The mission of Project MMAMA is to motivate students to become lifelong learners using innovative reading and writing activities to strengthen skills across curriculums. The goal is to boost students' confidence and enthusiasm in their academic abilities.
MMAMA activities are designed to motivate and enhance reading, writing, spelling, comprehension and thinking skills. Students experience success and confidence through activities like Read It-Spell-It-Copy It that allow them to complete academic tasks. This increases motivation and engagement with learning.
Preliminary results suggest MMAMA activities may strengthen specific brain areas related to skills like sequencing and association. Students have shown improvements in classroom performance, test scores, and skills like handwriting after participating in MMAMA activities
Fostering Autonomy, Purpose, and Competence in MathJordan Yoshihara
This document provides background on motivating elementary school students in math. It discusses research showing that motivation is influenced by autonomy, purpose, and competence. The author conducted a case study of 6 third grade students, trying different motivational strategies. Competition, leadership roles, goals, role models, fun activities, and a sense of community related to these three principles of motivation and influenced how engaged the students were in learning math. The author analyzed the results to understand how creating an environment that fosters autonomy, purpose and competence can build student motivation.
The document outlines the author's language teaching philosophy. It begins by discussing the questions language teachers must consider to achieve excellence. It then presents a metaphor of language learning as climbing a mountain, with fluency being the peak. The goal is for students to achieve language fluency. High expectations and an integrated theoretical foundation are important. Affective factors are addressed to create a safe environment. Progress is assessed through meaningful output and celebrating growth. The challenges of teaching attract the author and developing relationships is fundamental to good teaching.
This document outlines an action research proposal that aims to determine the effectiveness of brain-based learning in developing the reading skills of grade 3 special education gifted and talented learners. It provides background on the students' poor reading performance and rationale for using brain-based learning strategies. The study will administer pre- and post-tests to measure reading outcomes before and after implementing brain-based activities over 8 weeks. Statistical analysis will compare mean scores and determine if there is a significant difference between pre- and post-test results. The researcher hypothesizes that brain-based learning will significantly improve reading skills by engaging multiple intelligences. Results will help evaluate the impact of this student-centered teaching approach.
This document summarizes an educational interaction between a father and his 3-year-old daughter during a swimming lesson. The lesson was not successful, as the daughter became more scared than enthusiastic. The paper analyzes factors that contributed to the lesson's failure, including misaligned objectives between the father and daughter, the daughter's emotions of fear and anxiety, and her pre-existing habit of holding onto someone in the pool. It suggests the father could have incorporated play, understood the daughter's emotions and habits, and focused on building her self-efficacy through successful attempts to improve motivation and make future lessons more effective.
Questioning: Assessing how students think. (An interview with John Yeo)John Yeo
1) The document discusses the importance of using questions to help students think beyond just finding correct answers. It explains how asking good questions can enhance student thinking and help teachers assess learning.
2) It provides examples of how teachers can anticipate student responses to questions to better understand their thinking and scaffold their learning. Teachers should also use questioning purposefully and create contexts to harness group learning and deepen inquiry.
3) Effective questioning allows students to think more deeply, not just within the lesson but afterwards as well. Questions can motivate learning by getting students interested in finding answers rather than just remembering facts.
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
This document discusses tips for overcoming obstacles in reading and activities to enhance selective reading skills. It recommends setting time for reading, motivating children by making reading fun and rewarding them. Suggested activities include storytelling, spelling, and using graphic organizers. Reading comprehension is defined as not just reading words but understanding what is read. It affects daily life by allowing one to commute, classify food, and use different items. Techniques like using context clues, synonyms/antonyms, and graphic organizers can help better understand texts. Comprehension improves learning by enhancing vocabulary and recognizing words and their meanings.
Fostering Autonomy, Purpose, and Competence in MathJordan Yoshihara
This document provides background on motivating elementary school students in math. It discusses research showing that motivation is influenced by autonomy, purpose, and competence. The author conducted a case study of 6 third grade students, trying different motivational strategies. Competition, leadership roles, goals, role models, fun activities, and a sense of community related to these three principles of motivation and influenced how engaged the students were in learning math. The author analyzed the results to understand how creating an environment that fosters autonomy, purpose and competence can build student motivation.
The document outlines the author's language teaching philosophy. It begins by discussing the questions language teachers must consider to achieve excellence. It then presents a metaphor of language learning as climbing a mountain, with fluency being the peak. The goal is for students to achieve language fluency. High expectations and an integrated theoretical foundation are important. Affective factors are addressed to create a safe environment. Progress is assessed through meaningful output and celebrating growth. The challenges of teaching attract the author and developing relationships is fundamental to good teaching.
This document outlines an action research proposal that aims to determine the effectiveness of brain-based learning in developing the reading skills of grade 3 special education gifted and talented learners. It provides background on the students' poor reading performance and rationale for using brain-based learning strategies. The study will administer pre- and post-tests to measure reading outcomes before and after implementing brain-based activities over 8 weeks. Statistical analysis will compare mean scores and determine if there is a significant difference between pre- and post-test results. The researcher hypothesizes that brain-based learning will significantly improve reading skills by engaging multiple intelligences. Results will help evaluate the impact of this student-centered teaching approach.
This document summarizes an educational interaction between a father and his 3-year-old daughter during a swimming lesson. The lesson was not successful, as the daughter became more scared than enthusiastic. The paper analyzes factors that contributed to the lesson's failure, including misaligned objectives between the father and daughter, the daughter's emotions of fear and anxiety, and her pre-existing habit of holding onto someone in the pool. It suggests the father could have incorporated play, understood the daughter's emotions and habits, and focused on building her self-efficacy through successful attempts to improve motivation and make future lessons more effective.
Questioning: Assessing how students think. (An interview with John Yeo)John Yeo
1) The document discusses the importance of using questions to help students think beyond just finding correct answers. It explains how asking good questions can enhance student thinking and help teachers assess learning.
2) It provides examples of how teachers can anticipate student responses to questions to better understand their thinking and scaffold their learning. Teachers should also use questioning purposefully and create contexts to harness group learning and deepen inquiry.
3) Effective questioning allows students to think more deeply, not just within the lesson but afterwards as well. Questions can motivate learning by getting students interested in finding answers rather than just remembering facts.
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
This document discusses tips for overcoming obstacles in reading and activities to enhance selective reading skills. It recommends setting time for reading, motivating children by making reading fun and rewarding them. Suggested activities include storytelling, spelling, and using graphic organizers. Reading comprehension is defined as not just reading words but understanding what is read. It affects daily life by allowing one to commute, classify food, and use different items. Techniques like using context clues, synonyms/antonyms, and graphic organizers can help better understand texts. Comprehension improves learning by enhancing vocabulary and recognizing words and their meanings.
- The document discusses a field study conducted by Alex Stellato at GOALS, a non-profit organization that provides after school programs for lower socioeconomic Latino students. Stellato works as a tutor in the homework room and is interested in student motivation.
- Some students lack motivation to do homework and prefer sports/games, while others want to complete schoolwork first. Stellato analyzes research on academic and physical motivation in similar demographic groups to understand lack of motivation.
- Two studies are summarized that examine the relationship between motivation and factors like self-efficacy and task value among middle school Latino students, finding motivation declines with age and is linked to beliefs about knowledge and success.
This action research report examines the effects of differentiated instruction on an advanced grade 3 student named Emily. Data was collected through interviews, writing samples, math journals, and observations before and after implementing differentiated strategies for 5 months. Differentiation promoted enthusiasm, motivation, and confidence in Emily and improved her academic performance and social skills. The teacher plans to continue refining her use of differentiation and balancing individual needs with standardized curriculum and assessment requirements. Differentiated instruction benefits all students by addressing varied learning needs.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
The document discusses Response to Intervention (RtI) and perspectives on its use for prevention of learning disabilities and identification of students with learning disabilities. It emphasizes that RtI focuses on ensuring appropriate, evidence-based instruction is provided to all students to prevent the need to classify students as learning disabled. Formative assessment within RtI is aimed at improving both student and teacher learning by focusing on instructional quality and student-teacher interactions. Effective interventions are interactive, engage students in meaningful literacy activities, and support students in developing independence.
Msc 8 hand out specific literacy experiences by sheena bernalEdi sa puso mo :">
The document discusses the importance of story reading and story telling for developing literacy in children. It states that these activities expose children to language, help build their vocabulary, and allow them to make connections between the stories and their own lives. Story reading and telling also promote interactive discussion, where children can comment on and question the stories. When children are immersed in stories from an early age through techniques like shared reading with big books, it helps them learn to become storytellers themselves and develop skills like retelling narratives.
The document discusses tips for overcoming obstacles in reading and activities to enhance reading skills. It recommends making reading a regular part of life, surrounding yourself with books and other readers, and being determined to overcome obstacles. It also lists note-taking, using graphic organizers, and engaging in reading activities as ways to enhance selective reading skills. Additionally, it defines reading comprehension, discusses how it affects daily life and the learning process, and provides techniques like summarizing, building vocabulary, and using the S3QR method to better understand texts.
This document describes the Collaborative Strategic Reading (CSR) strategy for improving reading comprehension. CSR is a 4-stage process: 1) Before reading involves previewing the text to build background knowledge and make predictions. 2) During reading has students identify what they understand ("clicks") and don't understand ("clunks"), using strategies to address clunks. 3) Students work to get the main idea of each paragraph and the overall text. 4) After reading, students generate and answer questions about the text. The document outlines the specific goals and activities within each stage of CSR.
Collaborative strategic reading (csr) within cognitive and metacognitive stra...Alexander Decker
This document discusses collaborative strategic reading (CSR), a reading comprehension strategy that combines elements of reciprocal teaching and cooperative learning. CSR involves students working in small groups to apply four reading strategies: preview, click and clunk, get the gist, and wrap up. The strategies aim to improve comprehension by engaging students before, during, and after reading. CSR has been shown to benefit students across achievement levels. Initially, the teacher models the strategies, then students work collaboratively in groups to apply the strategies to content area texts.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
Three key points about active learning are:
1) It involves students being actively engaged in the learning process through activities like discussion, writing, and reflection, rather than passively receiving information from a lecture.
2) Active learning has been shown to improve retention of information and accommodate different learning styles more effectively than traditional lecturing.
3) Implementing active learning techniques in the classroom requires teachers to structure lessons around student participation and feedback, rather than just presenting material, in order to maximize genuine learning.
Exploring a Route Toward Adoption of the Common Core. University of Wisconsin...Christopher Lehman
University of Wisconsin-Madison American Education Week address by Christopher Lehman, "Exploring a Route Toward Adoption of the Common Core." Live and online audience.
This document discusses the importance of early intervention for students with exceptionalities and the need for middle school teachers to assess for potential disabilities. It recommends that teachers observe for "fixed mindsets" that may indicate a student has not received appropriate accommodations. The document also provides guidance for administering a "Names Test" to evaluate students' phonological skills and determine whether they require specialized instruction. Teachers are advised to communicate results to special education practitioners but not diagnose disabilities themselves.
This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.
This study investigated starter activities for SEN students with literacy deficits. Researchers observed lessons with and without greetings/starters and found starters significantly increased engagement. They then observed one SEN class's responses to different subject starters. Questionnaires found students usually enjoyed and understood starters, though some asked for help. Interviews revealed students prefer practical, interactive starters over literacy-focused ones due to preconceptions about their skills. The researchers concluded starters are effective but should consider alternatives to literacy-focused activities for these students to fully engage them.
This document outlines Lana Caster's comprehensive behavior management and social-emotional learning plan as a high school special education teacher. The plan emphasizes making students feel welcome, safe, and challenged. It focuses on developing students' self-awareness, social skills, cultural competence, and collaboration skills to help them transition beyond secondary school. The classroom is designed to promote movement and comfort. Rules and consequences are clearly defined. Collaboration with students, families, and other staff is a priority to ensure student needs are met.
Guided reading is an effective teaching approach that provides reading instruction tailored to students' levels. Small group sessions allow teachers to focus on skills specific to each student. Multiple sources outlined benefits like improved comprehension, fluency, and vocabulary. Teachers can closely monitor progress and tailor lessons accordingly. Providing engaging texts at appropriate levels supports literacy development. Overall, guided reading is shown to boost reading achievement through individualized instruction in small groups.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This chapter discusses literature related to teaching styles and student motivation. It defines several teaching styles including expert, formal authority, demonstrator/model, facilitator, and delegator that can be categorized as either teacher-centered or student-centered. The chapter also examines intrinsic and extrinsic motivation and how a teacher's style can positively or negatively influence student learning motivation and classroom environment. A conceptual framework is presented showing the relationship between teaching style and learning motivation.
The learner analysis focused on 8 students from a self-contained autism classroom in a Title I elementary school. The students included 7 males between kindergarten and first grade, as well as 1 female kindergartener. The analysis found that the students' learning styles were primarily visual, auditory, cognitive, and kinetic. Entry skills for story elements varied between students, with kindergartners showing no prior knowledge. Motivational strategies discussed employing interactive lessons, repetition, and hands-on projects. The analysis also addressed characteristics like special needs, culture, and intelligence preferences to inform instructional design.
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- The document discusses a field study conducted by Alex Stellato at GOALS, a non-profit organization that provides after school programs for lower socioeconomic Latino students. Stellato works as a tutor in the homework room and is interested in student motivation.
- Some students lack motivation to do homework and prefer sports/games, while others want to complete schoolwork first. Stellato analyzes research on academic and physical motivation in similar demographic groups to understand lack of motivation.
- Two studies are summarized that examine the relationship between motivation and factors like self-efficacy and task value among middle school Latino students, finding motivation declines with age and is linked to beliefs about knowledge and success.
This action research report examines the effects of differentiated instruction on an advanced grade 3 student named Emily. Data was collected through interviews, writing samples, math journals, and observations before and after implementing differentiated strategies for 5 months. Differentiation promoted enthusiasm, motivation, and confidence in Emily and improved her academic performance and social skills. The teacher plans to continue refining her use of differentiation and balancing individual needs with standardized curriculum and assessment requirements. Differentiated instruction benefits all students by addressing varied learning needs.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
The document discusses Response to Intervention (RtI) and perspectives on its use for prevention of learning disabilities and identification of students with learning disabilities. It emphasizes that RtI focuses on ensuring appropriate, evidence-based instruction is provided to all students to prevent the need to classify students as learning disabled. Formative assessment within RtI is aimed at improving both student and teacher learning by focusing on instructional quality and student-teacher interactions. Effective interventions are interactive, engage students in meaningful literacy activities, and support students in developing independence.
Msc 8 hand out specific literacy experiences by sheena bernalEdi sa puso mo :">
The document discusses the importance of story reading and story telling for developing literacy in children. It states that these activities expose children to language, help build their vocabulary, and allow them to make connections between the stories and their own lives. Story reading and telling also promote interactive discussion, where children can comment on and question the stories. When children are immersed in stories from an early age through techniques like shared reading with big books, it helps them learn to become storytellers themselves and develop skills like retelling narratives.
The document discusses tips for overcoming obstacles in reading and activities to enhance reading skills. It recommends making reading a regular part of life, surrounding yourself with books and other readers, and being determined to overcome obstacles. It also lists note-taking, using graphic organizers, and engaging in reading activities as ways to enhance selective reading skills. Additionally, it defines reading comprehension, discusses how it affects daily life and the learning process, and provides techniques like summarizing, building vocabulary, and using the S3QR method to better understand texts.
This document describes the Collaborative Strategic Reading (CSR) strategy for improving reading comprehension. CSR is a 4-stage process: 1) Before reading involves previewing the text to build background knowledge and make predictions. 2) During reading has students identify what they understand ("clicks") and don't understand ("clunks"), using strategies to address clunks. 3) Students work to get the main idea of each paragraph and the overall text. 4) After reading, students generate and answer questions about the text. The document outlines the specific goals and activities within each stage of CSR.
Collaborative strategic reading (csr) within cognitive and metacognitive stra...Alexander Decker
This document discusses collaborative strategic reading (CSR), a reading comprehension strategy that combines elements of reciprocal teaching and cooperative learning. CSR involves students working in small groups to apply four reading strategies: preview, click and clunk, get the gist, and wrap up. The strategies aim to improve comprehension by engaging students before, during, and after reading. CSR has been shown to benefit students across achievement levels. Initially, the teacher models the strategies, then students work collaboratively in groups to apply the strategies to content area texts.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
Three key points about active learning are:
1) It involves students being actively engaged in the learning process through activities like discussion, writing, and reflection, rather than passively receiving information from a lecture.
2) Active learning has been shown to improve retention of information and accommodate different learning styles more effectively than traditional lecturing.
3) Implementing active learning techniques in the classroom requires teachers to structure lessons around student participation and feedback, rather than just presenting material, in order to maximize genuine learning.
Exploring a Route Toward Adoption of the Common Core. University of Wisconsin...Christopher Lehman
University of Wisconsin-Madison American Education Week address by Christopher Lehman, "Exploring a Route Toward Adoption of the Common Core." Live and online audience.
This document discusses the importance of early intervention for students with exceptionalities and the need for middle school teachers to assess for potential disabilities. It recommends that teachers observe for "fixed mindsets" that may indicate a student has not received appropriate accommodations. The document also provides guidance for administering a "Names Test" to evaluate students' phonological skills and determine whether they require specialized instruction. Teachers are advised to communicate results to special education practitioners but not diagnose disabilities themselves.
This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.
This study investigated starter activities for SEN students with literacy deficits. Researchers observed lessons with and without greetings/starters and found starters significantly increased engagement. They then observed one SEN class's responses to different subject starters. Questionnaires found students usually enjoyed and understood starters, though some asked for help. Interviews revealed students prefer practical, interactive starters over literacy-focused ones due to preconceptions about their skills. The researchers concluded starters are effective but should consider alternatives to literacy-focused activities for these students to fully engage them.
This document outlines Lana Caster's comprehensive behavior management and social-emotional learning plan as a high school special education teacher. The plan emphasizes making students feel welcome, safe, and challenged. It focuses on developing students' self-awareness, social skills, cultural competence, and collaboration skills to help them transition beyond secondary school. The classroom is designed to promote movement and comfort. Rules and consequences are clearly defined. Collaboration with students, families, and other staff is a priority to ensure student needs are met.
Guided reading is an effective teaching approach that provides reading instruction tailored to students' levels. Small group sessions allow teachers to focus on skills specific to each student. Multiple sources outlined benefits like improved comprehension, fluency, and vocabulary. Teachers can closely monitor progress and tailor lessons accordingly. Providing engaging texts at appropriate levels supports literacy development. Overall, guided reading is shown to boost reading achievement through individualized instruction in small groups.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This chapter discusses literature related to teaching styles and student motivation. It defines several teaching styles including expert, formal authority, demonstrator/model, facilitator, and delegator that can be categorized as either teacher-centered or student-centered. The chapter also examines intrinsic and extrinsic motivation and how a teacher's style can positively or negatively influence student learning motivation and classroom environment. A conceptual framework is presented showing the relationship between teaching style and learning motivation.
The learner analysis focused on 8 students from a self-contained autism classroom in a Title I elementary school. The students included 7 males between kindergarten and first grade, as well as 1 female kindergartener. The analysis found that the students' learning styles were primarily visual, auditory, cognitive, and kinetic. Entry skills for story elements varied between students, with kindergartners showing no prior knowledge. Motivational strategies discussed employing interactive lessons, repetition, and hands-on projects. The analysis also addressed characteristics like special needs, culture, and intelligence preferences to inform instructional design.
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The document discusses the principles of the 3Fs - Friendly, Fair, and Firm - which are an effective tool for relationships between teachers and learners. It explains that teachers should be friendly to build rapport with learners, fair in treating all learners equally, and firm in enforcing rules to maintain order and compliance. Only by balancing all three Fs can teachers effectively manage their classroom and maximize learning outcomes. Striking this balance is important to avoid issues like rowdy classrooms, learners disliking school or being withdrawn.
This document is a provisional offer letter from WhiteLake Technology Solutions Private Limited to Jeevan Prithvi J. R. for the position of SAS Programmer. Some key details include:
1. The initial monthly remuneration is INR 10,000 per month, increasing to INR 13,285 per month after a 2-month probation period.
2. The job responsibilities will be discussed upon joining.
3. Standard company policies on confidentiality, rules and regulations, and a non-compete agreement must be signed.
4. The expected start date is June 8, 2015 at the Head Office in Nagercoil.
Este documento presenta las reglas básicas de la "netiqueta", que son las normas de etiqueta para comunicarse en Internet. La netiqueta implica tratar a otros usuarios de Internet con respeto y consideración, como lo haría en persona. Las 6 reglas principales son: 1) Recuerde que detrás de las pantallas hay personas reales. 2) Comportese en Internet como lo haría en la vida real. 3) Aprenda las normas de cada sitio web antes de interactuar. 4) Respete la privacidad de los demás. 5) No abuse de su autor
This document discusses projections of solids and sectioning of solids in engineering graphics. It covers topics like types of solids, projections of solids in simple positions with axes perpendicular or parallel to reference planes, and projections of solids with inclined axes. It also discusses sectioning of solids using different section planes, types of section planes, and illustrates terms used in sectioning like section lines and true/apparent shapes of sections. Example problems on projections and sectioning of solids like cones, pyramids and prisms are presented.
Este documento presenta un caso práctico para analizar la evolución de la accidentabilidad en una empresa hipotética durante un año utilizando índices de frecuencia. Se calculan los límites superior e inferior para los índices de frecuencia mensuales y acumulados, y se representan los datos en diagramas. El análisis muestra que la accidentabilidad empeoró en los primeros meses del año pero mejoró hacia el final, aunque el índice anual estuvo cerca del límite superior establecido.
Siddhi Solution provides IT outsourcing, process orientation, IT security, consulting, auditing, learning and development, and open source services. The company was co-founded by experienced IT professionals with over 16 years in infrastructure, operations and security roles in the financial, insurance and manufacturing sectors, and they are certified in ITIL V3 and ISO 27002 information security standards.
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FP&A is increasingly recognized as a true business partner that helps facilitate conversations with business units to improve planning and better align with organizational strategy. To be effective business partners, FP&A needs to focus on three key areas: 1) building collaborative relationships with operations, 2) utilizing technology to cut across departmental silos, and 3) aligning finance's organizational structure. Examples show how FP&A partners with business units on tasks like product launches, supply chain management, and warranty reviews to enhance enterprise profitability through strategic insights and questions.
Este documento contiene una recopilación de versos y poemas sobre la amistad. Presenta varios poemas cortos de uno o dos párrafos cada uno que describen la amistad como un sentimiento precioso, delicado y que requiere cuidado y dedicación para perdurar. También incluye citas y reflexiones de diversos autores sobre la naturaleza de la amistad y su relación con el amor.
La Unión Europea está considerando nuevas regulaciones para las empresas de tecnología. Estas regulaciones incluirían multas más altas por violaciones a la privacidad de datos y nuevas reglas para evitar el uso indebido de datos personales por parte de las grandes compañías. Los defensores dicen que estas medidas protegerán mejor a los consumidores, mientras que la industria tecnológica advierte sobre posibles consecuencias negativas.
Project MMAMA aims to motivate students to become lifelong learners using innovative reading and writing activities. The mission is to strengthen students' brain power, focus, and learning skills through activities like reading passages aloud with rhythm, copying text, and writing what sounds right. The goal is to boost students' confidence and enthusiasm in their academic abilities. The program is designed to engage students and enhance skills like reading, writing, spelling, comprehension, and thinking through motivational exercises. When implemented, the activities were observed to increase students' focus, performance, and test scores by building their confidence and academic skills.
Angel Winslow
January 28, 2020
Walden University
EP002: Plans Developmentally Appropriate Curriculum
Assessment: Work Product
Part One
Early Childhood Work Product
Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.
Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.
The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.
Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with li ...
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
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384.466 KB
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Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
This document provides a literature review and background context for a research study on the effects of initiative games on the self-esteem of 9th grade high school students. It discusses the personal and professional experiences of the teacher-researcher in outdoor education and initiative games. It also reviews relevant literature on issues in education, the importance of developing self-esteem in adolescents, and how initiative games have been used to enhance self-esteem. The introduction outlines the research question and sub-questions that will guide the study.
This document discusses factors associated with reading readiness for children. It identifies 5 key factors: 1) mental age, with research showing mental age is more closely related to reading success than chronological age; 2) preschool experience and informational background, with studies finding kindergarten and richer backgrounds linked to better readiness test scores and reading achievement; 3) visual factors like vision, visual discrimination skills, and tests to identify issues; 4) auditory discrimination and the ability to distinguish similar sounding words; and 5) language development, as oral language ability and vocabulary size influence reading preparation. The document emphasizes the importance of assessing these factors to determine a child's readiness for reading instruction.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
The document contains summaries from the author's internship experiences over two weeks. In the first week, the author realized the importance of repetition in teaching children new concepts in English class. In social studies, the author debated internally to best answer students' numerous questions. In PE/health, the school ensures students' safety through rules like requiring sneakers in gym class. In science, the author used problem-solving to guide students to make their own observations on a nature walk. The second week, the author proposes having students keep reading logs to improve comprehension. The author also notes that knowing foreign languages can help at their internship site, such as in communicating with non-English speaking students.
Phase 3 module 7 ao neill final mac versiononeill74
This document describes a teacher's enquiry project that aims to motivate students through the use of pupil progress data. Specifically, the teacher implemented a "Rank Order System" to display student progress data publicly around the school. The goal was to inspire students to take ownership of their progress by seeing how they compare to peers. The teacher hopes this will motivate students to improve their effort and approach to learning. The document provides background on the project and reviews literature supporting the idea that intelligence and ability can grow with effort, as opposed to a fixed mindset. It also acknowledges that teacher-student discussions around progress data often lack two-way dialogue.
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
The document is a personal statement from an applicant applying for a BA in Education. It summarizes the applicant's experience working with children in various roles, including as a nursery assistant, teaching assistant, and after school club supervisor. The applicant enjoys interacting with and supporting children's learning and development. Through these roles and a foundation degree in teaching and learning, the applicant has gained practical experience and developed skills in communication, reflection, and working with others that they believe will help them as an educator. The applicant now seeks to further their knowledge and expertise through a BA in Education.
1. The document describes an investigation into improving year 7 students' reading comprehension of inference and deduction through structured learning strategies.
2. A control group was selected to reflect average ability and needs, and their responses to reading Frankenstein were assessed. Other subject teachers incorporated themes from Frankenstein into their lessons.
3. The results of assessments given after this cross-curricular teaching are analyzed to evaluate the effectiveness of the learning strategies in improving students' inferential reading skills.
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
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Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
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This document discusses cognitive development in middle childhood from ages 7 to 11. It covers several theories including Piaget's theory of concrete operational thought, Vygotsky's sociocultural theory of zones of proximal development and scaffolding, and information processing theories of metacognition. It also examines language development, approaches to teaching reading and math, international assessments of educational outcomes, strategies for second language learning, debates around school choice reforms, and gender differences in school performance.
Running head scaffolding 2 scaffolding 2aryan532920
1) The document discusses scaffolding in early childhood education, specifically for children ages 4-5. It proposes two assignments to assess literacy skills: having children arrange words to form sentences and identify beginning sounds of words.
2) The assignments are designed to evaluate children's understanding of sentence structure and their ability to connect letters to sounds.
3) Regular writing tasks and helping children identify letter-sounds are important for developing literacy skills in preschoolers.
This document discusses how to train and motivate the adult learner's brain through education. It begins by outlining common misconceptions about aging and the brain, noting that new views show the brain remains flexible and adaptable. Interviews with teachers and students reveal top challenges for adult learners include lack of confidence, technology skills, and time management. Research emphasizes understanding differences between older and younger learners and using problem-solving techniques. Students say their motivation comes from career goals and providing for family, while teachers stress relevance and building community. The document concludes by examining educational needs of older adults and benefits of exercising the brain through activities like reading, puzzles, and learning new things.
This document provides a literature review on adolescent brain development and literacy strategies. It begins by defining adolescence as ages 11-19, a time of physical, hormonal, and psychological maturation influenced by internal and external factors. The review then discusses structural changes in the adolescent brain, including increased grey matter volume peaking at different times in different brain regions, and synaptic pruning which strengthens frequently used connections and eliminates unused ones. Finally, it explores proven literacy strategies that support brain development, such as graphic organizers and modeling. The review aims to identify connections between adolescent brain research and literacy acquisition.
This document discusses creating a literate environment for students from pre-kindergarten to third grade. It emphasizes the importance of assessing students' cognitive and noncognitive skills to understand their abilities, interests and motivations. It also discusses selecting appropriate texts based on student assessments and exposing students to different genres. Specific learning strategies are proposed that focus on word recognition, comprehension, and critically thinking about and responding to texts. These strategies aim to teach students to be strategic, metacognitive, critical and responsive readers.
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
During my field-based observation at Sample Preparatory SchoolMerrileeDelvalle969
During my field-based observation at Sample Preparatory School with teacher Mrs. Jones. I heard one of
the most important things for this project. Mrs. Jones said that their real focus for the Pre-K students
wasn’t just teaching them their syllables and basic math but helping them to be more well-rounded
students. She was interested in their entire being as a student, from brain, to body, and social
interaction. Sample’s philosophy for their Pre-K students was to essentially make them better students.
During my observations I witnessed all of Maslow’s Hierarchy of Needs being met. Their physiological
needs were met with rest time, lunch time, and snack time. The teachers made it a priority to give them
sufficient breaks throughout their day to rest their brains and be able to focus back into their lessons.
Their safety needs were met at the beginning of each class when they sang a song about how to love
and treat their friends by not hitting and not saying hurtful things. In addition, the teacher made sure to
travel with them in between classrooms, was always present in the classroom with them, and made sure
they got to their parents at the end of the school day. Their social needs were met with many
opportunities to interact with their fellow classmates. During station time they were able to draw and
play with blocks with their classmates. This fostered Vygotsky’s Theory of Social Development. Although
the students were still working on not just looking to their teacher for answers and moving to the stage
where they rely on peers and themselves for answers, this was still developing their zone of proximal
development. Their esteem needs were met on a constant basis with praise and immediate feedback
when they answered a question correctly, completed an assignment, or mastered a task during small
group learning. Lastly, I was able to see their self-actualization needs being met when they mastered
tasks in small group learning. They’d pump their fists or exclaim with joy when they got a math problem
correct or spelled a word right. I was able to view another level of Vygotsky’s Theory of Social
Development in my observation of Teacher XYZ’s class. During this class the students were learning how
to play a group game of four square. At the beginning of the class the students were relying on the
teacher for directions of how the game worked and how they could form better strategy. However, by
the end of the game I was able to see the students to start to strategize with each other. Their zone of
proximal development moved one ring in closer to the center and they were able to see that they could
play this game with the aid of their fellow students’ minds and bodies. Obviously, gym time is appealing
to kinesthetic and spatial learners according to Gardner’s Theory of Multiple Intelligences. Yet, the
strategy side of the game will appeal to logical-mathematical learners. The game also applies to
Erikson’s Theory of Psy ...
This document summarizes a professional development workshop on comprehension strategies as a process for English teachers. The workshop included greetings, reflections, assessments, mindfulness exercises, presentations on comprehension strategies and differentiated instruction, group discussions on strategies for before, during and after reading, and information on metacognition and neuroscience as it relates to reading. The goal was to help teachers focus on comprehension strategies to strengthen student reading skills and conceptualize reading as a process involving different cognitive stages.
Similar to JosephWheelerReadingWritingProgramDesignA1 (20)
Joseph C. Wheeler is applying for an English Language Arts teaching position. He has experience teaching both in long-term and contract positions, which has led to improved student test scores. One of his classroom policies is "Respect Begets Respect" where he promotes respect in all classroom discussions. He also developed an effective educational technology program from his research and studies that enhances reading and writing skills. Wheeler is looking to bring his skills and insights to better serve students in the district.
Mr. Wheeler is a dedicated and passionate middle school drama teacher. He gently guides his students of varying maturity levels and encourages them to perform their own written skits. While some students are ambitious and interested in learning about stage presence, Mr. Wheeler addresses negative behaviors immediately, even making parent phone calls. He sets a positive example by integrating past drama knowledge with current topics. Mr. Wheeler is always courteous but stern when students intentionally disrupt class, ensuring a safe learning environment. He demonstrates patience and engages students to make learning fun in a clean classroom.
Joseph Wheeler has over 20 years of experience teaching various subjects in special education and general education. He has a master's degree in special education and certifications in English and speech. He is currently an English teacher for grades 6-10, where he uses strategies like SIOP and ILC to teach writing to ESL/ELL students. Previously he has taught a variety of subjects across many grade levels in the Detroit Public School system. He has a proven track record of improving student outcomes through implementing research-based teaching methods and analyzing data to develop targeted lesson plans.
The mission of Project MMAMA is to motivate youth and adult students to become lifelong learners using innovative reading and writing educational technology. The goal is to strengthen students' brain power, focus, learning skills, and confidence in order to improve academic performance. Key activities include Read It-Spell It-Copy It, which has shown to engage and motivate students, increasing their reading, writing, and thinking abilities. Formal research is still needed, but preliminary evidence suggests these activities can enhance specific brain functions and help students achieve academic goals.
Joe Wheeler II is an actor and teacher based in Detroit, Michigan. He has a B.A. in English and Theater from Oakland University and an M.Ed. from U of D Mercy. He has played leading roles in many productions, including Jesus Hopped the A-Train, A Raisin in the Sun, and Big Mama's Wedding. Wheeler has performed at theaters across metro Detroit like Meadowbrook Theater and Second City. He is skilled in acting, voiceovers, modeling, and motivational speaking.
Joseph Wheeler has over 20 years of experience as a special education and English teacher in Detroit-area public schools. He has a master's degree in special education and certifications in English and speech. He is highly knowledgeable in all areas of special education and has experience teaching English/language arts at all secondary grade levels. Throughout his career, he has implemented research-based teaching strategies to improve student achievement, such as differentiated instruction and cooperative learning. He has also coached other teachers and helped schools improve their test scores.
1. Wheeler 1
PROJECT MMAMA (MORE MOTIVATIONAL ACTIVITY MORE ACHIEVEMENT), LLC
MISSION STATEMENT
The mission of this project is to motivate youth and adult students to become life-long learners using innovative and
motivating reading and writing educational technology that can be applied across the curriculums. We hope to show
students that reading and writing are inbred American qualities that they can edify and utilize productively. We aim
at strengthening brain power, attentiveness, and learning skills to provide the opportunity to use enhanced power
advantageously in selected subject areas. Our goal is to uplift students’ spirits and create strong qualities of
confidence and enthusiasm about their academic abilities.
2. Wheeler 2
Project MMAMA DESCRIPTIVE DISCUSSION
PROJECT MMAMA (More Motivational Activities More Achievement) is designed to
motivate, inspire, and enhance academic readiness skills. Children acquire self-confidence and start to see and
believe they can achieve academic goals by the strengthening their reading, writing, spelling, speaking,
comprehension, cognition and neural plasticity. Teaching and learning specific subject matter is more exciting and
uplifting if students feel they can complete an academic activity. This is what they experience using the salient
research-based activities from MMAMA. I have seen that lack of confidence, enthusiasm, motivation, focus, and
concentration contributes to poor performances--academically and behaviorally-- in a plethora of classroom
climates. MMAMA is designed for success. As long as students participate in the activities they win because
reading, writing, spelling, speaking, attention span, thinking skills and ‘plasticity’, are being strengthened. For the
most part, the salient and changing strategies of the project were derived and coined during a two-year experience
teaching Elementary Science in Detroit.
Each class was visited once or twice a week, and I was able to observe the writing, speaking, and reading skills
of those students in their regular academic setting. One day I observed, most of the students’ in a third-grade class,
during a copying assignment that was taking longer than I anticipated, heads constantly darting from text to paper
and realized they were copying one letter at a time. They were given further instructions to copy no less than three
letters at a time, which lead to Read It-Spell-It-Copy It or RSC (I). As the students were monitored to assure the use
of RSC (I), I noticed the level of enthusiasm increase dramatically toward the activity. They were motivated and
wanted to copy more; the students were experiencing an academic task that they could achieve and were uplifted by
the outcome of copying more--quicker.
They were delighted with an academic activity that they could perform well at, whether it was to copy no less
than three letters or three words at a time, they knew they were involved in an exercise, that just by practicing it a
short period of time, strengthened their ability to think and perform noticeably better on the task at hand. The
students’ confidence levels shot up because they experienced motivational activity that they could sense prepared
them to handle regular academic subject matter and exercises. It was noticed that pupils were becoming bright-eyed,
and I thought, “Their neurons are really sparking!” Also, as some started to copy whole words, I realized that they
were empowering their writing, spelling, reading, comprehension skills, as well as, thinking power. It is wonderful
3. Wheeler 3
to recall when a fifth-grader practicing RSC(I), while working on an assignment for her regular teacher, excitedly
told me that she had copied a whole sentence without glancing at the text once for recall.
“Can you see how educational technology like RSC (I) exercise the brain and get neurons and protons
sparking?!” I would often exclaim to students (to later discover it was breaking research in the area of neural-
plasticity. One could see the effects/affect too, in their wide-opened eyes and totally engrossed time on task. It was
visibly observable that their minds were growing stronger, as well as, their attention spans, enthusiasm, motivation,
and confidence. This activity served as, and is, a great tool for highly-challenged settings….
I realized they may not have been doing good academically because their ability to think or brain power had
needed strengthening by engaging in motivational activities readiness are ready to attack. To expatiate, e.g. we know
that reading strengthens and cultures the mind, but if a student has difficulty with word recognition and reading
fluently, how would that benefit a student, cognitively or emotionally, especially during an oral reading assignment?
These types of experiences tend to deplete children's confidence.
Project MMAMA has activities that help children function better in these areas.
As I continued work, I noticed children were more enthusiastic about science; and engaging, reading, and
completing assignments more. Mr. Burton, the principal of Winship at that time, requested me back to teach the
same subject for the 1994-95 school years. He had a serious talk with staff about low MEAP scores. In that E.S.R.P.
position (Elementary Science), before leaving for Student Teaching, I was informed by Asst. Principal Mrs. Stinger
that the elementary science MEAP score were the only ones to improve the previous year. I attribute the students’
improvements in classroom performances and on the MEAP to the increase in confidence and other educational
attributes that MMAMA instills. Children acquire: confidence in their academic abilities; a sense of purpose for the
exercises; enthusiasm, and their intellectual perceptions heightens.
More recently, through my participation in the Geological Alliance Program with Central Michigan University
and the State of Michigan Department of Education, the hypotheses that the sensation(s) ('tingling, sharp long
lasting pang...') children experience in certain parts of their brain with MMAMA's activity could be that specific
areas of the brain as theorized and diagrammed by Dr. Gershmel, et.al. to convey the concept of ‘The Spatial Brain’
(Copy Rights Reserved), are strengthened. For example, if children experiences tingling (headache) in the forehead
area are their ‘sequence’ skills being enhanced and if they experience sensations on the right temporal area are
‘association’ skills enhanced; what does the 'tearing’ indicate, and so on. There is the possibility of getting formal-
4. Wheeler 4
research documentation for MMAMA’s implementation at Garvey Academy (DPS) and the Learning Disability
Clinic. I have accumulated hundreds of papers as evidence of children engrossed in the activity for thirty minutes to
over an hour at a time. They have been titled, signed, dated, and the different effects/affects of the activity on the
brain noted by each child (Refer to the Spatial Brain Diagram on page 15). Thus, not only does RSC (I) help neural-
plasticity, it may affect certain areas of the brain to enhance a child’s ability in specific areas of functioning. Prior to
this discovery other findings have been experienced for several years. Although no formal research has been
completed there is evidence of many children’s participation; the affect it had on them, and witnesses.
One most recent experience of Project MMAMA took place the 2009-‘10, at Marcus Garvey Academy. Although
I received permission from Principal Hearn to implement Spell-to-Copy…., to date, formal documentation has not
been established. But in several classrooms there was one hundred percent participation with children experiencing
sensations in parts of their brain, tearing of the eyes, and total emerging into the activity to the degree that they
would be so engrossed that it would go on a whole class period and children would request to do more of it the
following days. Also, often covering a Special Ed. Class there, Mrs. Newberry, the regular teacher, confirmed to me
that a child diagnosed with cerebral palsy had executed the best handwriting the teacher had seen. This was the
MMAMA’a Hum for Handwriting (HFH).
After meeting Lynne Master, M.Ed at Emerson Elementary the previous school year, I shared the affects of
MMAMA on Emerson pupils and classrooms with her. I became a contract tutor at her accredited Learning
Disability Clinic in Oak Park, Michigan. It is documented that HFH and RSC (I) were effective and affective with
my diagnosed clients. One was a Traumatic Brain Injury (TBI) case which leads to more research groundwork to be
considered. My feelings are that RSC (I) can also be a great recovery activity for people with brain injury.
J. Weiss (Supervisor of After-School 21st Century Tutor Program with DPS) observed Spell-to-Copy in
action during the 2008-’09 school year. She asked me to submit RSC (I) and other activities from Project MMAMA
to Detroit Public Schools Department of Special Education to show Michigan Department of Education (MDE) that
new research-based educational technology is being used in the 21st Century programs to help students meet NCLB-
based standards. RSC (I), Hum for Handwriting (HFH), and 1+2+3+4 (T) had great success the 2008-09 school
years. Students, parents, teachers, supervisors, and department specialists highly commend improvement in
children’s behavior and performance. One teacher, after observing their use in her class, adopted 1+2+3+4 (T) and
its summarizing aspect. MMAMA had same effects/affects on a highly challenged second and third grade class.
5. Wheeler 5
With same results on students in all classes I covered as the Building Substitute from kindergarteners in the 21st
Century program through 5th graders in both regular hour and after-school settings. One parent told a teacher that
they did not believe handwriting was the work was their child.
This summer the use of RSC(I) at Duke Ellington Conservatory for Music and Art Elementary and Middle
School, as I team taught a group of 2nd graders had the same effects/affects it has had over the years on students:
intensive totally engrossed participation (ninety-five to one hundred percent); tearing of eyes; students
claiming/noting they got a headache or tingling sensation in the front-center, back, sides, and temporal areas of their
head; desire to do the activity more; increase in ability to copy more without glancing back to textual source; well-
behaved class; complaints of it being too much work; withdrawn quiet students becoming motivated and
outspoken….
During the 2007-‘08 school year, there was great success with RSC(I) at Fitzgerald Elementary and Noble
Middle School in Detroit. As a long-term substitute of a sixth-grade Language Arts class I had one period where a
group of ‘antsy’ second graders were brought to me for one hour every day. There was one hundred percent
participation with focus, concentration, complaints of weariness but continuing on, and the same affect/effects of
physical and mental experiences, for entire class periods! It was implemented at least fifty percent of the days I
worked in that position for a month or so with same success every time. It was amazing! At Noble, in a Twenty-first
Century, after-school tutorial program there was equal success with 4th, 5th, 6th, and 7th grade students. Students
that were diagnosed ADHD bordering on conduct behavior participated whole heartedly and talked about it in the
regular class setting; some were told only 5 or ten more minutes because they wanted to quit, but I would not say
stop and they would end up doing the task another twenty-five to forty minutes, for the entire class period. In this
after-school setting, there were some extreme challenges, but at one point or another, every student did participate,
even those that did not want to do all work. The activity captivates the brain.
Implementing it at Pershing High in Detroit in the 2006-07 school years there were some exciting academic
achievements and discoveries about this activity and program. I started the year in a special education class as a
long-term substitute and experienced various ways RSC (I) could be used and appreciated by children depending on
the child’s readiness skills and cognitive ability. A student, I was not informed of his diagnosis, but know that his
listening, reading, and speaking skills were low; was able read, repeat, and copy one letter at a time, and I had to
guide him shouting the letter in order for him to remember that one letter to copy; his eyes began to glow with that
6. Wheeler 6
enthusiasm that MMAMA instills. He felt like he was learning! Another student was captivated by the activity, I
labeled him ‘The General’, and he appreciated it for a while, but stopped being motivated in the class, and started,
reluctantly and shamefully mocking academic efforts as if there were no use in trying. After being assigned to a
regular class where he was being main streamed, I learned he was in a gang and considered one of the leaders; he
did maintain a sense of respect but did little work. There was another student from the same special education class
that excessively continued the exercise at home with all kinds of magazines and could not stop. I imagine his brain
was consumed with need to exercise. He would exclaim this, and the fact that in his Science class his teacher was
commending him on copying work must faster, being more attentive, and performing better academically. He
literally pulled me to the through the halls by the sleeve to his Science teacher so she could tell me herself about his
improvement. Students can be instructed to spell words they do not recognize out loud so the teacher read the
spelling; the same passage could be repeated several times for reinforcement of acquiring and retaining practiced
and learned information. Text can be used below or above a child’s reading level to accommodate or challenge her
or him….
A paramount discovery this same school year came about when I had to attend workshop sessions for a
product our principal was purchasing called, FastFoward, created by Scientificlearning.com. Not only was this
program created in 1998 the same year I first submitted mine to the DPS office of Curriculum for Reading and
Writing, it totally supported my claims about neurons and protons sparking and increasing brain activity. This is
when I learned that what I had stumbled upon while teaching Science at Winship was the concept of neural-
plasticity. The FastForward program helped me to understand the affects of (RSC) (I) on brain activity and the
concept of neural plasticity. Scientificlearning’s researchers use MRI scans of the brain to measure improvement as
a result of their products use. MMAMA’s is more conservative and nurturing because it is cost effective educational
technology (pencils, paper, and textual source) and the instructor engages in the activity with individuals by
monitoring and assisting children one-on-one.
Say It-Write It- Read It Orally, also called SWR (I) O, is a learning activity that focuses on written
communication skills... The premise of this technique is that, if one can speak effectively using Standard English,
then one can write effectively using it. After listening to pupils speak, it was recognized that at least ninety percent
of the students I encountered could convey their ideas better verbally rather than in writing. It was obvious that oral
writing could extricate a natural ability to write correctly. SWR (I) O proved to be helpful. By instructing children to
7. Wheeler 7
say what they want to write, write it, then read it aloud to check if it ‘sounds right’ (what we are able to recognize as
proper use of English language); I was able to monitor and assist. Written sentences and paragraphs showed much
improvement. “Understand that if one writes exactly what one wants to say, by saying it orally, then writing it, a
high percentage of the time what is written will be grammatically appropriate, correct, and sometimes one can feel
pauses in the speech where punctuation may be appropriate.” Furthermore, as a substitute in Oak Park School
District, in Michigan, a class of about six of seven educationally challenged students, whom were known to give
teachers a hard time, was introduced to SWR(I)O, in one class period for the first time. They all completed the
assignment and most expressed that it was the first time they had completed a coherent five to seven sentence
paragraph. They were excited about attacking a once challenging assignment when they understood how easy it is to
be successful at it; with a tremendous positive impact on written communication skills. I have added it to the
Writing Process also and publish it in class and implement it during lessons after ‘revise’ as ‘read aloud’ so my
acronym is PDRREP.
Stand for Rhythm Reading (SR2), was also derived from my teaching experience as an elementary science
E.S.R.P. However, like SWR (I) O, to discuss it I’d like to refer to a different setting. At Don Bosco Hall, both
strategies were implemented successfully with positive effects on academic performance and emotional uplift in a
program called, Standing TALL (Theater, Academics, and Learning Leadership), comprised of programs from the
Corporation for Artistic Development (CAD) and Regina Wade, Earnest E. Maddox’s Learning Leadership, and
my MMAMA for academics. By humming a melody and having a student read rhythmically, like singing with the
melody, students that were being laughed at and ridiculed began to read fluidly. After witnessing the immediate
effects/affects of both strategies, and the instructor’s sincere concern for education they began to support each other.
It was inspirational to see the concern and love that generated in the climate once it was discovered that they all had
the ability to learn to read and write effectively in a matter of minutes. Students are especially excited by SR2
because it is empowering. The immediacy of its exemplary effect on oral reading astonishes and impresses them;
those that read and write well before MMAMA, read and write better after her. SR2 builds sound and word
recognition skills, and comprehension skills. The tempo can be adjusted to students’ needs and have positive results.
PSR2 (Personalized Synthesis for Reading & Writing) is an activity that encompasses use of the New
Definition of Reading (NDR) as defined by the National Reading Association, and Discourse Synthesis. The NDR
emphasizes synthesizing prior knowledge and selected text to help reading comprehension, and DS emphasizes
8. Wheeler 8
synthesizing selected text (s) to help written discussion. PSR2 is an activity that requires students to synthesize
related information from prior knowledge with that of selected text (s), via oral discussion lead by instructor, to
enhance written expression. PSR2 has not been implemented, by this instructor, in a classroom setting. But, in a
study conducted by Dr. Grange on behalf of my Master Thesis at U of D Mercy, the then English Department Head
at Osborn High and several English teachers implemented the activity to selected students; we did find significant
improvement in their writing style. The title of the thesis was, The Effect of Discourse Synthesis on the Writing
Style of Secondary Students. There was only 1 study in the country, conducted by Boyd and Raphael at Michigan
State University that could be used as a model. And, the idea of integrating prior knowledge and textual information
to measure its affects on writing dawned upon me during a class session for a Reading Content course at U of D
Mercy. Years later, and after having the idea deemed plausible for a Thesis Statement, I ran across Nancy Spivey’s
coined theory of Discourse Synthesis.
The teaching and learning strategies of Project MMAMA can harness the emotional apprehensions some children
experience when they encounter reading and writing tasks. As well as, the build their brains’ capacity to attack tasks
successfully. If they have normal readiness skills, they become immediately confident in their ability to read and
write effectively. Interests in subject matter increase when they see, in one or two sessions, their basic skills are
better than they were before MMAMA. Again, areas of improvement include a heightening of awareness, writing
and thinking critically, analytically, and insightfully, word recognition, oral read, spelling, handwriting, and copying
skills and neural-plasticity. At all levels of grade school, Project More Motivational Activity More Achievement has
proven to be a significant aide to help children achieve educational goals. MMAMA will be an exceptional program
for the Adult Education System, and, she can be implemented with selected text (s) from subject areas of instructor’s
choices, across the curriculums; she should strengthen the ability of students to perform better in subject area she is
used in, because of the attentiveness given to the context with which she is exercised. Thus, MMAMA can be
applied across the curriculum; and, again, as an aide to enhance academic performance in specific subject matter. In
my experiences with Project MMAMA, the teaching and learning strategies are flexible enough to be adjusted to
individual needs. A teacher may find one’s self integrating aspects of SWR (I) O, SR2, and PSR2 or creating similar
strategies or activities.
10. Wheeler 10
NOTE:
The diagrams above need to be used in future research to determine if the ‘tingling’ children refer to experiencing in
parts of their brain due to the neural plasticity activity are in fact weak areas of the brain being strengthened.
Re-edited on 08/01/16, J.C.W..
11. Wheeler 11
A GENERALIZATION OF A DESIGN
TO IMPLEMENT PROJECT MMAMA
INTRODUCTION
The following is generalization of salient objectives, strategies, and evaluation techniques that can be used to as an
organizing element in planning and implementing, Project MMAMA, in a regular fifth grade classroom setting. It
should be understood that she is easily manageable and monitor able and effective for students at higher levels of
education (Adult Ed., College, etc.) and, possibly, in climates with significantly less students (considering readiness
skills & Special Ed. Classes). Her uplifting phenomena will inspire, motivate, and build attentiveness and
confidence toward attacking regular classroom curriculum and assignments, while immediately enhancing thinking,
reading, and writing skills.
The use of Project MAMMA promotes healthy attitudes toward the teaching and learning process,
and strengthens plasticity.
B. Four objectives have been formulated; each on a different level of affective, cognitive, or psychomotor behavior
(Bloom).
Activities Objective 1 Objective 2 Objective 3 Objective 4
First activity x x
Second activity x x x x
Third activity x x x x
Fourth activity x x x
Fith activity x x x x
Sixth activity x x x x
C. Evaluation techniques have been designed for each activity. A description of the behaviors one would
expect as evidence of a child’s progress toward one objective has been provided.
D. Also included is a description of how sequence, continuity, and integration have been used in these
activities.
12. Wheeler 12
Generalization: The use of Project MAMMA immediately betters reading and writing skills, and promotes
motivation, confidence, and overall healthy attitude toward the teaching and learning process.
I. Objectives:
Bloom’s Taxonomy Objective
Affective domain—responding and value 1. Students will be assessed and observed to determine their
level of performance (low/medium/high) in reading, writing,
and copying, and become more attentive, motivated, and
confident in their ability to attack the project, and regular
classroom assignments, as well as, strengthen their cognitive
skills and enthusiasm.
Cognitive—knowledge and comprehension 2. Students will perform better when reading orally,
and retain and Cognitive—comprehend, understand more.
Psychomotor—guided response 3. Students will become more proficient at hand copying
information.. They will become better spellers, and more
skilled at word recognition.
Cognitive—comprehension, application, 4. Students will show improvement in their analytical and
analysis, synthesis, evaluation critical thinking and writing
skills.
III. MOTIVATIONAL LEARNING ACTIVITIES
Objective 1: Students will be assessed and observed to determine their level of performance(low/medium/high) in
reading, writing, and copying, and become more attentive, motivated, and confident their ability to attack the project
and regular classroom assignments, as they strengthen their cognitive skills, and enthusiasm; to motivate students.
Motivational learning activity # 1: American Me American You or (A)MY—1st
session
Objective 1a: Individual will write better with the continual use of practicing handwriting
Motivational learning activity #1a: Humming for Handwriting HFH--1st session
Objective 2: Students will become more proficient at hand-copying information. They will become better
spellers, and more skilled at word recognition; attention/focus, motivation, plasticity, inspiration,
enthusiasm, confidence all enhanced and leads to better performance and behavior.
13. Wheeler 13
Motivational learning activity #2: Read It-Spell It-Copy It or RSC(I)
Also known as SR(2)C (Spell-Read-Repeat-to-Copy) and Spell-to-Copy
Objective 3: Students will show improvement in their analytical and critical thinking and writing skills.
Motivational learning activity # 3: Say It-Write It-Read It Orally or SWR(I)O & TEWP (The Enhanced
Writing Process) i.e. Prewite/Draft/Revise/Read Aloud/Edit/Publish
Objective 4: Students will understand and retain more, and perform better when writing.
Motivational learning activity #4: Stand for Rhythm Reading or SR2
Objective 5: Enhance writing style/expression, analytical thinking, etc.
Motivational learning activity #5: Personalized Synthesis for Reading &Writing or PSR2
Objective 6: Students (with reasonably strong LCD) skills will construct written expressions that are, at
least, ninety percent accurate. And thoroughly summarize selected textual information.
Motivational learning activity #6: One + Two + Three + Four (Thoughts) or 1234(T)
14. Wheeler 14
References
Cowen, J.E. (2003). A balanced approach to beginning reading instruction: A synthesis
of six major US reading studies. Newark, DE: International Reading Association.
Farstrup, A.E., & Samuels, S.J. (2002). What research has to say about reading
instruction. Newark, Delaware: International Reading Association.
Grand Canyon University. (2005). SPE 596 Lecture five. Retrieved September 15, 2007,
From http://angellsms.gcu.edu
Grand Canyon University. (2008). SPE 576 Lecture four. Retrieved March 30, 2008, from
http://angellsms.gcu.edu
Grand Canyon University (2008). SPE 571 Lecture two. University. Retrieved September
13, 2008 from http://angellsms.gcu.edu
n.a., (2008). Hum yourself to health. New Choice Natural Healing. MotherNature.com.
Retrieved September13, 2008, from
http://www.mothernature.com/Library/Boodshelf/Books/21/48.cfm
Polloway, E.A., Patton, J.R. & Serna, L. (2008). Strategies for teaching learners with
special needs. (9th
ed.) Merrill Prentice Hall, Upper Saddle River, New Jersey.
Russell, G., Scott, B. & Edwards, L. (1999). Teaching expressive writing to students with
learning disabilities. LD Onlined. Retrieved April7, 2008, from
http://www.Idonline.org/article/6201.
Smith, C. R. (2004). Learning disabilities: The interaction of students and their
environments. 5th
ed. Syracuse University: Pearson.
Wheeler, J.W. (1998). Project more motivational activity more achievement: (Project
MAMMA).A low cost effective program created and designed for students of all
ages and LCD ability levels.