...Reading Philosophies Comparison Chart Constructivist Instruction: The student is viewed as an active participant in their own learning. The student will use personal experiences to influence and shape learning ( Ying-Tien , 2005) Reading Activities for Constructivist Instruction: Teaching students new vocabulary by using various picture visual aids. If the student has difficulty reading the word the visual aid will represent the word. Using familiar words will allow the students to use vocabulary from their own experiences and make a connection between the word, picture and experiences. Students will read a book and then be dispersed into small groups. Within the small groups students will discuss their reading and create another story with similar elements. This will allow students to bring their own experiences to the table and take an active role in their learning. Assessment for Constructivist Reading: A student kept journal based upon the readings in class. This will allow students to take control of their learning while reflecting on the presented information. Reading portfolios made for each student. These portfolios would include sample work and teacher notes on observations of the student in the classroom in regards to reading. This will serve as a great tool during conferences with parents to show students strengths and weaknesses. Classroom discussion based on the readings in class. This would showcase the students knowledge...
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...What is Cognitive Strategy Instruction? Cognitive strategy instruction (CSI) is an explicit instructional approach that teaches students specific and general cognitive strategies to improve learning and perfor- mance by facilitating information processing. CSI embeds metacognitive or self-regulation strategies in structured cognitive routines that help students monitor and evalu- ate their comprehension. The ability to identify and utilize effective strategies is a necessary skill for academic success. Many students, especially students with learning disabilities (LD), are ineffective and inefficient strategic learners. CSI enables students to become strategic and self-regulated learners (Dole, Nokes, & Drits, 2009; Pressley, Woloshyn, Lysynchuk, Martin, Wood, & Willoughby, 1990). Using proven procedures associated with explicit instruction including process modeling, verbal rehearsal, scaffolded instruction, guided and distributed practice, and self-monitoring, students learn, apply, and internalize a cognitive routine and develop the ability to use it automatically and flexibly (Montague & Dietz, 2009). The metacognitive component of CSI helps students focus on the task and regulate and monitor their performance (Palincsar & Brown, 1984). Instruction in self-regulation strategies promotes strategy maintenance and generalization. Although CSI has been applied to a variety of academic tasks, this Current Practice Alert will highlight...
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...reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders & Christian, 2004). While any empirical question of significance might benefit from additional research, experts widely believe that adequately many program effectiveness studies have been carried out to provide solid guidance to policy makers. Several recent research syntheses have been conducted which the Task Force document fails to reference and which bear directly on the question...
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...[pic] Reading Program Action Plan John Rhine Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful...
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...arrived at from reviewing the walk-through data. Based on the data collected during these walk-throughs, it is apparent that some of the pieces of effective instruction are in place, and there is much work to be done. Teachers need additional support and guidance in specific areas, especially effective and higher-ordered questioning. Most of the teachers are directing effective lessons that are engaging, yet it is unclear as to whether students understand the impact of what they are learning. There was very little formative assessment happening at this time, as it was the end of the cycle, and students were reviewing or completing summative assessment. It would be prudent to complete another set of observations in approximately three weeks. 3. Evaluate the data with regard to classroom instruction effectiveness at your school site. This data, in isolation, does not provide an accurate picture of instructional effectiveness, as this data was collected during the final week of the cycle, and instructional time was used for review in advance of end of cycle exams. There was, however, effective instructional strategies, in which students were highly engaged. Data collected over several walk-throughs or data collected at a different point in the cycle, would be more impactful in evaluating effective classroom instruction. 4. Provide recommendations for professional development, observation, and/or evaluation. Based on the data collected, there are very specific areas of...
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...1) Explain the different values associated with “individualistic” and “collectivistic” cultures. a. Individualistic culture is the dominant model of the self views the self as independent and regards a person as possessing a set of self-defining attributes, which are used to take action in the expression of personal beliefs and the achievement of personal goals. b. Collectivistic Culture the dominant model of the self views the self as interdependent, regards a person as a flexible, connected entity who is bound to others, and considers group goals as primary and personal beliefs, needs, and goals as secondary In these cultures, relationships also take an interdependent form—they are less voluntary and more “given”. 2) Comparing European Americans to individuals of Asian descent, which group is more likely to seek social support? c. In an initial set of studies using both open-ended and closed-ended methods, we found that Asians and Asian Americans reported using social support to help them cope with stress less than did European Americans. 3) The authors propose three different reasons as to why there are differences in social support seeking between European Americans and individuals of Asian descent. Which of the three reasons do they believe is the most likely explanation for the group difference? Explain. 1. First, it may be that Asians and Asian Americans do not have to ask for social support because they have more unsolicited social...
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...thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts. When Pintrich (2002) asserts that “Students who know about the different kinds of strategies for learning, thinking, and problem solving will be more likely to use them” (p. 222), notice the students must “know about” these...
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...GLA Factors affecting SLA success Topic 4: Factors affecting L2 learning Conceptual objective: the students will be able to enumerate those factors connected to L2 learning success Procedural objective: the students will explore those factors that have promoted their success as language learners, making a chart and comparing it with other people Attitudinal objective: the students will develop a critical attitude towards the causal correlations between factors and learning success Attitudinal objective: the students will realize the need for further research A. Internal/ Individual B. External a. 1. Age 2. Aptitude 3. Motivation and Attitude 4. Personality 5. Cognitive Style 6. Hemisphere specialisation 7. Learning Strategies 1. Learning and Teaching Contexts 2.Teaching a second language: Effects 2.1. Input and interaction: How these elements affect learning A.1. AGE AND L2 LEARNING • Effects of age on RATE of second language learning ΚAdults are superior to children in rate of acquisition ΚOlder children learn more rapidly than younger children ΚWith regards to morphology and syntax, the adolescents do best, followed by the adults and then the children ΚGrammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term Κ Where pronunciation is concerned, adults do not always progress more rapidly than children do Thus: adults learn faster than children, and this is more applicable to grammar than pronunciation, although...
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...and interviews – indicated that grammar should be taught inductively through meaningful communication context and that students should be made to work out rules from examples. However, It was evident from the class observations that nearly all of the teachers participated in this study actually own traditional/structural teaching approaches. In many observed classes, teachers were seen to teach grammar deductively an provide explicit grammar instruction even...
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...Self-Knowledge and Evaluating Understanding The purpose of this paper is to identify, describe, and critique personal views on the place of understanding self-knowledge from the point of view of both the teacher and the student. The paper will also provide an evaluation of the sequence and organization of instruction that was used during at least two teaching assignments (units). The focus of this evaluation will be toward the effectiveness of the sequence and organization in accomplishing the desired understanding expected from students. To allay the purpose of the paper, criteria from Grant Wiggins and Jay McTighe’s (2005) “backward design” will serve as a background for much of the information included in the paper. According to Wiggins and McTighe (2005), self-knowledge is “the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding” (p. 100). In consideration of today’s teaching milieu, it is possible that there are far too many instructors who are not familiar with the positive academic gains that they could bestow upon their students by paying attention to criteria that warns against instruction is devoid of any understanding, appreciation or acknowledgement of students’ self-knowledge. One of the greatest teachers and philosophers of Western thought, Socrates (Wiggins & McTighe, 2005, p.101) “is the patron saint of understanding. He knew he was ignorant, whereas most people did not realize they were...
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...Introduction At this time, it is very difficult for teachers to provide individualized instruction to every student in their classroom. Each student has their own academic and social needs, therefore it is important for teachers to be able to use viable techniques to educate these students, whether they are general education students or have a disability (Byrd, 1990). There is also an emphasis on mainstreaming, so classrooms are becoming more and more diverse. Peer tutoring is one technique that can be implemented in general education classrooms to help lower performing students improve academically. It is a system that children learn from teaching other children, or by being taught by other children. (Franca, Kerr, 1990) It also can have social...
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...Effective Reading Instruction Strategies for Students with Significant Cognitive Disabilities April Scruggs scruggs_am@students.lynchburg.edu Graduate Student – Lynchburg College SPED 644 – Academic Instruction Reading is the cornerstone of instruction for all students regardless of their ability level because it sets the foundation for future progress and success in virtually all other facets of life (Kliewer & Landis, 1999). Recent legislation and research has suggested that we should be more successful in teaching every student to read (Brower, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). There are various strategies that educators use to teach reading in a typical classroom setting. However, these strategies are not always the same in special education classrooms, especially in terms of teaching students with significant cognitive disabilities. Browder et al. (2006) defined students with significant cognitive disabilities as students classified as having moderate or severe mental retardation, who may have additional disabilities such as autism or physical disabilities. Individuals with severe cognitive disabilities may use nonlinguistic communication … and exhibit learning characteristics that require greater time to learn and intensive forms of instructional support (p.392). As shown by Katims (2000), reading instruction has been viewed in a variety of different ways for students with significant or severe...
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...Chapter 1 Parallel Computer Models Prof. D. P Theng . GHRCE TAE TAE - I TAE - II TAE Components Quiz Test Assignment Date of Submission Second week- July 2013 Sept 2013 TAE - III TAE - IV TAE - V TAE - VI Technical Presentation Attendance PPT on Paper Review Chapter Review Fourth Week- July 2013 Sept 2013 First week- Aug 2013 Fourth Week- Aug 2013 Sept 2013 TAE - VII Guest Lecture/Industrial Visit Early computing was entirely mechanical: abacus (about 500 BC) mechanical adder/subtracter (Pascal, 1642) difference engine design (Babbage, 1827) binary mechanical computer (Zuse, 1941) electromechanical decimal machine (Aiken, 1944) Mechanical and electromechanical machines have limited speed and reliability because of the many moving parts. Modern machines use electronics for most information transmission. Computing is normally thought of as being divided into generations. Each successive generation is marked by sharp changes in hardware and software technologies. With some exceptions, most of the advances introduced in one generation are carried through to later generations. We are currently in the fifth generation. Technology and Architecture Vacuum tubes and relay memories CPU driven by a program counter (PC) and accumulator Machines had only fixed-point arithmetic Software and Applications Machine and assembly language Single user at a time No subroutine linkage...
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...that students on the autism spectrum do need a lot of support. They need that support to be motivated and be able to complete every task. Giving them that motivation would increase their abilities to perform activities since they can achieve a lot more than what we think. Parent and teacher play a very important role in the support of these child since they are the ones taking care of them and teaching them new things and ways to behave. We basically use support to prevent problematic behaviors and minimize it. It all relies on the people who is related to the child. Minimizing the behavior includes teaching alternative and replacement behavior, and a response plan when the behavior occurs that should be more focused on minimizing the effectiveness of the behavior than punishing it. When diagnosing autism, practitioners and clinicians take in consideration depression, anxiety, obsessive- compulsive disorder, attention deficit disorder and nonverbal learning disability....
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...EDUCATION | M.B.A. (marketing Management) FIRST YEAR ACADEMIC YEAR 2011 - 2012 ASSIGNMENT TOPICS THIS BOOKLET CONTAINS ASSIGNMENT TOPICS. STUDENTS ARE ASKED TO WRITE THE ASSIGNMENTS FOR EIGHT PAPERS AS PER INSTRUCTIONS. Last date for submission : 28-02-2012 Last date for submission : 15-03-2012 with late fee ` 300/- NOTE: 1. Assignments sent after 15-03-2012 will not be evaluated. 2. Assignments should be in the own hand writing of the student concerned and not type-written or printed or photocopied. 3. Assignments should be written on foolscap paper on one side only. 4. All assignments (with Enrolment number marked on the Top right hand corner on all pages) should be put in an envelop with superscription “MBA Assignments” and sent to The Director, Directorate of Distance Education, Annamalai University, Annamalainagar – 608 002 by Registered post. P.T.O. 5. No notice will be taken on assignments which are not properly filled in with Enrolment Number and the Title of the papers. 6. Students should send full set of assignments for all papers. Partial assignments will not be considered. ASSIGNMENT INSTRUCTIONS Write assignments on any TWO topics in each paper out of the FOUR. For each topic the answer should not exceed 15–pages. Each assignment carries 25 marks. (2 topics) DR. S. B. NAGESWARA RAO ...
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