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The document discusses the concept of tiering in literacy education. Tiering involves meeting students at their individual levels through small group instruction, homework, and learning centers. It allows teachers to develop relationships with students and address all of their needs. Tiering helps students feel supported and encouraged as they progress in their learning. The author proposes applying tiering approaches such as testing students' literacy levels and providing targeted instruction through learning centers, word walls, and various activities.
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Teaching children important skills like reading, writing, drawing, counting, and English is important for their development. Some effective ways to teach include reading picture books together, practicing proper writing posture and spelling words, participating in drawing competitions to learn colors, counting activities, taking English classes to boost confidence, and playing sports to develop skills. The presentation provided recommendations for teaching young children essential literacy, numeracy, and language skills.
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A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docx
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Fs2episode3 121013223231-phpapp01
The document summarizes a student teacher's observation of an English lesson at Holy Cross College. It describes the objectives, subject matter, learning activities, and assessment tools used by the teacher. It discusses how actively engaged the students were in the lesson and the teacher's reasoning for the activities. If the student teacher was the instructor, they would utilize a variety of techniques and activities to accommodate different learning styles and assess comprehension. Overall, the experience reinforced the importance of preparation, positive attitudes, and focusing on the learning process in addition to content.
PA CCAP-Sarah Dvorak
This document provides a template for a cumulative course assessment product (CCAP) focusing on developing plans for teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student phonemic awareness skills, analysis of assessment results, instructional strategies, standards addressed, and examples of phonemic awareness activities. The CCAP requires developing plans for phonemic awareness instruction, assessment, and at least one example of a student assessment and analysis. It is due at the end of a six-session course and will be reviewed by the course facilitator.
Field study 1
The document appears to be a field study report submitted by a student to their professor. It includes:
1. Acknowledgements and thanks to various people who helped with the completion of the field study, including the school principal, cooperating teacher, school staff, family, friends, and professor.
2. A dedication of the field study to the student's loving family and friends who support and inspire them.
3. An introduction noting the importance of observation in relating educational theory to practice during a field study.
FS 2 Episode 2
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
FS 1 Episode 4
The document summarizes an observation of a classroom with students of varying abilities. The observer identified 4 target students to observe - Margie, Arwin, Pritz, and John. Margie was very active and confident while Arwin seemed behind and had a sprained wrist. Pritz was shy but performed well while John needed to improve. The teacher validated the observer's findings and used games to encourage participation. There were clear differences in ability levels, with gaps between high and low performers. The teacher addressed these differences through review questions, focusing on low performers, and using games at different difficulty levels tailored to each student's abilities. Students responded positively to the teacher's methods.
FS2 Episode 3
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
Classroomhelpers Presentation
The document provides information about classroom helper sessions to assist with literacy learning over 3 weeks. Week 1 focuses on the role of classroom helpers and how children learn. Weeks 2 and 3 discuss how helpers can assist with speaking and listening, reading, and writing respectively. Helpers are expected to attend 45 minute sessions, keep a journal, and assist in classrooms regularly while maintaining student privacy.
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Powerpoint3
- 1. Sarah Germain November 10th, 2011 Literacy Development PowerPoint #3 assignments Activity #1 I learned and gained a lot of knowledge from reading the article and watching the videos. I learned what tiering is and how this concept is applied in the classroom. Tiering is where you have students on different levels and you are trying to meet every students needs. I also learned that it helps a teacher plan for each stage in which each student is ready which are not ready, ready, and ready to go on. Tiering can be implemented in small groups, homework activities, and learning centers that students participate in. Tiering benefits teachers by helping the teachers to develop a relationship with their students, which I think, is so important. It also helps teachers to help the needs for all of their students. Tiering helps the students by having their needs met and being encouraged to keep growing. When a student isn’t ready to move on, the teachers don’t single them out. The teachers help the students grow and feel prepared so they can grow as a learner. I would apply this information through the lens of literacy by testing the students to see what needs each students need in order to grow. Then I will help with each student with certain areas that each student is trying to grow in. I will have literacy learning centers, word walls, and various activities to help the students. Activity #2 The activity that I came up with is about using words that rhyme with each other. I am going to display a word on a sheet of paper and the player has to come up with as many rhyming words as they can in a minute. Once time is called, the player places their
- 2. pencil down and reads the words that they have on their list. The player that has the most rhyming words wins. I think this activity can be fun to play with everyone in the family. It can also bring the family together and to learn from each other. The game gives players a chance to see the relationship between words and they get to see how the words are similar in spelling and sound. This is really important for the student to notice because they are going to run into a bunch of words that are similar when they are reading. This can help the student decode words and understand words that they think they don’t know. Knowing this kind of strategy can help students learn other strategies for when they grow as a reader. I can just see a family gathered together after dinner and ready to play a game. This game adds a competitive edge so the player can be completive playing the game and not realize that they are also learning. I see laughter on their faces as they come up with words that rhyme. I believe that this is a great activity where not only the student will learn from but the whole family too. The family can get involved in their child’s learning by playing along with this game. It is very important to get the parents involved with the students learning and I think having games and activities can make that connection and bridge that gab that families have wanted and needed. Plus, family members can see how much their child has learned and see if they have a chance to step in and teach their child something.