Group items tagged

Week 7:Apyrl Poch describes different strategies in which teachers can present word problems to students. She discusses how representation is very important when teaching students how to solve different word problems. Incorporating these types of strategies in your instruction will help your students. This is important because it can help you teach your students how to solve different word problems. It gives the instructor different strategies to use in their classroom to reach success.

This is a collection of instructional strategies that can be used to improve student writing and cooperation and encourage critical thinking. Links to strategies are sorted by teachers' needs: Monitor Progress, Compare and Contrast Ideas, Form Groups, Get Moving!, Work Together, Adapt Content, Share Ideas & Opinions, and Take Notes. Within these categories are several links to various strategies to meet these needs. Each of the links leads to a clear description of how the strategy can be used and multiple examples and clickable resources that can be utilized by teachers immediately. This site has a plethora of interesting activities and tasks for students to encourage better collaboration and thinking. An instructional gap our team recognized that is quite prolific among middle school-aged students is the lack of elaboration or explanation of details in their expository writing pieces. Students can organized paragraphs and essays write clear topic sentences and conclusions, but they struggle supporting their claims with specific details and then explaining how their details relate to the topic.

To correspond with a typical reading lesson, comprehension strategy instruction can be organized into a three-part framework, with specific activities used before, during, and after reading. Providing instruction such as the following example allows students to see, learn, and use a variety of comprehension strategies as they read.

This is a website that gives strategies on how to strengthen students' reading comprehension.

Learning and memory specialist Marilee Sprenger writes about vocabulary critical to the Common Core and offers 11 strategies for helping students learn it.

Vocabulary strategies presented here makes it necessary to be reflective of how new words are introduced to students. The strategies require students to interact beyond knowing how to correctly spell a word but how a word is used and what it means for students to engage with the word.

I love Edutopia! Some of their resources are really great. I think that this specific article is FANTASTIC for information about how to teach students the critical vocabulary necessary for them to become successful 21st Century Learners!

This site gives an array of strategies and tips to cater to struggling students.

The website created by Kathleen Bulloch does offer a lot of great tips. I especially like how they are broken down into manageable chunks for a teacher who is working to accommodate a special needs student. Suggestions were provided for certain areas of concern, such as: "If a student has trouble expressing himself verbally, then try....If a student has trouble expressing himself writing, then try..." and many more categories with similar setups. Good resource for supporting special education students with quick ideas for how an educator can differentiate their instruction to support student learning.

These three videos from Expeditionary Learning show how we can model for students how they can critique their own and each other's work and provide descriptive feedback. Teachers can apply these strategies with their own students. Teachers can also work together with their PLC to implement these strategies with their students.

This article describes the report of a 4 week study of the English reading comprehension of struggling readers. The research used technology to decrease achievement gaps in reading. Thirty 4th-grade students read narrative and informational hypertexts that contained vocabulary, comprehension strategy supports, and text to speech read aloud features. In the process, vocabulary and comprehension achievement was observed in the students. The results in this article suggest that struggling readers and Spanish-speaking ELLs used technology and beneficiated by learning vocabulary and effectively applying reading comprehension strategies.

In reading this article it was quite interesting to me the successes that occurred when the school incorporated the use of a technology based universal digital literacy (UDL) tool. The digital text coupled with vocabulary support was instrumental in the success of these students. It is also important to note that the stories given to the students to study were a blend of folktales that represented many different cultures rather than strictly from the US. It is important to note that when ELL students and struggling readers are given text or material that is relevant to their own culture they are able to access prior knowledge to make connections to the new material. The supports utilized in the study were the initial discussion of "power words" that are prominent in the text. The mid reading strategy is a support to develop comprehension by prompting students at the end of each page to stop, reflect and summarize/predict then being prompted to give a written or recorded response. These activities are able to be tracked using the technology thus furthering a teachers ability to interpret student needs and supplement with various strategies in the classroom. An important element to this programs success was the training of the teachers on the UDL technology.

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.

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.

(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

A great strategy for listening and identifying musical notes.

Great rhythm recognizing strategy.

Week 8- Article posted by Concordia Online Education in Teaching Strategies and shares 4 effective learning models (hands-on learning, collaborative projects, experiential learning, and direct instruction) that educators can use when engaging their students. Not only does the article define what these 4 models are and why they are important, it also provides examples of how these 4 models have been used in the classroom.

(Week 8: Jennifer and Ashleigh) This article is accessible through the link above using the UMUC library database. This article analyzes data from an early childhood survey to determine how various instructional strategies in math impact students of diverse racial/ethnic backgrounds, socioeconomic statuses, and varying readiness levels. The results of the study indicate differing exposure to instructional strategies to support students in math. For example, the study shows that students with high socioeconomic status and higher readiness levels have more exposure to the use of manipulatives, while students with lower socioeconomic statuses and lower readiness level have more exposure to music and movement to learn math. Additionally, the study found that only some instructional strategies have an impact on student achievement in math. This study is beneficial for teachers as they reflect on their current instructional practices in relation to student achievement. The results of the study express the need for differentiated math instruction for various communities of learners within the classroom. This is useful as we examine Ashleigh's Data Action Plan and how the use of manipulatives for measurement may or may not support achievement for all students. As strategies are implemented, Ashleigh can take note of which strategies are most beneficial for different subgroups within her classroom. References Bottia, M. C., Moller, S., Mickelson, R. A., & Stearns, E. (2014). Foundations of mathematics achievement: instructional practices and diverse kindergarten students. The Elementary School Journal, 115(1), 124-150.

(Week 9: Shawntel & Maia) This journal article can be accessed through UMUC's library. The focus of the article was to investigate the impact of linguistics in the process of solving math word problems. The article describes as study analysis of the influence of the number of steps and operations as variables that need to be utilized by learners when solving math word problems. The study used a combination of math word problems where some had consistent language and some had inconsistent language. Both focus groups were given the same questions; however, one group the instructor focused on metacognitive strategies to assist with reading comprehension. The group who were taught metacognitive strategies highly outscored the other group. The study showed that effective teaching strategies require the inclusion of metacognitive and self-regulating processes. The article strongly argues that conceptual understanding in mathematics is highly interrelated with reading comprehension. The article discusses three main components of learning, which are cognition, metacognition, and motivation. In other words, reading comprehension equips students with the confident ability to connect previous concepts to current processes the resolve issues on their own. Our group focused on the understood definition of reading comprehension as obtaining the meaning of what has been read based on readers' previous knowledge or background information in order to continue. Therefore, reading comprehension is the most important factor to improving student success when developing strategies to solving math word problems. This article was used to support teacher strategies when facilitating group work. The students were placed in small, mixed groups to discuss the videos to solve a math word problems as suggested in the article. During their collaborative work, the teacher developed more specific metacognitive questions to focus on reading comprehension and not the math technique.

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.

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.

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

This page from EL Education offers a list of student-centered protocols and strategies, including detailed guides for each on how to use them with students.

My SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The dimension I choose to evaluate this resource with is Student Engagement. I believe that many students get distracted during lecture and worksheet practice because they are not fully engaged, therefore they do not receive adequate time to practice their skills. This resource provided me with many different activities that I could implement in my classroom to mix up note taking and worksheet practice. Also, many of the artifacts on my connecting gaps sheet referred to students lack of understanding of the word problem. I believe that an activity like the Tea Party could be used in my classroom for students to practice understanding what specific phrases mean to help them be more successful when solving and in turn improve their assessment performance. I also think that the Dance card protocol could be easily used to partner students together randomly and allow them to work on problems together. Many of the resources linked here however, have a direct English and Social Studies connection, therefore one of my group members who teaches Government could use many of these resources to have students work together to review their own independent work. Thanks for sharing this resource! Noelle :)

This article gives a brief overview of vocabulary development and then offers many different instructional strategies to teach vocabulary in the classroom. Strategies include interactive word walls, word mapping, and self-selected vocabulary among many others.

This article strongly correlates with my instructional focuses. After viewing the article, I was able to see the different levels of vocabulary comprehension as well as the interventions that can be used to assist and assess the student's levels of comprehension. This article is a great source for any reading/language arts educator.

Vocabulary plays a vital role in my class with ELL students. This resource contains criteria that will help monitor students vocabulary progress as well as give different strategies such as Self correction, Mapping, Graphic Morphemic Analysis, Interactive word Walls and more for ELL students and students with special needs. This resource aids my groups' SMART Target learning goals by providing strategies for comprehending academic vocabulary.

"a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back"

This video shows individuals how to use a technique called back to back and face to face. I could use this technique in my classroom for my SMART goals. This would give me a better understanding of my student's ability to hear the sounds of letters. For example, I can say a word like "cat"; then, they can use the back to back and face to face technique to tell each other the first sound they hear in "cat". This would also be a wonderful tool to use for reading comprehension and answering questions during a story.

My SMART goal is by the end of Marking Period 3, English Language Learner (ELL) students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy. The back-to-back and face-to-face strategy is an excellent method for allowing students appropriate wait time to think through their responses, as well as an opportunity to hear model responses from their peers. This might help students develop language skills needed for their mathematical explanations. This could be used during a lesson to have students explain how they would solve an equation with a missing number. Using the planning protocol rubric, this is an effective strategy to increase student engagement during a lesson. I would rate this strategy a four on the rubric because it consists of high engagement for most students. All students have an opportunity to share their thoughts and hear a response from a peer. Rather than calling on one or two students to respond, this is an equitable strategy which involves all learners in the classroom.

This article focuses on how a multi-strategy approach can assist students in learning new social studies content vocabulary. The article provides a case study that includes three groups of students which focused on different methods of vocabulary acquisition. The article notes that a multi-strategy approach is the best for assisting students in learning new vocabulary.

One of the things I found interesting was "students first learned to ask important questions about the text to guide their thinking and then used questions to help them develop a main-idea statement for a short section of text. They then learned to combine several main idea statements into a longer summary with the aid of a graphic organizer." These strategies were taught and practiced for six weeks at a time, before a new one was introduced.