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This document describes a series of lessons to help students with disabilities understand their cognitive processes and advocate for themselves. The lessons covered learning styles, processing, multiple intelligences, strengths and weaknesses. Students applied these concepts by analyzing the novel "Flowers for Algernon". Feedback found students felt empowered by their new understanding and could identify their strengths. Areas for improvement included adding more activities and discussion, vocabulary support, and role playing for self-advocacy. The overall goal was to increase students' self-awareness and ability to self-advocate through understanding cognitive functioning and applying it to literature.
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Principles of language learning
Language learning involves more than just learning vocabulary and grammar. It involves learning a new culture, way of thinking, and identity. The goal is to develop communicative competence or the ability to use the language. Learners develop their skills through a systematic process of using the language and receiving feedback to eliminate errors over time. Success requires meaningful practice, time, effort, risk-taking, and being intrinsically motivated to learn.
Factors affecting language learning
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
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Learner Autonomy and Language Awareness
The document discusses promoting learner autonomy and language awareness in language education. It defines learner autonomy as developing students' capacity for critical thinking, taking responsibility for their own learning, and giving up dependence on teachers. Teachers can contribute to autonomy by negotiating with students, encouraging strategy use, and allowing students to evaluate their own language performance. The document also discusses developing language awareness through validating students' linguistic backgrounds, examining language critically, and incorporating microstrategies like analyzing register into the classroom.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
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Goals, Content, and Sequencing (Language Curriculum)
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2) Learner attitudes and motivation are also covered, noting the importance of positive attitudes towards the language and intrinsic versus extrinsic motivation. Intrinsic motivation comes from within while extrinsic motivation involves external rewards.
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3) The document outlines different types of learner abilities that may impact language learning like physical, emotional, social, and intellectual abilities. Memory, reasoning skills, and comprehension abilities are discussed as examples of intellectual abilities.
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This document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences, beliefs, and age of acquisition. It summarizes research on how each of these factors may influence language learning success. While some factors like intelligence and aptitude were previously thought to strongly predict success, more recent research suggests that motivation, personality, and teaching approaches tailored to learners' preferences and strengths may be more important influences. No single factor determines success, and learners can demonstrate strengths in different areas.
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This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Principle of teaching and the learning language
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2. Learning is most meaningful when it integrates listening, speaking, reading, and writing through authentic contexts. The classroom environment should promote discovery, acceptance of mistakes, and respect among students.
3. Effective teaching involves reflective, active learning where students engage with the material and construct their own understanding rather than receiving passive knowledge. Lessons should allow for depth over breadth of topics.
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This document discusses individual learner differences and ways to differentiate instruction to meet varied student needs. It begins by asking questions about individual learning preferences like learning style and whether students learn better alone or in groups. It then defines individual differences and gives examples of visual, auditory, and hands-on learning styles. The document goes on to discuss why differentiating instruction is important by addressing student variability and maximizing potential. It suggests allowing students to use their preferred intelligences and including varied activities and assessments. Finally, it shows examples of self-directed learning through learning stations and centers that provide choice and flexibility for students.
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1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
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4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
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2. It describes various aspects of vocabulary development, including definition, spelling, usage, and relationships between words. Learning words is a cyclical process of initial learning and repeated exposure to extend understanding.
3. Several methods for teaching vocabulary are examined, including using pictures, gestures, organizing words thematically, and exploiting relationships like antonyms. Stories are emphasized as a rich context for learning vocabulary.
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The document discusses curriculum design for a bilingual first grade class. It analyzes student needs through surveys, interviews, and classroom observations. Needs included a curriculum delivered centrally, proper language modeling from teachers, and a focus on phonics. The proposed curriculum goals are to reduce student reliance on hybrid languages, strengthen phonics in both languages, and develop literacy skills in reading and writing. Lessons target these goals through activities analyzing language differences, practicing sounds, and using verbs in sentences.
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This document describes a series of mini-lessons presented to 8th grade students with disabilities to increase their self-awareness and self-advocacy skills. The lessons covered learning styles, cognitive processing, multiple intelligences, and Bloom's taxonomy. Students applied these concepts by analyzing the novel "Flowers for Algernon". The lessons empowered students to identify their strengths, weaknesses, and preferred learning styles. Students also gained empathy by relating to the challenges faced by the main character. The lessons could be improved by incorporating more activities, discussion, and opportunities for student input and higher-level writing. Overall, the goal was to help students with disabilities understand and advocate for themselves as they transition to high school.
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Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
Productive Pedagogies
The document discusses productive pedagogies, which are teaching strategies that engage students in authentic learning. It provides definitions of productive pedagogies and lists over 100 specific teaching strategies. It also describes the four major dimensions of productive pedagogies: intellectual quality, connectedness, supportive classroom environment, and recognition of difference. For each dimension, it gives elements and examples to illustrate how teachers can implement these dimensions.
Classroom instruction
The powerpoint includes a few points to managing classroom instruction using instructional strategies and learning strategies.
Theory
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.
Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Reading
This document discusses reading processes and literacy. It covers the nature of reading, steps in the reading process, characteristics of reading, types of reading materials, stages of reading, schema theory, comprehension, teaching reading, becoming literate in a second language, developing adult literacies, and family literacy programs. The key points are that reading is an active process that involves perception, comprehension, and reaction. It also discusses different types of readers such as nonliterate, preliterate, and biliterate individuals and how literacy is developed.
Programa fundamentos 2013 2
This course provides an introduction to educational research with a focus on qualitative approaches relevant to language teaching and learning. The course aims to enhance students' understanding of research concepts and their implications in Colombia. Students will learn about different research approaches and develop skills for critically analyzing issues in EFL classrooms to identify potential research topics. They will also have the opportunity to carry out their own research project or systematize a teaching practicum. Evaluation will include exams, assignments, presentations and a final research proposal or practicum project. The course uses various pedagogical models including content-based instruction, humanistic approaches, and socio-constructivism.
Learning styles
The document discusses learning styles and Howard Gardner's theory of multiple intelligences. It notes that teachers must consider students' different learning styles and strengths/weaknesses. Gardner challenged the view that intelligence is a single entity and instead proposed there are seven types of intelligences. The document suggests teachers can use knowledge of learning styles and multiple intelligences to structure lessons that engage different abilities and help students learn.
Creating a literate environment power point presentation
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
Educ 6706 literate environment analysis presentation
This document discusses literacy instruction for early readers. It emphasizes the importance of understanding students' interests, cognitive needs, and literacy development in order to plan effective lessons. A balanced approach to literacy incorporating narrative, informational, print and digital texts is recommended. The document also outlines the interactive, critical, and response perspectives for literacy learning and provides examples of lessons incorporating strategies from each perspective.
MYP Unit Planner persepolis
This unit plan is for an 8th grade Language A class that will last 8-10 weeks. The unit will focus on how educating ourselves can help prevent discrimination and stereotyping. Students will learn about Iranian culture to reflect on their own biases. They will examine how discrimination can be prevented. Assessments include a persuasive essay and graphic cartoon on an issue of passion. Learning activities incorporate research, presentations, letter writing, and analyzing the graphic novel Persepolis to develop cultural understanding and persuasive writing skills. The unit successfully engaged students in learning about Iranian culture and reflecting on discrimination.
Unit 2 only the strong survive grade 6 language b
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
Genre Based Approach.pptx
The document discusses the genre-based approach to teaching writing. It defines genre as a text type that has a specific social purpose and communication event. The genre-based approach focuses on systematically teaching writing within social contexts. It aims to develop students' literacy skills by analyzing how different genres are structured and can be produced for various purposes. The document provides examples of genres like recounts and narratives. It also outlines the steps to implement the genre-based approach in the classroom, such as selecting genres, analyzing conventions, modeling, practice, and assessment. As an example, it describes how this approach could be applied to teaching the genre of the short story.
TEACHING PRODUCTIVE SKILLS 1.pptx
Teaching a language is a complex process that involves more than just a set of easy steps. It requires considering many interrelated factors, such as learner characteristics, age, context, instructional variables, and the integration of listening, speaking, reading, and writing skills. Developing language skills can be challenging due to various obstacles. The goals of language instruction may include helping students acquire competence in using the rules of the language system as well as the performance skills needed to communicate in different situations. Lesson objectives should be specific and measurable statements about what students will learn within a given time period, such as a single lesson.
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- 1. Metacognition and Executive Function in Lesson Planning: Increasing students with disabilities self awareness and self advocacy through literature. Yale University Fellows Kenwood Academy January 20th 2009 Kevin B. Higgins, MS/SPED
- 2. Objective: For transitioning students to increase their understanding of: Learning styles/modalities Processing Multiple intelligences Strengths and deficits Intervention strategies and self advocacy skills
- 3. Methodology: Present in a five part series of advisory lessons, leading theories of cognitive processes. Facilitate student discussion and reflection of these theories. Apply such knowledge to the literary analysis of Flowers For Algernon by Daniel Keyes.
- 4. Given a set of 15 minute ‘Advisory’ periods, a series of mini-lessons were created to enhance students’ self awareness of brain functioning and processing as it applies to their school day…
- 6. vision (that includes color, background, patterns);
- 7. speech, vision, movement (that includes whole body, arm and finger);
- 8. hearing (including both them hearing themselves and them hearing outside speech). Discuss with students the pathways by which information enters our sensory input. Illustrate such inputs and have students name particular lessons/activities they’ve enjoyed/benefited from. Sort those into which input modality is best related.
- 9. Mini Lesson 2: Processing Discuss Chalfant’s Crate, the implications of input/output modalities and different types of processing. Provide examples and ask students for elaboration of how memory, attention and concept formation are used in school.
- 10. Mini Lesson 3: Gardener’s Multiple Intelligences Discuss the notion that people can be ‘smart’ in many ways, summarize various intelligences. Ask students to reflect on and list their individual intelligences.
- 11. Mini Lesson 4: Bloom’s Taxonomy Discuss ‘weight’ in thinking referring to previously mastered skills such as SQR, Extended Response and other curricular examples of higher order thinking. Have students generate a set of questions on a mastered skill, such as a folk tale or familiar poem, and have them quantify the questions by difficulty in relation to Bloom.
- 12. Mini Lesson 5: Summary Have students create reflective journal entries regarding their: Perceived Learning Styles Multiple Intelligences Processing Strengths Examples of higher order questions from the Bloom discussion
- 13. Literature Component: The group of students involved in this series of lessons is 10 8th grade students with disabilities in the Language Arts domain. The mean reading level (using KTEA/ISAT/BRI data) is aggregated at 3.6 gl, with significant deficits in written expression and conventions. Instruction was differentiated through the use of paired reading, assistive technologies such as Kurzweil software and Franklin speaking dictionaries, tracking reading and abridged texts. Daily readings were discussed keying on elements of plot, setting, theme and characterization. Inference, prediction/outcome, KWL and SQR strategies were employed daily. Students were charged with the responsibility of playing the role of Clinical Psychologists. They were to track the character Charlie’s development, and quantify the skill level/difficulty of his gains and deficits. These ‘case studies’ were used as a tool for their final exams, in which they were to discuss, in writing, Charlie’s multiple intelligences and how they impacted his quality of life.
- 15. Students could readily identify perceived strengths and weaknesses, often corresponding with classroom observations.
- 16. Students could identify preferred learning styles, and more importantly could vocalize those to potential future educators, as witnessed by suggestions for activities/assessments related to the lesson.
- 18. Summary: It is vital for students with disabilities to be self aware of the nature and impact of their disability, while simultaneously being able to identify and implement remediation and self advocacy strategies. This increased confidence is essential to successful transitioning to high school, and hopefully serves them throughout secondary and higher education.