Guided Reading
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Guided reading is a small-group instructional approach where students reading at similar levels are grouped together. The teacher selects texts at a level slightly higher than the students' independent reading level. During guided reading, the teacher supports students by introducing the text, listening to students read, and helping them problem solve. After the lesson, the teacher reflects on the appropriateness of the text and evaluates students to determine future group placements and instructional needs. The goal of guided reading is to help students read independently at higher levels by applying reading strategies.
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Course Project Assignment: Non-Western Perspectives
In the course text, Merriam, Caffarella, & Baumgartner (2007) contend that Western perspectives dominate the field of adult learning. They continue by stating that exclusive reliance on Western perspectives reinforces the marginalization and oppression of other systems of learning and knowing. This week you have been exploring other systems of learning and knowing, not to replace Western perspectives but to expand your awareness of and sensitivity to the vast variety of approaches to adult education that exist across the globe. Before you begin your Course Project Assignment, consider what you learned as you participated in this week’s Discussion. Then for this assignment, respond to the following questions:
How do your perspectives and beliefs as an adult educator compare with those of Confucian, Hindu, Maori, Islamic, and African cultures, as presented in Chapter 9 of the course text?
Why does having an understanding of and sensitivity to non-Western perspectives enable you to better understand yourself as an adult learner
and
support the learning of adults? Explain.
Be specific and provide concrete examples. Refer to this week's Learning Resources. Use required course materials to support what you are saying and cite in APA format. Include Optional Resources from the Resource Page or other resources that you have found on your own—as additional creditable sources to qualify for an A.
To earn a grade of A
: Use creditable sources
in addition to course videos and required readings
and cite in APA format. Include additional resources and not just required resources. On the Resource Page each week: The Learning Resources are divided into three areas: Required Reading, Media, and Optional Resources (supplemental). Optional Resources (supplemental) count as additional resources.
The following Internet resources are
unacceptable
for citation purposes:
*Walden does not allow the following for graduate school. Please use a scholarly, professional, reliable source.
Wikipedia
WikiInfo
Anarcopedia
Edutopia
Cliff's Notes
Remember to use correct APA style for any citations in your work.
Note:
This is the sixth section of your
Course Project: How Adults Learn.
Refer to the
Rubric
area to guide your work.
(Assignment total length: 2–3 pages)
Submit this assignment
by Sunday:
.
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Cooperative2
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
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This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
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