What the students can expect to learn from doing the assignment

The consensus among researchers is that students will learn only when motivated. The be motivated to learn, students must find academic activities meaningful and worthwhile and work toward the learning goals, not merely toward performance goals. By discussing learning goals with the students, the teacher helps them have motivation to learn.

Asking the students to come up with their own list of terms to use in the new assignment.

A scaffold is a temporary learning aid, designed to help the student to grow in independence as a learner; thus, once the skill the scaffold is intended to help teach has been mastered, the scaffold should be withdrawn. Asking the students to come up with their own list of terms to use in the new assignment in effect withdraws the scaffold and encourages independence.

Nonfluent speakers of a language can understand what they are reading before they can accurately pronounce all the sounds in the language.

Formal accuracy in pronunciation should not be required initially or be expected in the beginning stages of language development. Learning should focus initially on comprehension rather than on correct and incorrect usage.

Normalize the lives of those children with disabilities who were being educated in isolation from their peers.

The concept of "least restrictive" stems from P.L. 94-142 and subsequent legislation regarding the education of students with disabilities and implies that special students are not to be classified by disability and given permanent special placement on the basis of these classifications. Rather, they are to be moved to special settings only if necessary and only for as long as necessary.

Finding two sources of information on the topic and reading each to see what they have in common.

A large task is more easily acomplished by breaking the taks into smaller parts.

How each individual student's knowledge of a particular aspect of the curriculum compares to that of a national sample of students at the same age level.

Criterion-referenced tests are developed to assess knowledge and understanding of specified standards for learning particular content. They are designed to enable individual students or groups of students who have studied the same material to assess how much they have learned as compared to the criterion. A norm-group performance is not required for a criterion-referenced test since the goal is to measure knowledge against a predetermined knowledge standard.

1- Visual Spatial

2. Kinesthetic

3. Musical

4. Interpersonal

5. Intrapersonal

6. Linguistic

7. Logical/Mathmatical

8. Naturalist

1- Visual Spatial--think in terms of physical space.

They like to draw, do jigsaw puzzles, read maps, daydream.

Taught through drawings, verbal and physical imagery.

Tools include models, graphics, charts, photographs, drawings.

Kinesthetic-- use the body effectively. They like movement, making things, touching.

Taught through physical activity, hands-on learning, acting out, role-playing.

Musical- shows sensitivity to rhythm and sound. May study better with music in the background.

They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time.

Tools include musical instruments, music, radio, stereo, CD-Rom, multimedia

understanding, interacting with others. These students learn through interaction. They have friends, empathy for others, street smarts.

Taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, email.

Using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.  Taught by encouraging them to say and see words, read books together.

Tools include computers, games, multimedia, books, tape recorders, and lecture.

Reasoning, Calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. 

Taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

1. Treat each student with respect and kindness

2. Identify a few students each period and praise them so by the end of the week, every student in your class has been praised.

3. Be available before and after school in case a student needs help or simply needs to talk.

4. Praise students for good work

5. Praise students for effort

6. Establish appropriate levels of dominance and cooperation

7. Create one-on-one interactions with students

8. Display students' successful work in the classroom

9. Disclose appropriate personal information that your students might find helpful.

1. Establish realistic and age-appropriate rules and procedures

2. Walk through the classroom during lectures and seat work to provide assistance and monitor behavior

3. Have students work bell-to-bell

4. reinforce and praise appropriate behavior

5.Establish routines for transitions (bathroom, leaving classroom, etc)

6. Have rules and expectations visible

1. Knowledge- remembering of previously learned material

2. Comprehension- grasping (understanding) the meaning of informational materials

3. Application- the use of previously learned information in new and concrete situations to solve problems that have single or best answers.

4. Analysis- the breaking down of informational materials into their component parts, examining such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations

5. Synthesis- Creativity or divergently applying prior knowledge and skills to produce a new or original whole.

6. Evaluation- Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.

Multiple-choice exam

Essays

Short-answer or problem-solving exam

Lab report

Research paper

Performance-based ("authentic") - interpreting a piece of music, writing a computer program, constructing a three-dimensional model of a scientific concept, etc.

Oral Presentations

Comprehensive portfolios

Think/Pair/Share

Entrance/Exit Exams

Whip Around

Mnemonics

Note-taking

Out-lining

Use of Visual aids

Advance organizers

Lecturing

webquests

cooperative learning groups

project based assignments

discovery learner

simulations

concept mapping

problem solving

inductive/deductive thinking

How you modify the instruction to meet the needs of all students at all different learning levels.

Ex: Tiered lesson plans

Projects that require the same goal but different task to achieve that goal