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Literacy instruction best practices
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Students at East Brooklyn Community High School literacy level are very low. Students have trouble comprehending material, analyzing, writing, reading and using vocabulary words. Each lesson plan throughout a unit targets a learning strategy. My goal is to attack the use of vocabulary and building inquiry so students can become better reader and writers. Going into fieldwork my over arching question is How can I engage students to build confidence to have a successful education at EBC High School despite their failures prior to attending EBC High School? Students come to this transfer school because formal high school did not work for them. My goal as a teacher at EBC High School can be somewhat challenging with students coming in with financial, …show more content…
Students will have the opportunity to analyze text, look into Supreme Court cases that correspond with the unit and focus on the unit vocabulary. To help student become better readers and writers as a class students will learn strategies to help them better understand a text. Students will compare and contrast primary sources and secondary sources. A fun learning activity that works really well in history classes are Moot Court activities. Students will reenact a court case during the child labor after learning and gaining all the information they need to generate a well-rounded argument. The class would turn into a courtroom and student would be broken up into …show more content…
All I need to do is add my teaching style to it. One of the concepts I kept in the curriculum from the previous teacher is showing movies. Students today are far more visual then ever before. Having a visual allows them to feel and see emotion and characters into play. While watching the movie students will fill out a movie analysis worksheet which can be found on the national archive website. This worksheet is very helpful. It helps students look for specific things in a movie, understand the role of actors, get a sense of the time period while still learning the content. This worksheet also helps them become better writers and
This case study is a situation from Case Studies on Educational Administration (Kowalski, 2011). The background information is listed below.
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Thomas Jefferson was a man who believed that all American citizens need to be educated so that they may exercise their rights. He saw public education as essential to a democracy. One proposal he made for public education would guarantee that all children could attend public schools for three years. However, much like other early school reforms, this proposal received much rejection and was never brought into being. Despite this rejection, Jefferson still believed that America needed public education. Eventually, he opened the University of Virginia. Even though his bills and proposals to benefit public education never saw the light of day, he still made many contributions to public education by providing the foundation on how a democracy should handle educating its
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
In the study of The Way Schools Work we learned to question the ideals of meritocracy and the American dream. However, Conflict Theories challenge the system of meritocracy, in which people are sorted and selected on the basis of talent and ability. On the contrary, “Conflict Theories, on the other hand, imply a system of inheritance in which people’s life chances are largely determined by their starting point within an existing structure of inequality” (McNamee and Miller Jr. 2014, 11). According to these theorists mentioned in The Way Schools Work (Boudin 1974; Bowles and Gintis 1976; Carnoy 1972; Carnoy and Levin 1985; Persell 1977), they speak about how schools reproduce status in several ways. First, they use formal language, and hold
Most of the readings in the class focused on civically engaged activity that helped me to reflect on my personal and other people efforts to bring changes in society and the world. Through class readings I learned on what people are doing, and why are they doing certain activities or action in the society. The readings assisted me to reflect more on my journey about the past and the future. I reflected on the 11 years I lived in Brazil as a volunteer missionary, giving service to the marginalized. I testified the unjust system that hinders the poor and favor the rich or people of power. Some of the readings like
Students learn if they can work in large groups or if they work better individually. They also learn what kind of learner they are when it comes to taking in information given to them by the teacher. Not every student is the same, and they learn that is it okay to be different and to be proud of the person they are. Students learn how to deal with conflicts and resolve the matter in a calm fashion.
Current public high school curriculum are simply too easy. Students are able to take too many easy classes that do not challenge them. This is the first point that needs to be focused on when trying to fix this problem. Within this one cause, there are many different solutions. However, I do not have the time here to name them all. I am going to focus on one particular recommendation that I believe would help the most.
...her ups, and then once their ideas of education update, so can school systems, then teachers themselves. Maiers “Keys to Student Engagement” shows the raw potential that school systems already have. It also shows that students need the drive and ambition to succeed. Tristan’s article on edutopia provides ideas that are already in motion. His ideas and tips have already started to work in public high school in his community. With the guidance and vision of these three authors public school issues could cease to exist. Even though there’s a lot involved getting administrators (and some teachers) on board, it is possible, and in the near future, a reality.
History class in itself has a specific purpose which seems to be frequently forgotten. We learn about violent and horrible events in our past, as well as life- changing and positively impacting ones. From the negative events, we learn what went wrong and how to prevent similar tragedies from happening. From the positive, we gather knowledge and comprehension of the basis of our modern society. We are a self- repairing race, analyzing every flaw and figuring out what caused it. It's an ancient practice, trial and error is human nature.
Back to basics? BUT these basics must be taught differently, by stressing higher level thinking and life/work appreciation. Additionally, all children must be taught, be they rich, poor, learning disabled, foreign speakers etc. Cut frills but be creative Do not forget educating the “whole” child. Do well on standardized test while remembering and accounting for fewer standardized kids. Be literate and professional but as pointed out in numerous articles, care, and be a good moral person. Additionally include character education for students.
Ornstein, A. C., & Lasley, T. J. (2004).Strategies for Effective Teaching. (4th ed.) New York: McGraw-Hill.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
As educators we wish to have the students gain knowledge, through our efforts, and continue to expand their minds using the basics we have taught them. In an era when so many outside interests often cloud the minds of our impressionable youth, we often wonder how we can accomplish this task.