assessments‚ and worked in different types of Bilingual program models. I’ve had the opportunity to work in Bilingual‚ Dual-Language‚ ESL‚ and General Ed classrooms. As an experienced educator‚ I am also skilled in the area of implementing differentiated instruction‚ analyzing data‚ and collaborating with educators and various school communities in professional developments‚
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Though special education has improved by leaps and bounds in the past 50 years‚ we are still seeing the effects of disproportionality. Disproportionality describes the phenomenon of overrepresentation of certain races and ethnicities in the special education programs in schools. For instance‚ African American and Amerindian groups have a much larger representation in special education programs when compared to their actual population size in the school. This overrepresentation for special education
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way to make sure that every child’s way of learning is being accounted for in one way or another. She will not move on to a new lesson until she alters her instruction enough times so that every child understands. This is very important in a kindergarten classroom when children are at such a young age. If we don’t provide differentiated instruction‚ those students whose way of learning is not being accounted for may become frustrated and give up. We can not afford for children to feel this frustration
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The effect of science and math integration on selected seventh grade students’ attitudes toward and achievement in science. School Science and Mathematics‚ 85 (6)‚ 453-461. Frykholm‚ J.‚ & Glasson‚ G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics‚ 105 (3)‚ 127-141. Furner‚ J. M.‚ Doan-Holbein‚ M. F.‚ & Scullion-Jackson‚ K. (2000). Taking an internet field trip: Promoting cultural and historical diversity through
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Dupage County Institute at Naperville North High School and was present for the Maximum Access in PE for Students with Disabilities workshop. This workshop discussed universal design and modifying instruction to include all students. Eric used information from this experience to help differentiate his instruction to create a more inclusive environment. Eric’s bean bag bocce lesson was a lesson that he created with free reigns given to him by Mr. Clason. Eric had to create a lesson that taught throwing
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Summary Santrock Chapter 1“Educational Psychology : A Tool for Effective Teaching” Psychology is the scientific study of behavior and mental process. Educational Psychology is the branch of psychology that specializes in understanding teaching and learning in educational settings. Historical Background The field of educational psychology was founded by several pioneers in psychology in the late ninteenth century just before the start of the twentieth century. Three pioneers – Wiliam James‚ John
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focus on a leveled form of concentrated instruction for literacy development‚ math‚ and behavioral adjustments or responses. The support begins with a universal test that provides insight into the needs of the students. Those with scores that are in line with developmental levels current to their age and grade would
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Introduction As America’s educational system continues to strengthen and develop‚ a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention‚ known as Response to Intervention in most states (RtI)‚ is not only viewed as a push towards the improvement of education for all students‚ but is also being used as the means by which
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curriculum-based assessment or norm referenced assessment. When students have low achievement‚ it may be helpful for the teacher to have both curriculum-based and norm-referenced achievement measures‚ helping to guide the teacher in providing instruction and adaptations. Teachers Make The Difference: Teaching students with Learning Disabilities at Middle and secondary Levels 3 Teachers may: ❑ request a cognitive assessment if a student is experiencing academic difficulty‚ but has not had a
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SMART Goal 1 8.i RETURN TO INSTRUCTIONS Enter all information for each SMART goal. Do not combine multiple action steps in one line - list each one separately It is not necessary to use all 20 action step lines. Use only as many steps as needed. DO NOT CUT & PASTE or DELETE ROWS! SMART Goal Specific/Strategic - Who? What? Measurable - %‚ How? Attainable - Reasonable? Relevant - Why? Timed - When? Performance Challenge Being Addressed Strategies to Address Challenge By June
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