Group items tagged

This research shows that students with special learning needs are more successful when they receive extra teacher support.

Personal Finance is life skill that students will use from childhood into adulthood.

(Week 7: Amber, Angela, and Kenneth) This article is accessible through the link given above. The article discuss a research method that is based on student centered teaching rather than teacher centered teaching. The article displays the changes for a teacher design where the teacher leads every activity and shift the focus to the teacher become the facilitator. Instead of having large number in classes, small groups scenarios are shown to be more effective with students learning from their experiences rather than the teacher teaching all the knowledge and content. This shift looks as though it was a two year time span and shows some effective result where student centered teaching where student are active learners. Teachers can use this article to design and implement a different approach to teaching by empowering themselves to switch up the way they teach in the classroom. Instead of lecturing information, they should try to work with their student and create exercises where the student learn from each others and their experiences where the teachers are the facilitator. Barraket (2005) states that student centered approach promotes small group activities that will improve the response of pedagogical challenges of teaching social research methods (Barraket (2005). Reference Barraket, J. (2005). Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice. Journal Of University Teaching And Learning Practice, 2(2), Retreived from http://www.eric.ed.gov.ezproxy.umuc.edu/contentdelivery/servlet/ERICServlet?accno=EJ1059434

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.

This article examines various methods for helping students with comprehension difficulties learn and acquire new content specific vocabulary. The primary focus of the article is on the importance of a multi strategy approach to help keep students engaged with vocabulary building activities.

(Week 7: Adiatu, Julie, and Heather) This journal article was found by Adiatu on the UMUC Library, and is accessible through the link given above by accessing ERIC. The journal article is based on a study of 132 fourth-graders, and focused on examining the relationship(s) that exists among sustainable attention, reading fluency, and reading comprehension. According to authors Yildiz & Çetinkaya, "Sustainable attention is the type of attention that provides the ability to focus on a task for a long time. It is required to analyze the sentences in reading material and to utilize them actively at different times" ( 2017). The study results showed that students that lacked sustainable attention had poorer reading speed, comprehension, and word recognition. This journal article is useful to teachers because it provides information on useful activities teachers can arrange to increase the attention levels of students. For example, the authors of the journal suggest that teachers record their students' oral readings and play it back for them. This journal article is useful to our group because the teachers' artifacts are based on the reading comprehension and vocabulary gaps of their students, and the authors stress that teachers should strictly monitor the oral reading skills of students that are having reading comprehension difficulties. Reference: Mustafa Yildiz , Ezgi Çetinkaya (2017). The relationship between good readers' attention, reading fluency and reading comprehension. Universal Journal of Educational Research, 5, 366 - 371. doi: 10.13189/ujer.2017.050309., Universal Journal of Educational Research, 2017. (n.d.). Retrieved from https://eric.ed.gov/?id=EJ1134476

This article studies the "Detect, Practice and Repair" strategy used in a fourth grade classroom with mathematical facts of subtraction, multiplication and division. The DPR method allows teachers to identify students that are having problems with certain concepts. The teacher can then differentiation individual assignments for those students to practice, thereby repairing a deficit of learning that might exist. This form of differentiation shows a marked improvement in student performance.

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