H milam connections (2)
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This document discusses Heather Milam's top 5 connections to issues in education: No Child Left Behind, alternatives to retention, maintaining high expectations, differentiating instruction, and literacy coaching. For each connection, she provides an example of how it relates to supporting students. Her role is to ensure all students receive quality education and opportunities to succeed.
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2) Students who struggle with reading are at risk for various academic, behavioral, social, and emotional difficulties, and some may be identified as having a learning disability.
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Perceived Autonomy Support of EFL Learners.pdf
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This dissertation presentation summarizes Bonnie Mozer's research on improving text comprehension for African American and English Language Learner students. The research was guided by the question of how culturally appropriate instruction can affect underachieving students' comprehension. Major findings included that explicit academic language instruction and recognizing students' individual strengths and gifts can accelerate comprehension learning. An integrated approach addressing academic, affective, and metacognitive domains also had positive effects. The presentation of these findings suggests pedagogical implications for further empowering student learning.
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This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.
Studies
This document summarizes three studies that compare face-to-face and distance learning methodologies. Study one found that participants preferred face-to-face learning due to the social interaction and direct contact with instructors. Study two found that students receiving online tutoring in distance education programs rated the quality of tutorial support lower than face-to-face students. Study three found no statistically significant difference in subject knowledge retention between distance education and face-to-face students after completing a library sciences course, suggesting the delivery methods have equal effectiveness.
Teaching Reading using ICT
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
FINAL CASE STUDY
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
Reading Achievement and Reading Efficacy-By-Wiwiek Afifah
1. This study evaluated the effects of a blended learning instructional experience for sixth-grade English/language arts students with and without disabilities. It compared reading achievement test scores of students in two schools using blended learning to scores of students in a traditional classroom.
2. The results found some statistically significant differences in reading achievement depending on school, disability status, and gender. However, overall student performance generally declined between pre- and post-tests, suggesting test fatigue or that the achievement test may not have adequately captured student learning in the blended environment.
3. The study provided valuable information for improving blended learning implementation and professional development, and found that reading self-efficacy remained important for student achievement in blended settings. Further
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The document discusses strategies for improving fourth grade students' reading comprehension. It analyzes research showing that implementing graphic organizers and differentiated instruction can help engage students and improve test scores. The author proposes using graphic organizers across subjects to help students organize information and focus on quality work. Research cited supports that graphic organizers facilitate critical thinking skills and comprehension. The document concludes that as a committed teacher, the author will use various strategies like graphic organizers to continue improving students' reading skills.
Action Research Proposal
This research proposal aims to determine whether second grade students retain more reading content through small group activities or direct instruction from the teacher. The study will involve teaching two reading lessons on comparing and contrasting animals to 19 second grade students using either direct instruction or small group work. A post-test will then assess how much information students retained from each lesson using the two different teaching styles. The hypothesis is that students taught with direct instruction will retain more reading content than those taught with small group activities.
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Eastview exemplary reading program award ira poster presentation
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Contextualized teaching and learning (CTL) is an instructional strategy that actively involves learners by combining content and context through authentic materials and assessments. It is grounded in constructivist theory which holds that learning occurs through interacting with and interpreting events. CTL presents abstract ideas through concrete applications in a meaningful context of interest to engage and motivate students to learn content and skills that can be applied to real-world problems. When implemented effectively through infused academic courses, linked courses, or other models, CTL has been shown to significantly increase student success rates in developmental math and English courses compared to traditional instruction.
Reframing the Conversation: From Achievement Gap to Cultural Dissonance
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleet
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Active Learning In Higher Education A Case Study
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ESL Curriculum.development presentation
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
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H milam connections (2)
- 2. Top 5 Connections No Child Left Behind Issues Finding Alternatives to Issues Retention Maintaining High Challenge Expectations and standards Trend Differentiating Instruction Literacy Coaching Trend
- 3. Connectional Influence in Descending Order NCLB (issue): Making sure new students receive and have received quality educational opportunities within the classroom. Student Connection: A student transfers from another school district and has yet to complete the required research paper. I would provide this student with the necessary guidelines to help them complete successfully research skills. Kellough, R.D., & Kellough, N.G. (2011). Secondary school teaching: A guide to methods and resources (4th ed.). Retrieved from The University of Phoenix ebook Collection.
- 4. Connections Cont. Maintaining High Expectations (Challenge): Making sure all of my students are held accountable for work/learning across the board. Student Connection: All students would be held to the same expectation no matter the assigned course work. Less proficient readers/learners will still be expected to complete individualized assignments based on individual accommodations. Kellough, R.D., & Kellough, N.G. (2011). Secondary school teaching: A guide to methods and resources (4th ed.). Retrieved from The University of Phoenix ebook Collection.
- 5. Connections Cont. Differentiating Instruction (Trend): Making sure all students have the equal opportunity to learn content based on individual skillsets. Student Connection: Based on learning needs and standardized tests scores, assignments will be given to focus on improving each student’s individual learning need. A female student that passes a spelling test but fails the usage based test will be given extra help to work on usage better. McCray, E. D., & McHatton, P. (2010). CURRENT DEMOGRAPHICS AND CHALLENGES: THE EDUCATION IMPERATIVE. Race, Gender & Class, 17(1/2), 47-50
- 6. Connections Cont. Finding ways other than Alternatives to Retention (issue): summer school to help remediate students quicker before full course retention is the only option. Student Connection: A student fails the first semester by 10 percentage points. The student would be allowed to participate in after school remediation through Compass in order to redo lowest curriculum grade so that the new grade would average in with the previous grade so they would not fail or have to go to summer school. Kellough, R.D., & Kellough, N.G. (2011). Secondary school teaching: A guide to methods and resources (4th ed.). Retrieved from The University of Phoenix ebook Collection.
- 7. Connections Cont. Literacy Coaching (Trend): Having a educational partner that can assist in finding curriculum that provides an opportunity for increased literacy content mastery across all reading levels. Student Connection: Partnering with my literacy/reading coach to find appropriate reading curriculum and strategies to make comprehension easier. A student comes in that speaks very little English has to read Romeo & Juliet. I was able to get the Spanish translation in a graphic novel that really seemed to help this student understand the content more. Gross, P. A. (2010). Not Another Trend: Secondary-Level Literacy Coaching. Clearing House, 83(4), 133-137.