check their clippers and gradually reduce their free time on Internet by giving them more tasks.
- 18. Implementation and record results • Recorded through the chart for every week
- 19. Something to be revised… • I notice that some of the learners who can finish the task earlier disturbed other classmates who still are reading. So…how to revise?
- 20. Group positive reinforcement • I will add a for this reading project, since most of the reinforcers I utilized are for individual. • The entire group all finish the reading mission on that day, then they can watch a cartoon for ten minutes for next class.
- 21. A question…? • Will students be encouraged to help other to finish a reading mission instead of bothering or disturbing?
Editor's Notes
- 1.Free time on laptop is something satisfying, so it’s a kind of positive reinforcement 2.A prize is also something satisfying, so add more on will encourage the behavior. 3. Less writing sheets :writing sheets are something they don’t like, so remove it from learning will also strengthen this behavior.
- Recess time is what learners like, so if I remove it, then this inappropriate behavior will be removed. Then, this misbehavior can be weakened. Have to finish the reading mission by using the recess time. Reading might be what they don’t like, so I add this negative reinforcement, so this behavior will be weakened.