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toladipo

The Real Versus the Possible: Closing the Gaps in Engagement and Learning | EDUCAUSE - 0 views

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    (Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in Engagement and Learning. Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/real-versus-possible-closing-gaps-engagement-and-learning. This article explores the generations of learners, how we can utilize technology in learning, the discovery of education community and learning science. The authors discussed further educational Goals about learning, improving student's success, engagement and learning through people to people interaction, people and tools, using information technology device as a vehicle by which concepts are presented (such as using simulations, and animations), using collaboration and rich media communication to promote interaction an engagement. The author discusses how access to technology determines generation of learners, such as the Net generation. According to the authors, many students in the K-12 and post-secondary education do not have adequate access to advanced instructional technologies or the web. Despite the engagement created by technology-enabled interactive instruction, many students, teachers, do not have the requisite experiences. The authors went further that internet resources are not yet fully integrated into the day-t0-day classroom routine. The authors cited a finding that proposed that motivation is a key factor to learning, and that engagement and learning can be achieved through competency and control, curriculum, instruction, the organization, management of the schools and the environmental conditions. Furthermore, according to the authors, the Board on Children, Youth and Families 2004 National report recommended that we can keep young people in school and making learning worthwhile by forming a good connection between learners and the context in which learning occurs. We sh
Jim Sweigert

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
bbrady8

Spanish-Speaking English Language Learners | RTI Action Network - 3 views

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    This is an article about the RTI program and how students who are English Language Learners can benefit from using certain strategies and what areas they might struggle in. Teachers could use this resource as a guide to how to implement their own interventions for their students.
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    This website gives a good overview of what RTI is, as well as a background and makeup of ESOL learners in the United States. The article also provides teachers with strategies on how to teach certain skills to ESOL students, such as using a table that includes a picture and the word in both English and Spanish. As a user of RTI at my own school, I have seen the positive effects of this tool.
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    (Week 8: Michele, Ericka and Spencer) This article was retrieved using a search on Diigo. It can be accessed using this link http://www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish-speaking-english-language-learners In the article, Elsa Hagan provides the reader with insight into ways ELA teachers can improve reading levels of their Spanish-Speaking ELL students. Currently, there is a 29% gap in reading level with Spanish-Speaking ELL students when compared to other ELL students. To help bridge the gap, strategies need to be utilized. One involves the use of Response-to-Intervention (RTI) model to aid in monitoring the individual progress of all ELL students with an extra emphasis placed on the Spanish-Speaking students in the program. This will involve continuous monitoring of the Spanish-Speaking ELL students to ensure they are receiving the appropriate intervention strategies for their current level. Along with using RTI, the author indicates that a Phonological Awareness is needed. By aiding the ELL students ability to "process and manipulate" the sounds of the English language, their ability to read and comprehend information in English will improve. While this article was intended more for ESOL course teachers, the information provided can be utilized with all educators who have an ELL student in their class. The article identified that the Spanish language only has approximately 22 sounds where the English language has double the number of sounds. To aid in the improvement of reading in ELL students, we as non-ESOL class teachers, can exchange text that will be a lower reading level but still mean the same. Reference: Hagan, E. (2010) Response to intervention: implications for spanish-speaking english language learners. Retrieved on October 30, 2018 from http://www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish- speaking-english-language-learn
jfahie

http://ati.pearson.com/downloads/tip-pub.pdf - 5 views

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    This article discusses the need for implementation of student-involved classroom assessment to aid in closing the achievement gap. The authors discuss how motivation occurs at both ends of the spectrum for learners; high achieving learners are motivated by their continued success while low achieving learners are motivated to give up as they have had few to little successful experiences in the classroom. The article goes on to discuss three methods of embedding students into the learning process that will prove to help them take ownership of their learning experience. The first is student involved classroom assessment. This tool allows students, "under the careful management of their teachers," to give input into how they will be assessed in the classroom. The second is student-involved record keeping. Here students are responsible for tracking their progress, allowing them to see and take charge of their personal growth in the classroom. Finally, student-involved communication is discussed. Students have the opportunity to advocate for themselves in setting such as parent/teacher conferences. The article also discusses four conditions that are necessary, in the opinion of the authors, to assist in closing the achievement gap.
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    I enjoyed this article, Jason, especially the premise that essentially enforcing the idea that students are underachieving as a whole by a set of arbitrary test scores can, consequently in some empirical cases, produce negative self-fulfilling prophecies in students' beliefs. This promotion of subconscious failing, if replicated and shown to be universally significant, holds dramatic implications. Looking back on my own experiences, Jason, I can remember the pride that I constantly felt in elementary school because we were known to be the leaders in our county; conversely though, if that were not the cause, I think it would be fair to conjecture that a pall of hopelessness may have replaced my academic banner of proverbial pride and high morale.
Barbara Lindsey

Scaffolding Literacy Instruction for English Language Learners | EL Education - 5 views

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    Dimension: Depth of Knowledge Rating: 3 This article is a good example of how to collaborate and learn from peer to peer. I like this exercise because it would allow students to apply words to topics for understanding what is necessary to build an essay. This could be used for group#4 action plan and a good tool to support my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students because it focus on decreasing their English language barriers so they are able to reach their WIDA exiting level of 4.4. With practice students will be able to remember what they are learning so that they are able to break the text and understand what they mean in order to write. Scaffolding would be a good way to get to the bottom of improving in the English language.
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    Great video! It directly addresses many issues ESL/ELL teachers have in reaching their students, and in helping them make sense of complex texts (like the one mentioned here from 'The Washington Post') and other readings. (Again, as I often mention, if you have taken 'reading literacy' courses for your state teaching certification, you know that newspapers like 'The Post' are designed for students with grade 12+ reading ability.) For ESL/ELL learners, this is especially difficult. In the school featured here, 27% are ESL learners in a "blended" classroom in a Portland, Maine middle school. It appears that the social studies teacher and the ESL support teacher work effectively in tandem, helping students to be "close readers," and focusing on students themselves as those responsible for their own learning. The teachers use excellent ESL/FL strategies such as "pacing and pausing," "reading aloud," "sharing with partners," and so forth. ESL/ELL learners work together with their mainstream counterparts, and the process seems to work quite well. I like their approach ('Reading, Thinking, Talking, Writing') here. With proper teacher guidance, this puts the burden on the students to come up with their own interpretations of the text/s they are reading. From the 'Planning and Protocol Rubric': hitting '4s' on most dimensions, except for perhaps 'Technology Integration' (not entirely evident). Otherwise, students are expected to perform at a very high level. 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. Targeted instruction, based on the requirements of the 'Action Plan Tracking Sheet,' closely hews to what is going on in this video.
margarita_lp

Adapting Curriculum to Learners' Needs | EL Education - 11 views

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    My SMART Goal: "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." - This resource video on adapting curriculum to learners' needs could assist in differentiation the strategies and activities done in class for students with varying special needs to close their achievement gap since they are not currently receiving many of their needed accommodations.
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    The SMART Goal I will be using: "By the end of the four week close reading intervention, 80% of students will be able to demonstrate improvement in their writing ability by composing a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30 min session". Planning Protocol: I would evaluate this video as a Rigor and Relevance of 4 as each student has an opportunity to engage with the content through differentiated activities suited to their individual learning needs. I feel this particular video was very useful in demonstrating various strategies for differentiating the lesson content to make it accessible to learners of various levels of proficiency. These methods could be extremely helpful in differentiating the content of my SMART Goal to ensure that every student has a opportunity to improve their writing skills according their level of skill.
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    Planning Protocol: Impact on Learning would be a good reflection on this video because the instructor is differentiating the lesson based on the data she has to make sure each student has some type of impact on his or hers learning. I think differentiating the lesson will have a huge impact on each students learning. The SMART Goal that I will be using is "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 think this video will be a great instructional tactic because the lesson is differentiated based on the student. With the data the instructor has, the student will be able to receive more help that will help them respond and defend their work on grade level. With students that need more help with sentences.... a sentence starter can be used to help support them.
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    From the Planning Protocol Rubric I choose to relate this video to the dimension "Rigor and Relevance": At the Highest level-Students think and work. All students in this video are being challenged in very different ways this leading them to think and work independently and collaboratively. This teacher does a phenomenal job at differentiating her material on all levels. All students are doing the same work on the reading assignment however the avenue in which they give there response are different. She is able to give each student the support they need ahead of time so that students don't feel singled out. By doing this the students often feel empowered to be able to complete the assignment because they know the supports they need will be available to them. This also allows the teacher to go directly to the students who need extra support because the higher students have the challenges they need as well to not become board with the lesson. The SMART Goal I am focusing on this is one of my team members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Our team could defiantly translate the instructional tactic used in this video to the above SMART goal. The teacher in the video is targeting specific learning goals in her instruction by reaching students at their specific needs and helping guide them all in the same direction teaching the same topic just in different ways. The above SMART goal is all about targeting instruction for the PARCC assessment to improve students scores. All students will have to take the same assessment however the supports they need along the way will be different.
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    This video had some great ideas especially about differentiation that could be used for me to achieve my SMART goal of 100% pass rate for standardized English Language tests amount a targeted group. The teacher's method of pre-arranged assignments to prevent students from feeling singled out is very clever, and especially important for students in that age group. I could see myself adapting these strategies for use in many different classes. From the dimension of 'teacher friendliness' I do think these tactics are not necessarily teacher friendly, but they sure seem to be worth it if it means positive student outcomes.
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    EDTC615 Fall2018 Group 6 Dimension: Teacher Friendliness My SMART target goal is the percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%. The instructional tactic I will use from this video is teacher friendliness. In the video, the teacher displays high level of support, and maintenance with the students. She showed how she provided materials to the students and go over the materials in the class. She also does some great prep work as well. She was seen going around the students table to provide supported as needed. This is very relevant tactic that can be used by my team. The data we both presented covers teaching Microsoft suite-excel, access, word and powerpoint. The instructional style boarders greatly on simulation training, grader activities, grader projects and hands-on practice. In this regard, it is important for the instructor to provide high maintenance and support the students as needed. For instance, during simulation training, the instructor needs to go around the class to assist individual student as needed. The instructor should also provide students will relevant materials and resources to help them achieve success. For instance, in meeting this goal, during our review, we realized that we should teach the topics using 2016 applications as against 2013 applications. This guide of quest was born out of our desire to promote students friendly learning environment. EDTC615 Fall2018
tricia1022

Sprawl - Definition for English-Language Learners from Merriam-Webster's Learner's Dict... - 0 views

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    I like to use this dictionary and the dictionary of "student-friendly" definitions. Never think that you have to reinvent the wheel Merriam-Webster already did for you. Look for links to the English-Language Learners Dictionary and the Kids' Dictionary in the m-w.com standard entries for "student-friendly" definitions.
melrichardson21

Helping All Learners: Tiering | EL Education - 14 views

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    A useful module that explains how tiering can provide help learners learn better and has videos of examples. This can help improve Smart Goals for improvement in assessments, and homework and classroom performance.
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    My groups (Group 4, ETDC615) SMART learning goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." This EL Education video focuses on using a tiering system of differentiation to make all the content available for all students to learn. Looking at this lesson in terms of impact on learning, it has a potential to have a high impact on student learning. By differentiated the material to different tiers based on students current skills the students are more likely to be successful, because the material will be the right level of engaging/challenging for each student. This lesson method could be used for my groups SMART goal, because I could do a better job to differentiate the material to make up for the learning gaps that students that came from low level biology one have.
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    Tiering a lesson is the act of differentiating content to create learning opportunities for all students and allow for the accessibility of content to all students. The learning goal for my group is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. Because many of my students struggle with extracting information from word problems, which in turn leads them to an incorrect solution, I believe that tiering would help students access problem-solving strategies in a way that is most helpful to them. While there is an emphasis on showing multiple strategies, it may help students to tier the content in a way that makes sense for the student. Having students circle all important numbers only helps if a student understands why those numbers are important. Tiering may be the way to help bring that understanding to them. Tiering is best evaluated using the impact on learning dimension because differentiation does have a high impact on learning. Allowing students better access to content in a way in which they understand, and puts them in control will impact their learning for years to come.
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    This is a great article for our start goal because it discusses how to help all learners and improve assessments which will help those students in need.
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    This video about differentiation in teaching provides the dimension of a high impact on learning. The ideal is to provide equivalent learning activities that cater to the students' strengths but bring all of the students to the same learning objective. On one end of the spectrum is the one-size-fits-all learning activity, while on the other end is the completely individualized learning plan for each student. Catering to different students learning styles can help achieve the SMART goal of : By the end of the month, give practice tests the day before exams with at least 75% scoring at least 75%.
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    I enjoyed the video on Tiering. Our teams' SMART goal is, "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 think an important concept to note, is that this activity has a high Impact on Learning because it differentiates for the particular needs of each student. This process also encourages Student Engagement, which allows for the students to work comfortably in a peer environment. By having more time to plan differentiated work to meet simultaneous goals between students, the teacher is also scaffolding. The teacher is giving support to students who need it and to also challenge those students to maintain interest or to continue the work of those who have mastered a specific skill but may need more advanced strategies to continue the upward curve of learning. EDTC 615 Fall2018
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    With the video, the topic of towering the lesson is shown. With my SMART goal focusing on the 11th graders in my health education classes, it I'm important for me to address all the educational needs of my students. Currently, I use DI in my classes and I found a piece of information from the video that can I can begin to implement. The teacher had her students raise their hand with chosen number of fingers in the air. The number represents the level that each student feels they are on in regards to understanding the topic. While the exact way this strategy is used is not something I think will be effective with my high school students, the number system is. I can have my students write and post their perceived number and explain why they chose that number. Then, I can see the comfortability each student has with the topic. THey would have to apply extended reasoning which is a respresentation of depth of knowledge from the planning protocol rubric. EDTC Fall2018 EL
shelybodine

Response to Interventions: Implications for Spanish Speaking English Language Learners - 1 views

Week 8: Michele, Ericka and Spencer) This article was retrieved using a search on Diigo. It can be accessed using this link http://www.rtinetwork.org/learn/diversity/response-response-response-i...

EDTC615 Fall2018

started by shelybodine on 12 Nov 18 no follow-up yet
toladipo

The Real Versus the Possible: Closing the Gaps in Engagement and Learning - 0 views

(Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in...

EDTC615 Fall2018 Research

started by toladipo on 13 Nov 18 no follow-up yet
pgbelliveau

How Partners in School Innovation is addressing the Teaching Gap | Partners in School I... - 1 views

  • (“To Close the Achievement Gap, We Need to Close the Teaching Gap”),
  • The teaching gap refers to disparities between the working conditions and level of support for teachers in the United States and their counterparts in other industrialized nations. 
  • teachers in the U.S. have larger class sizes, spend more time directly teaching children
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  • work more hours per week than the international average.
  • Perhaps most importantly, U.S. teachers have less time for planning, collaboration and access to quality professional development when compared with teachers in other countries.
  • PLCs, including one that supported kindergarten teachers to integrate Common Core-aligned writing into their everyday practice.
  • eachers came together three times throughout the year to learn about the three genres of Common Core writing (narrative, informative and opinion), score writing assessments, analyze student writing samples, set writing goals for their students and plan writing instruction that specifically met the needs of English learners. The learning from the PLC was then supported through collaboration at their school sites throughout the year.
  • professional learning helped them make significant changes in their approaches to writing instruction, resulting in improved performance of kindergarten students. Specifically, those students outperformed all other grades on the district’s end-of-year writing assessment.
  • student achievement increases when teachers have time to learn and plan together.
  • teachers were able to consistently and systematically reflect on student data and their instructional practice. In addition, teachers created clear, measurable goals and designed instructional plans that met the needs of their English learners.
  • advocate for policies that will help close the teaching gap
  • providing development on the instructional shifts within the Common Core, supporting teachers to collaboratively design and refine CCSS-based units and lessons, and providing professional development on how to assess CCSS mastery.
  • providing opportunities for teachers to engage in professional development and collaboration around creating culturally and linguistically responsive lessons and classroom learning environments that reflect the identities of their students
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    This site provided an article that looked into what the organization, Partners in School Innovations is doing to "not just close the achievement gap, but the teaching gap." Results from a survey are shared regarding average class sizes and the time spent teaching versus the time spent planning. The article provides a case study of a school that focused on instructional gaps and its results. This is a great read for administrators, policymakers and other stakeholders.
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    I realize this has more to do with achievement gaps than specific gaps within a single classroom, but it has been my experience that targeted instruction to support a few helps every learner in the room.
kmthoms5

Analyzing Differentiation in the Classroom - 0 views

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    Week 8: Dave and Kristina This article is found by searching "differentiation" in the MEd Program Diigo. This article is mainly about how teachers need to continue to observed and held accountable for their teaching methods in order to best educate high-ability learners. According to VanTassel Baska (2012), "teacher effectiveness has been shown to be the main determinant of student progress." The author is of the belief that if teachers are continually observed, sometimes in an unannounced situation, that they will continue to teach using complex higher order behaviors and that this is the way that gifted students will learn best. Teachers in our group can use this article to understand the reasoning behind continual professional development and observation. Both of us teach gifted students in our classes and we need to remember that these students need to provide extended activities for these students and that we need to consider if our lessons include the use of higher level skills. Often time as teachers, we tend to focus more on the students that struggle academically but, we need to remember that our gifted students also need extra support as well so that they are able to grow as learners. References VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today, 35(1), 42-48. https://doi-org.ezproxy.umuc.edu/10.1177/1076217511427431
fleetstacy1

Instructional Design Using the Addie Model - 0 views

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    Week 9: This design model is for all learners fro designing and planning a course. It shares the process and steps for using the A.D.D.I.D model (Analyze, Design, Develop, Implement, Evaluate) which serves as a blueprint and "device to help us think through a course's design".
mr_oneil5

Caught in the Middle: Arizona's English Language Learners and the High School Exit Exam - 2 views

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    Our group's EQ relates to how ESOL and Special Education students perform on state tests in English. The article here is from Arizona and is a study in how well English Language Learners performed on their state mandated tests. The document outlines the issues that English learners have in their school along with teacher and district recommendations on how to help improve student scores.
proman11

Improving Basic Math Skills - 0 views

Week 10: Jeremy, Kelly, Patience, Sherita) This journal article is accessible through the link given above by accessing the UMUC library. This journal discusses the data of researchers who ana...

edtc615 fall2018 research

started by proman11 on 20 Nov 18 no follow-up yet
sophia park

Math Instruction for English Language Learners - 3 views

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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.
sfcanady

EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USI... - 2 views

shared by sfcanady on 19 Mar 18 - No Cached
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    (Week 7: Cathy, Sheila and Suzanne) This journal article is accessible though the link given above by accessing the UMUC library. This journal article discussed the connection between metacognition and cognitive retention dependent on particular Biology teaching strategies. The article focused on four strategies, Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw and direct teaching. The article explained how PBL/Jigsaw leads to greater metacognition skills and therefore the students will be more successful learners. This article can help teachers identify student learning gaps and incorporate learning strategies that aid in metacognitive skills and also increase cognitive retention. It also examines how student motivation and leaning styles and cooperative learning strategies can help self-esteem and student achievement. Palennari wrote that metacognition makes students become independent learners that can manage and plan their learning process. "Self-regulated learners are responsible for their own learning progress and adapt their learning strategies reaching demands completely." (Palennari, 2016) Reference: Palennari, M. (2016). Exploring the correlation between metacognition and cognitive retention of students using some biology teaching strategies. Journal of Baltic Science Education. 15(5). Pp 617-629.
Barbara Lindsey

6 Scaffolding Strategies to Use with Your Students | Edutopia - 3 views

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    Author Rebecca Alber shares six scaffolding strategies designed to provide successful learning experiences for our students. Teachers can use these to support our diverse learners.
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    (Week 7: Michele, Ericka and Spencer) This article is accessible through the link --> https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber. This article focuses on a learning technique called scaffolding. Used as a precursor to differentiated instruction (DI), scaffolding involves chunking the lesson into parts so a higher level of emphasis can be placed on information the teacher desires the students to learn. In the article, the author, Rebecca Alber, provides the reader with 6 strategies to use in their lessons that can incorporate the learning tool scaffolding. To determine the scaffolding strategy, the author emphasizes the use of the zone of proximal development (ZPD). "The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance." Some scaffolding strategies include pre-teaching vocabulary, fishbowl and use of visual aids. Teachers can use scaffolding in class to help encourage higher level thinking which allow students to better understand the information and skills learned in class. Additionally, teachers who do not have the resources to DI (space, time, additional teacher support) can use scaffolding strategies to aid in meeting the educational needs of all their students. Although one strategy does not work, the author emphasizes the importance of trying other. Reference: Alber, R. (2011). 6 scaffolding strategies to use with your students. Retrieved on October 23, 2018 from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber EDTC615 Fall2018
sophia park

Base Blocks Addition - NLVM - 3 views

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    This website contains a wide variety of virtual manipulative that can be maneuvered by all learners at all stages. Both students and teachers can use this to demonstrate understanding as well as modeling a strategy. All viewers are able to see concrete place values as well as the composition and decomposition of hundred and ten blocks. It is a great tool for the visual learner and those who are still in the concrete stage in addition/subtraction.
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