Misunderstood minds presentation[1]
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Nathan loved reading but had not actually learned to read. Testing revealed he had memorized books but lacked phonemic awareness. Dr. Levine identified neurological deficiencies preventing Nathan from connecting letters to sounds. Sara Lee was a strong student until struggling in history class in 4th grade. Testing showed she had difficulty retrieving words and their meanings. Immersion therapy exercising her verbal skills improved Sara Lee's language processing and comprehension, allowing her to actively participate and think more deeply in class.
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Alternative ways of teaching grammar
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Each day Mrs. Ashland enters her classroom excited to make a diffe.docx
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
Rodrigues Practicum Journal - Kindergarten
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
Lesson 3
The lesson plan is for a kindergarten class learning about jungle animals. The 30 minute lesson has the following components: a greeting song to engage students, a warm up activity identifying animals from a video, a presentation using a PowerPoint to introduce animal names and plurals, a drawing activity for students to practice the names, an online game to count animals, and a closing activity reviewing an animal poster. Homework involves parents being emailed about videos and activities from the lesson. The tutor provides positive feedback and a recommendation to recycle a song from the previous class.
Psed 7
Preschool teachers should teach science through exploration, observation, and hands-on activities rather than lectures. Activities like singing songs about body parts, playing Simon Says to learn parts, and using senses to identify objects help engage preschoolers. Lesson plans should integrate music and involve tracing bodies, naming parts, and moving to develop understanding of science topics like life cycles and the human body in a developmentally appropriate way. Vygotsky's theory emphasizes that social interaction and scaffolding assistance from teachers are important for cognitive development in young children.
TPRS® Beginning Workshop 2012
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Lead in days and written observations
The document provides a summary of two lead-in days for pre-service teachers doing their practicum at a high school. On the first day, the teachers were introduced to the school and felt nervous but excited. They met their supervising teachers and started exploring lesson plans and getting to know the students. On the second day, the pre-service teacher observed two music theory classes taught by Kate Shepherd and noticed the students seemed disengaged but learned about managing a classroom and enhancing student learning.
115409231 case-study
The document provides a case study of a 6-year-old Filipino girl named Angelica Pauline F. Gulac. It summarizes her family background, physical characteristics, school performance, interests and strengths. It finds that she has above average intelligence, is gifted in memorization, and enjoys reading. Her greatest strengths are being with family and talent for memorization. The recommendation is for her to continue developing her skills through sports and social engagement to build confidence and coping skills.
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ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Two Case Study Focus Students Each.docx
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Each day Mrs. Ashland enters her classroom excited to make a diffe.docx
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Misunderstood minds presentation[1]
- 1. MISUNDERSTOOD MINDS By: Dawn, Jenna, Karla and Nicole
- 3. NATHAN
- 4. NATHAN VANHOV Nathan loved to read. He was a natural leader, articulate, athletic. He was exceptional by all accounts. However, when he entered school... -first week of school, the teacher discovered that he didn't know the alphabet and couldn't actually read -Nathan was concerned that he was trying and trying without much success Nathan was sent for testing... -He did not score well on tests. -Nathan's mom admits that it was hard to hear that her child was not average especially when she thought he was exceptional. As it turns out... -He had memorized the entire book. He wasn't actually reading, he relied on innate strength (memory).
- 5. NATHAN VANHOV Plan B.... -Nathan's parents hired a tutor. He knew 300 sight words before grade 2, but again, 9 weeks into class, he was behind Plan C...The investigation.... -Dr. Levine investigates all kinds of ways Nathan's brain learns. -He identified neurological deficiencies and strengths with 33 specific tasks. -Nathan did not perform well on a rhyming game. He though hot rhymed with hate. Therefore, this let Dr. Levine know that he did not have phonemic awareness. -Nathan can't break a word like dog into de-oh-g sounds
- 8. SARA LEE HARRIS -lots of friends, youngest of 4, mom wants a good solid education for her kids- children's storefront school in Harlem -standout student, highly verbal -4th grade was really shy in history...wouldn't participate...out of character…couldn't comprehend history, vocabulary -then tests basic language skills, good language for single words (mouse), but other words associated with pics she had difficulty -couldn't retrieve the information (e.g. Swine from Charlotte Web) -storage and retrieval system is very confused...takes card out but doesn't put it back in the right place -things start to unravel in grades 3 or 4, you begin to expose expressive language problems in grade 3 or 4: they know what they want to say but they can't get it out -had good inner language, knows what she wants to say but can't get it out the way she was thinking- she understands well but can't express herself - expert suggestion: Full Immersion Language Treatment: needs a verbal workout...needs to practice talking in full sentences...give your brain a workout -need to be comfortable in order to take risks, an immersion therapy...flash adds, drill...
- 9. SARA LEE 1 YEAR LATER -Sara Lee is asked: What do you do if you find someone's purse in a store? Run after them... -Now she is contributing more in class -She has improved dramatically: comprehension score went from grade 4 second month to grade 7 -Sara lee is pushing herself beyond cliches, and is thinking deeper -Sara Lee-"I have matured a lot, I have been participating, my grades are improving, I have overcoming the mistakes I made other years."