New Concept English Practice And Progress Audio 21
Whenever possible, offer your kinesthetic learner things to hold in their hands. Physical math manipulatives, such as pattern blocks and base ten blocks, can help kinesthetic learners internalize a new math concept. Help your child practice spelling by getting them letter-shaped magnets they can move around on the fridge. Give kinesthetic learners textured paper to write on and a variety of different sized pencils and pens to choose between.
New Concept English Practice And Progress Audio 21
The concepts reflection and reflective practice are entrenched in teacher education literature (Ottesen, 2007) with good reason. Reflection is a vehicle for critical analysis and problem solving and is at the heart of purposeful learning. Reflective observation focuses on the knowledge being learned (i.e., curriculum) as well as the experiential practice (i.e., pedagogy); both are important aspects of the learning process (Kolb, 1984). Through metacognitive examination of their own experiences, preservice teachers are encouraged to take a closer look at what they are learning and to explore their own growth in greater depth. Experiencing the power of reflection in their own learning, they are more likely to encourage similar reflection on the part of their students.
Podcasting is a Web-based broadcasting medium where audio files are available for download. Podcasts can be incorporated into classroom instruction by creating talk shows, recording lectures, interviewing experts, studying a foreign language, or telling stories. No special equipment is needed to create basic podcasts other than a microphone, a computer, and software that will allow recording. After carefully reflecting on new concepts and their experiences using various technologies, students created podcasts to communicate what they believed were important reasons for integrating technology as a teaching and learning tool. Students recorded their typewritten scripts and searched for digital music clips on the Internet to add interest to the podcasts. Podcasts were then uploaded and linked to Web pages and blogs.
First introduced to social work education by Seabury & Maple in 1993, multimedia technology is utilized to teach social work practice skills including interviewing, crisis intervention, and group work. In comparison with conventional teaching method, including face-to-face courses, multimedia education shortens transportation time, increases knowledge and confidence in a richer and more authentic context for learning, generates interaction between online users, and enhances understanding of conceptual materials for novice students.
Newspaper companies all over are trying to embrace the new phenomenon by implementing its practices in their work. While some have been slow to come around, other major newspapers like The New York Times, USA Today and The Washington Post are setting a precedent for the positioning of the newspaper industry in a globalized world. To keep up with the changing world of multimedia, journalistic practices are adopting and utilizing different multimedia functions through the inclusion of visuals such as varying audio, video, text, etc. in their writings.[24]
As with screening measures, teachers must establish decision rules about how to gauge the progress of their students. One way is to establish a baseline by graphing three measurement points before the start of instruction, adding each subsequent data point to the graph, and checking the slope of students' progress. If many students are making slower progress than necessary to reach the level of their average-achieving peers, the teacher can modify the instruction by increasing one or more of the elements in the instructional guidelines. For example, if students are not acquiring segmenting, the teacher may decide to add more scaffolds, such as cards that the students can move as they segment words, thereby making segmenting instruction more explicit, or provide students with more guided practice. If most students successfully respond to instruction but a few respond poorly or not at all, the teacher may decide to place these students in a flexible group to receive more intense instruction. The teacher could also choose to provide some individuals with more intense instruction throughout the day to keep them up with their peers. If the progress-monitoring measures indicate that the first-grade students receiving instruction in phonological awareness lag behind their peers in reading or spelling, the teacher may choose to increase the integrated instruction in letter- sound correspondence and to make stronger the links between segmenting and blending skills and reading. Brief descriptions of the screening and monitoring measures that have demonstrated validity and reliability through research follow. For each measure, we indicate the grade and purpose for which the measure is appropriate. Note that some measures are appropriate for more than one grade level and for both screening and monitoring progress.
As we noted at the outset of this article, efforts to understand the role of phonological awareness have far exceeded the efforts to relate research findings to classroom practice regarding phonological awareness. This article is an attempt to pull together the valuable information available on the role that phonological awareness plays in early reading development, the research-based teaching strategies that address the needs of all children, the instructional design principles that address the needs of children experiencing delays in early reading development, and the validated instruments available for screening and monitoring students' progress in phonological awareness.
Each SIOP lesson has content and language objectives that are clearly defined, displayed, and orally reviewed with students. These objectives are linked to subject area standards and curricula, and the academic vocabulary and language that students need for success. For teachers, the goal is to help students gain important experience with key grade-level content and skills as they progress toward fluency in academic English. Students know what they are expected to learn and/or be able to do by the end of each lesson. Also within this component, teachers provide supplementary materials (e.g., visuals, multimedia, adapted or bilingual texts, and study guides) because grade-level material may be difficult for many second language learners to comprehend. Adaptations are provided through a number of ways, such as differentiated texts, supportive handouts, and audio selections such as those that may come with texts or are available online. Also, meaningful activities must be planned to provide access to the key concepts and provide opportunities for students to apply their content and language learning.
When implementing the effective practices listed above, teachers will expect students to explore new concepts, attempt challenging problems, discuss their thought processes, or be open to corrective feedback. However, many students might not feel comfortable engaging in these activities, therefore, teachers need to establish a supportive and safe classroom environment. Within this type of environment, teachers can stress that making mistakes is not only acceptable but also valuable because doing so creates opportunities to identify and address faulty thinking or misconceptions.
Student discussion or discourse is a practice that encourages students to express their mathematical reasoning. It allows them to become aware both of their own problem-solving processes as well as those of others, and to refine their conceptual understanding. Additionally, student discussion allows the teacher to assess student understanding. This practice could be implemented during whole-group discussion or during small-group activities. To implement this practice, teachers should:
Formative assessment is the ongoing evaluation of student learning as a means of providing continual feedback about performance to both learners and instructors. By using formative assessment teachers can determine what students have mastered and what concepts they are struggling with. Teachers can use both informal and formal formative assessments. Informal assessments include exit tickets, quizzes, and class work samples. Formal formative assessments include curriculum-based measurement (CBM), sometimes referred to as general outcome measures (GOM), which is a type of progress monitoring.