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Ben Hammond is having a lesson on respecting personal boundaries with his mentor Donna Spencer. The lesson goals are for students to display or reiterate in their own words two of the four main ideas around respecting personal boundaries, which are to give people their physical space, alone time, acceptance, and to walk away. Students will watch a video called "Model Me" that demonstrates respecting boundaries. They will then discuss in small groups the four points about respecting boundaries: giving people their physical space, giving people time alone, respecting privacy, and letting people talk and do things with others without being pushy.
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This document contains summaries of strategies for teaching English listening and speaking skills. It includes four sections which discuss considerations for teaching listening, cultural differences in listening including slang and idioms, pronunciation in speaking, and improving fluency and accuracy in speaking. The sections were written by four students and provide research-based guidance on how to effectively teach these essential skills to English language learners.
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The document outlines a lesson plan for a 1st grade adapted curriculum class. The lesson focuses on teaching students to identify characters, settings, and key details in stories. The teacher will begin by playing a familiarization game with students and then read a story aloud, stopping regularly to ask questions and prompt students. Students will then work independently to listen to another story and answer teacher questions to assess comprehension. The teacher will use informal observations and anecdotal notes to evaluate student understanding during discussions. Intervention plans are outlined for students struggling to understand.
Teaching listening
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
Teaching Styles and Strategies
This document discusses various teaching strategies and methodologies. It contrasts teacher-centered versus student-centered learning and describes three main teaching styles: direct instruction, inquiry-based learning, and cooperative learning. Traditional teaching strategies like lecturing, discussion, and questioning are outlined along with activity-based strategies such as cooperative learning, simulations, and problem-based learning. Computer-assisted instructional strategies using tools like drill-and-practice, tutorials, games, and simulations are also summarized.
dokumen.tips_interpretive-listening.pptx
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
Minggu 11 12. pengurusan & pengajaran pelajar
The document discusses strategies for managing gifted, disruptive, and special needs students in the classroom. It identifies the characteristics of gifted students and recommends activities to appropriately challenge and engage them, such as independent studies, learning contracts, and enrichment activities involving problem solving. It also provides guidelines for managing disruptive student behavior through preventative strategies like establishing clear rules and expectations, and early intervention techniques such as addressing issues privately and being specific about behavioral concerns.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
1-28-2022 Lesson Plan.pdf
The document provides a lesson plan for teaching first grade students reading comprehension skills. The lesson focuses on identifying characters, settings, and key details in stories. Students will participate in a discussion about a story read aloud, answering questions to demonstrate their understanding. Formative assessment will involve observation and anecdotal notes during discussion. Intervention plans are outlined for students who do not meet expectations, including smaller group work and focusing on one skill at a time.
Week 2 responses to 2 people for DQ 2Respond to at least two p.docx
Week 2 responses to 2 people for DQ 2
Respond to at least two peers by discussing any challenges you might experience or questions you might have in implementing accommodations in your classroom, and how you might provide different accommodations or modifications to meet student needs.
DQ 2 first person name
Daniel
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jill, John, Fred, Joan Kindergarten Autism, ID, ADHD
Characteristics/needs of the students with disabilities in the group:
Jill is Intellectually Disabled (ID).
John has been diagnosed as Autistic
Fred and Joan both have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).
Accommodations that need to be made:
If needed all of the students listed above will be allowed to listen to the video for additional times before being asked to name the letters and create the sounds on their own. John may need sensory breaks. Fred and Joan will be allowed to stand at their desk during the lesson. They can move around the desk within an arm’s distance of their desks. No other student can enter their space during their lesson. Jill will be seated next to the teacher’s desk. John will be seated at the back of the room (away from the center of the action). Fred and Joan will be seated on opposite sides of the room so that their standing will not affect the other students.
Title of Mini-Lesson:
Phonic Generalization-Letter Recognition and letter sounds
Common Core State Standard:
RF.K.3.d . Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
After discussing the importance of proper sounds in making words the students will listen to the Youtube video “Phonics Song 2” (
https://search.yahoo.com/yhs/search?type=avastbcl&hspart=avast&hsimp=yhs-001&p=youtube+video+kindergarten+phonics
). This video is a three minute video on Letter recognition and sounds. After the video there will be a period where the students will be asked to name the letter and give the sound. The Video will be played again to reinforce the names and sounds.
Reflection:
1.
How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? In the form of a song it will appeal to those who learn from music. It also provides stimulation for the visual learners. The students who are auditory learners will hear it and make an association between the letters and sounds.
2.
Why did you choose the strategy you used in this mini-lesson?
I chose it because it meets the needs of several different kinds of learners and it also directly aligns with the CCSS. Even the students with disabilities can use it. They may have to review it on their own some but because it is a Y.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Teaching Listening Comprehension
Insights in how to teach listening comprehension, examples of activities and how to design activities for listening comprehension.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
Communication in classroom
The document discusses effective communication strategies for the classroom. It emphasizes the importance of communication between instructors and students as well as among students. Specific tips are provided for presentations, visual aids, group work, interpersonal communication, and developing a supportive class climate. Cultural differences in communication styles are also addressed. The goal is to model and teach students how to communicate effectively.
Dynamic Instructional Design Project for Kinder
This document provides details about a kindergarten phonics lesson. It summarizes information about the 22 students in the class, including their demographics and learning needs. The performance objective for the lesson is for students to identify the letters and sounds of Vv, Ww, and Xx with 75% accuracy using an activity on Seesaw. The teacher plans to use an I do, We do, You do model and kinesthetic learning strategies. Students will use iPads to complete the Seesaw activity while the teacher uses a Promethean board. After teaching, 87% of students met the objective, and small group instruction will support the remaining 13%.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
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Group 1 eesl 542 special considerations for teaching listening and speaking -...
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Week 2 responses to 2 people for DQ 2Respond to at least two p.docx
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DSlipLPGBUYG8t667t^66t6t64e^$%yho9huy897
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