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shared by vgosselin on 03 Jul 17
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What They Don't Know Can Hurt Them: The Role of Prior Knowledge in Learning - 0 views
www.cscc.edu/...Knowledge_Combined%20Files.pdf
priorknowledge backgroundknowledge strategies instruction misconceptions EDTC615 education
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vgosselin on 03 Jul 17Prior knowledge, or background knowledge, is the information someone already knows about a topic. Sounds great, right? If you are teaching someone it has to be a good thing for that person to already know some things about the subject, right? Not always. Maybe that person's prior knowledge is biased, wrong, or full of misconceptions- that would leave that person at a disadvantage. Teachers, who know that proper prior knowledge help students make connections with the information, must ensure they use their student's prior knowledge appropriately. This essay explains how a student's prior knowledge can affect their learning and how teachers can use prior knowledge to their advantage in instruction.
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Creating an assessment-centered classroom: Five essential assessment strate...: UMUC Li... - 0 views
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(Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc
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The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Im... - 4 views
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Week 7: This is a journal article based on reading behaviors, which emphasizes Daniel Willingham's arguments in the importance of building content knowledge. In reference to that, this journal discusses the effect background knowledge plays on comprehension of texts read. "The present study was designed to assess the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text in comparison to those that are only partially specified by the same text" (Pearson, 1979, pg. 201). This journal article stresses the relationship and connection that is made between texts and the reader based on background knowledge that has been built. This gives a great lens to see the effect of building such knowledge and seeing the benefits of it play out on the students.
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Jigsaw | EL Education Empowering Teachers, Inspiring Students | EL Education - 17 views
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"In a jigsaw protocol small groups of students become experts in one section or text and hear oral summaries of the others. The protocol allows students to synthesize across texts and gain new understandings from their classmates about the topic as a whole."
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Jigsaws are a great way to make sure that everyone does their share of the research. This allows students to really focus on one reading and gain as much information as they can. Then they have time to share what they found with others, while others share information about the topic that they read/researched about.
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Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. Deciphering vocabulary is an important part of my AP Government curriculum. It is something that my students have had trouble with as it is many of their first AP class. Using a jigsaw for difficult readings would allow me to give my students a way to check their comprehension by working with a small group to complete readings. It would also build students confidence as they would go back to their groups to teach their classmates about their specific reading. This gives them a chance to show off and show their peers that they know the vocabulary.
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Implementing the Jigsaw would be a great method to incorporate to help bridge the learning gap for students that took lower level Biology 1. The heavy use collaboration between students of varying skill or knowledge levels would be beneficial. I also think that since the lesson is broken up into small sections for each to examine and then discuss their findings students of all skill levels gain a better and unique understanding or the material. The students that need to improve their AP Biology knowledge will have the support of the students with a stronger grasp of the material within their small group learning environment.
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Group 5 EDTC 615 Fall 2018 SMART Target Learning Goal: "Students will be able to solve an on level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the first marking period." The Jigsaw Protocol: The Jigsaw Protocol is a great tool for promoting Depth of Knowledge by using "Extended reasoning" concepts within Elementary classrooms. Although this video targeted more reading skills, the concepts of research, extended thinking, and recall can all be used to further discuss math equations, math formulas and math projects. Students who are struggling to comprehend, demonstrate or explain mathematical concepts can strengthen their skills by conversing with peers about the written portion of the math work, where the student is asked to "explain" their thinking. #EDTC615 #Fall2018
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EDTC615 FALL2018 My SMART goal is after one marking period of examining musical examples, 90% of students will be able to recognize musical notes and form. This protocol is going to have a high impact on the student learning because the students are able to discuss and dive deeper into their reading. I can apply this to my music class by handing students a piece of music and having them look for the form of the song and the musical notes. They then pair up with someone with the same song and go over the notes a form together.
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Dimension: Student Engagement Rating: 4 - High engagement for most students I particularly enjoyed this strategy presented by fifth-grade teacher Jennifer Dauphinais. The highlights for me were the students engagement from the very beginning in stating the 'Learning Goal.' It's one thing for the teacher to know what the end-goal is, but it strengthens the activity when the student understands the "why." Having students become "experts" in their reading to then discuss details and main ideas in groups is a great recipe for reading comprehension. The students have the ability to hear different perspectives and everyone has a voice. I really enjoyed this. Author Daniel Venables challenges educators in his book, How Teachers Can Turn Data into an Action Plan to "do something different in the classroom" if one approach doesn't materialize student-learning (pp. 60). My gropu's SMART Target Learning Goal is for 75% of students will improve their informational text comprehension by 1 grade level. Dauphinais' 'Jigsaw' method is a fresh approach to literature instruction and could be a great tool for us to get the students to reach this goal. #EDTC615 #Spring2018
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How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Readi... - 0 views
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This article, How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Reading Comprehension Strategies, was found in Diigo. Written by cognitive psychology professor Daniel T. Willingham, he surfaces the importance of teaching reading comprehension strategies that students may benefit and receive all they're supposed to out of their reading.
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shared by rgreenumuc on 29 Mar 15
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Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategie... - 1 views
eds.b.ebscohost.com.ezproxy.umuc.edu/...detail
615 SPR15 Journal Research Professional Stratagies Pre-k Early Childhood Language Arts Alphabet
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(Week 7: Ruchel and Beth) This journal article is accessible through the link given above by accessing the UMUC library. This journal article discuss practical strategies to help with teaching the alphabet. The importance of the alphabet for early literacy skills is discussed in the article. The article stresses the flaw with the popular "letter of the week" way of teaching the alphabet including the fact that this method takes 26 weeks just to cover the alphabet as well as the fact that if students know a number of letters those weeks are a waste of valuable class time. Teachers can use this article to further their instructional practices in the early childhood classroom by focusing on EAK (Enhanced Alphabet Knowledge Instruction) which "emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge" (Jones, Clark & Reutzel, 2013). "Rather than the traditional method of one cycle of massed instruction, EAK instruction advocates teaching letters through multiple, distributed instructional cycles which allows for letters to be introduced, practiced, and revisited several times, as needed, during the school year" (Jones et al., 2013). References Jones, C., Clark, S., & Reutzel, D. (2013). Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators. Early Childhood Education Journal, 41(2), 81-89. doi:10.1007/s10643-012-0534-9
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shared by rgreenumuc on 01 Apr 15
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Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alph... - 1 views
eds.a.ebscohost.com.ezproxy.umuc.edu/...detail
615 SPR15 Research Journal Professional Strategies Pre-k early childhood language arts alphabet
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(Week Nine: Ruchel and Beth) This article is accessible through the UMUC library via Document Express. This journal article is about differentiated instruction when it comes to teaching students the alphabet. The article highlights the fact that "Early literacy experiences vary widely... and children show substantial differences in their alphabet knowledge development. Thus, children in the same early childhood classroom may exhibit differing levels of alphabet knowledge" (Piasta, 2014). Teachers can use this article to further their instructional practice by using the strategies and assessments discussed in the article to work with students in ways that will help the individual child learn all the letters verses a whole class approach to teaching the alphabet. The article discuses how, "The familiarity of children with letters included in their own first names, for example, has long been observed" (Piasta, 2014). But when it comes to teaching the alphabet in a whole class approach teachers are not acknowledging "differences across letters, often providing the same amount and types of instructional activities for each of the 26 letters irrespective of the ease or difficulty of learning a particular letter (Piasta, 2014). The article provides an idea that all "Early childhood educators may wish to assess all the children in their classrooms or may first use established alphabet screening assessments" (Piasta, 2014). It is also helpful for educators "To conduct a diagnostic alphabet assessment, an educator presents a child with each of the 26 letters and asks the child to supply the name and/or sound for each letter. The educator marks whether the child supplied a correct name and/or sound. Although the assessment can be scored in terms of the total number of correct letter names or sounds (i.e., 0 to 26), most important for diagnostic purposes are which letter names and sounds the child knows (Piasta, 2014)...
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...The article finds that small group learning "has been demonstrated to be more effective than whole-class or even one-to-one instruction in supporting young children's early literacy development (Piasta, 2014). The article also stresses the fact that educators should "plan and use effective teaching practices to deliver alphabet instruction on the selected letters. Alphabet instruction can take place in many fun, engaging, and authentic contexts" (Piasta, 2014). In closing, "Outside of planned alphabet instruction, educators may also take advantage of additional "teachable moments" to review and reinforce children's alphabet learning whenever these occur" (Piasta, 2014). References Piasta, S. B. (2014). Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. Reading Teacher, 68(3), 202-211. doi:10.1002/trtr.1316
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PROSPECTIVE MIDDLE SCHOOL TEACHERS' KNOWLEDGE IN MATHEMATICS AND PEDAGOGY FOR TEACHING ... - 0 views
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Week 8: Authors Yeping Li and Dennie Smith wrote this article which provides research on a teacher's knowledge of fractions; particularly fraction division, and is beneficial to upper elementary and middle school teachers who need to build upon what their students have learned in previous years. It shows that their is a divide between a teacher's confidence in teaching and their mastery of content; specifically in this case of fraction division.
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Week 8: Authors Yeping Li and Dennie Smith wrote this article which provides research on a teacher's knowledge of fractions; particularly fraction division, and is beneficial to upper elementary and middle school teachers who need to build upon what their students have learned in previous years. It shows that their is a divide between a teacher's confidence in teaching and their mastery of content; specifically in this case of fraction division.
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Exit Tickets | EL Education - 15 views
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"At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
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My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
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This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
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Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
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SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
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Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
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Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
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Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
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Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
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I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
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Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
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I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
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shared by Alison Burns on 22 Mar 15
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Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service... - 9 views
ejournals.library.ualberta.ca/...16420
615 Spr15 research professional high school practices content literacy science mathematics
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WEEK 7 - Chris Baugher, Patricia Bankins and Alison Burns - First reading. "This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas." (Orr, Kukner and Timmons, 2014)
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This article gives an accountant of the obstacles and resistance pre-service teachers encountered when attempting to incorporate literacy strategies with content area instruction. There are success stories and some teachers that were overwhelmed by time constraints, other curriculum demands, and personal insecurities about their own literacy skills. Chris, Alison, & Patricia I found the article but was unsuccessful attaching it to the group. Alison attached to the group for me. Thank you Alison.
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This article gives an interesting insight to content area literacy and infusing literacy into science and math classes. I was particularly interested in the different ways the sample teachers incorporate literacy strategies into their teaching. They talk of expanding notions of what learning and assessment can look like in science and math. Teachers must have a solid content knowledge themselves to be able to express "the most useful forms of representation of those [topics to be taught in the subject area and] ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, the ways of representing and formulating the subject that make it comprehensible to others. (Schulman, 1986, p. 9)
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The article supports this week's activity and Willigham's video on content knowledge improving reading skill. The first section in 'content area literacy" says it all: "Content area literacy is the ability to acquire understandings of, and think critically about, new content in a discipline using reading, writing and multiple other forms..." (Draper, 2002; Heller & Greenleaf, 2007; Kane, 2011; McKenna & Robinson, 1990) The article as a whole supports and builds upon the importance of not only literacy but also what assessments could look like and what they should reflect. Lastly, "[b]ecause literacy is important in all subject areas, content area teachers can plat a significant role in their students' literacy development" (Alger, 2007, 2009; Draper, 2002; Lind, 2008, Heller & Greenleaf, 2007). Before students can learn the material, we as teachers must become familiar and competent enough in the content to not only explain the ideas but to show them and relate them to the students' lives and prior knowledge.
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Mind the Gap in the Classroom - 4 views
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The abstract included really says it all: "This reflective essay describes a teacher's development of a student-centered approach to teaching which bridges the gap between students' knowledge before and after a course. In 'mind the gap teaching,' students' prior knowledge leads the conversation and, in turn, the teaching, allowing them to integrate new information more effectively." The essay does a really great job of addressing the need for a lot of personal reflection as a teacher in an effort to improve instruction in the classroom.
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This is a great article about the evolution of a teacher and how they evolved to developing the "Mind the Gap Teaching" in their words this is when a teacher includes the process of taking in information from the students first, before they try to teach it to them. In other words they are trying to see how they can relate this to their past experiences instead of just relying on the fact that they know information from a previous post.
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I think this is a great article that shows the growth of a teacher throughout the years. The idea of calling the instructional gap between students knowledge as "mind the gap" speaks to the history nerd in me. I'd love to share this teachers journey with my fellow faculty members because we are making the switch in my school to a more student centered classroom, and we have a lot of skeptics. I think the section of benefits is the best, particularly the line about "the quality of comments" that students started sharing. It shows that the students are interested in what is going on in the classroom.
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This article is a way to focus on student knowledge. Closing the gap between what is being taught and what is actually being retained by the students.
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shared by Garrick Baker on 03 Mar 15
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Getting Started | Inventor Products | Autodesk Knowledge Network - 1 views
knowledge.autodesk.com/...getting-started
615 spr15 online tool all learners getting started autodesk inventor knowledge
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shared by Alison Burns on 22 Mar 15
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Knowledge Construction in High School Physics: A Study of Student Teacher Interaction - 2 views
www.saskschoolboards.ca/...99-04.htm
615 spr15 research professional high school knowledge construction constructivism conceptual knowledge science physics math learning
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Reading Comprehension Strategies for English Language Learners | LD Topics | LD OnLine - 6 views
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This article gives proactive teaching strategies to use for all ELL learners regardless of their proficiency level. It even provides a checklist that ELL students can use independently.
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Reading Comprehension Strategies for English Language Learners Available Online: http://www.ldonline.org/article/14342 In this article which discusses English Language Learners (ELL), Colorin Colorado discusses strategies that can be used to assist ELL students in acquiring competencies taught in a language that is secondary for students. Colorado asserts that reading comprehension skills are necessary for ELL students to access content knowledge inclusive of science, math, and social studies.Colorado further claims that once certain reading comprehension skills are taught, students can use the skills in any language. Our group found that these strategies are important for teachers of any subject or discipline. Our practicing teachers all want to adopt the ELL strategies in this article for various reasons including helping lower performing students in math, advanced placement social studies students, and primary-grade students as they are learning to read and decode information. Colorado, C. Reading Comprehension Strategies for English ... - LD OnLine. Retrieved March 31, 2018, from http://www.ldonline.org/article/14342/
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"Reading Comprehension Strategies for English Language Learners," by Colorin Colorado. Type of post: Strategies (in a sort of blog)…. This is a very good read for ESOL/ELL instructors. For one thing, it discusses some of the reading comprehension skills that can be taught and applied on a daily basis. Among them: * Summarizing * Sequencing * Inferencing * Comparing and contrasting * Drawing conclusions * Self-questioning * Problem-solving * Relating background knowledge * Distinguishing between fact and opinion * Finding the main idea, important facts, and supporting details Further, the article talks about why reading comprehension skills are particularly important for ELLs: "English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the (language in) textbooks for these subjects. ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension skills along with other skills." As an ESOL teacher (and support co-teacher), I can definitely relate to this notion. The article also discusses "Classroom strategies: Steps for explicitly teaching comprehension skills." Most ESOL teachers know that a lot of work on comprehension strategies; identifying important vocabulary; effective "partnering"; and other crucial steps mean the difference between having their ESOL students comprehend an important or main idea, versus having them suffer through difficult texts. (Even many so-called "native speakers" are often not good readers, and stand to gain a lot from instructional strategies outlined in this article. [If you took so-called "reading/literacy courses" to receive your teaching certification in any particular state, this will be clear to you.])
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"Reading Comprehension Strategies for English Language Learners," by Colorin Colorado. Type of post: Strategies (in a sort of blog)…. This is a very good read for ESOL/ELL instructors. For one thing, it discusses some of the reading comprehension skills that can be taught and applied on a daily basis. Among them: * Summarizing * Sequencing * Inferencing * Comparing and contrasting * Drawing conclusions * Self-questioning * Problem-solving * Relating background knowledge * Distinguishing between fact and opinion * Finding the main idea, important facts, and supporting details Further, the article talks about why reading comprehension skills are particularly important for ELLs: "English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the (language in) textbooks for these subjects. ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension skills along with other skills." As an ESOL teacher (and support co-teacher), I can definitely relate to this notion. The article also discusses "Classroom strategies: Steps for explicitly teaching comprehension skills." Most ESOL teachers know that a lot of work on comprehension strategies; identifying important vocabulary; effective "partnering"; and other crucial steps mean the difference between having their ESOL students comprehend an important or main idea, versus having them suffer through difficult texts. (Even many so-called "native speakers" are often not good readers, and stand to gain a lot from instructional strategies outlined in this article. [If you took so-called "reading/literacy courses" to receive your teaching certification in any particular state, this will be clear to you.]) Colorado, C. Reading Comprehension Strategies for English ... - LD OnLine. Retrieved March 31, 2018, from http://www.ldonline.org/article/14342/ L
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shared by sophia park on 29 Mar 15
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Math Instruction for English Language Learners - 3 views
www.readingrockets.org/...tion-english-language-learners
615 spr15 article elementary mathematics language strategy
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Week 8: "Language plays an important part in math instruction, particularly for ELLs. This article offers some strategies for making language an integral part of math instruction and the tools and language ELLs need to master math." This article delves deeper into the importance of content vocabulary and content knowledge. Often, the foundation and basics of content areas are brushed over creating a gap for many learners. In mathematics, despite the universal language, there are barriers due to language and deficit in content-related knowledge. This article offers strategies to bridge the gap and increase content knowledge to supplement the learning taking place.
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Use of Warm Up Exercises in Just-in-Time Teaching to Determine Students Prior Knowledge... - 6 views
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Week 8: Partner: Cecile Droz This article discusses a new way to give student's warm-up exercises. Instead of having them complete them at the beginning of class, the students will complete the warm ups up to 3 days before they are due. The warm-ups will prepare the students for the upcoming week of assignments. The best type of warm-up assignments give the students a scenario that they are familiar with. It is important for the educator to determine if there are any misconceptions by looking at the warm-ups to determine what concepts need to be addressed again.
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Although not everything described in this article applies necessarily to all subjects, the idea that teachers need to be more aware of the prior knowledge students have before they present new materials is very interesting. In second language, for example teachers use students' oral and written productions to assess their command of grammar but before any cultural or historical unit, it would make sense to address prior knowledge and rectify what needs to be rectified before introducing new ideas/material.
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The use of warm-ups as a combination of extension, priming, and pre-assessment is novel. This gives students time and mental space to make a prediction and then bring it to class, prepared and ready to learn. I will definitely be employing this in a class I am designing next year.
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Building Foundational and Vocabulary Knowledge in the Common Core, K- 8: Developmentall... - 1 views
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This study focuses on the stages of literacy development in Kindergarten up to 8th graders. The author states how children's minds do not learn by taking mental pictures or by memorizing but by constructing mental images over time. It also includes resources to engage students in word study at various levels.
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This resource explains how children from grades K-8 develop their knowledge of words/vocabulary. It explains how teachers can instruct in a way that meets each learner's needs by expanding from what they already know, adding new content, but not too much where the teacher frustrates the learner. This resource helps with my groups SMART Target Learning goals because it meets everyone's grade level (K-8), and focuses on reading skills.
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shared by sdonahey37 on 28 Feb 18
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Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alph... - 0 views
eds.a.ebscohost.com.ezproxy.umuc.edu/...detail
EDTC 615 Pre-K Assessment Alphabet Instruction Spring 2018
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This article is about alphabet knowledge in Pre-kindergarten and Kindergarten classroom. It went over different assessments to use to assess the proper way to demonstrate alphabet knowledge. This a great article to read. It talks about instructional approaches and how to shift to alphabet instruction that aligned with emphasis on assessments and differentiated instruction. I believe that would be good resources to help teach my students' letter sounds. This might also help me achieve my SMART target goal.