Marzano's 9 Instructional Strategies include non-linguistic representations, generating and testing hypotheses, and summarizing.
Visual tracking activities are important for school skills. Using the infinity loop with learning activities is an added bonus for strengthening the eye muscles… it helps them to smoothly cross midline.
Visual tracking activities are important for school skills. Using the infinity loop with learning activities is an added bonus for strengthening the eye muscles… it helps them to smoothly cross midline.
Today I wanted to stop by and share some strategies for teaching vowel teams and diphthongs in our classroom! It’s always challenging to teach spelling patterns that aren’t easily decodable! […]
Making predictions is a critical reading comprehension strategy to teach and practice with students. It requires students to use what they have read and know about a topic in order to anticipate what will happen
Patterning Exploring repeating, growing and shrinking patterns! This can be a perfect diagnostic tool before a patterning unit, can be an activity within a patterning unit, or can also be an assessment tool for the end of a patterning unit. The Ontario Curriculum Expectations Grade 2: Patterning and Algebra "identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns (The Ontario Curriculum, Mathematics, p. 49).
Kinesthetic learners like to be active, and become easily bored in a traditional classroom. Here are 14 strategies for kinesthetic learners.
The pyramid of learning shows the sensory systems as the foundation for academic learning! Check out this visual used in occupational therapy.
Teaching Resource: A cute punctuation poster to display in your classroom.
Budding botanists can master the different parts of a seed with this helpful diagram!
Cultural Observation: An Observation of My Experience at La Mexicana
Hey, all! I hope you’re doing well! Summer has officially started in the Petty family, and we’re well, basically not doing anything differently than we were during self-isolation. If we’re able to safely have in-person classes this fall (fingers crossed!) I’ll need to retrain my teacher bladder and grow accustomed to NOT taking an afternoon ... Read More about MUST-HAVE Chrome Extension
blondevsworld: This is very accurate.
I’ll be honest with you – I was a student who REALLY struggled with math in school. I couldn’t see how it applied to every-day life or other learning subjects. I know that if my teachers had provided me with this tool growing up, it would have been a GAME-CHANGER. I created this math tool
The pyramid of learning shows the sensory systems as the foundation for academic learning! Check out this visual used in occupational therapy.
TRAINING SUPERHEROES: At the iNACOL Annual Conference in Orlando, Florida, nonprofit The Learning Accelerator (TLA) and Yet Analytics announced the ...
Co-teachers who take risks together, grow together.
Student self-reflection and growth mindset go hand-in-hand. Model and teach reflection strategies, and reinforce with visual reminders.
Family rituals allow you to slow down and connect, and they’re associated with all sorts of powerful benefits. You probably have several family rituals and traditions of your own, perhaps without even realizing it. But if you don’t have rituals yet, or if you’d like to create some new ones, read on for inspiring examples of family traditions and rituals!
Sensory Diet: Practical Ways to Incorporate Sensory Input for children and students. Includes Discussion of Sensory Systems, Evidence Base Research on Sensory Diets, and free printables to create a Sensory Diet.
In the latest animation from TED-Ed, educator Kareem Jarrah and Cincinnati production house Flaming Medusa Studios explain the role that the concepts of
First published July 2011. Updated 2018. I’m going to sound a bit like a textbook right now. I’m sorry. Bear with me. You’ll be glad you did…I hope. :) I was taught in my early childhood courses that there are 6 domains of early childhood development. I say there are 7, but we’ll get...
When studying learning and cognition in graduate school, I was drawn to the theories of Lev Vygotsky, a Russian Psychologist from the early 1900s that presented a sociocultural approach to learning and cognition. He offered a theory that I believe presents optimal classroom instruction for all learners. What is Vygotsky’s Theoretical Lens? At the heart of Vygotsky's theoretical lens is that social interaction plays a key role in the development of learning and cognition. Vygotsky claimed: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inner-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” A second key feature of Vygotsky's theory is that one’s potential for learning depends upon the "zone of proximal development" (ZPD). In the literature, ZPD is synonymous with the later concept, scaffolding, and suggests learning with adult guidance or peer collaboration exceeds independent learning. Vygotsky defined the ZPD as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers." Using the ZPD to Enhance Classroom Teaching and Individualized Instruction: It’s always best to keep your students in the ZPD. See the image above. On the one hand, when learning is too easy, students get bored and their attention drifts away from a lesson. On the other hand, if learning is too hard, then anxiety and confusion can result and when discouraged enough, students can develop a sense of learned helplessness. The “sweet spot” is the ZPD where students are challenged enough to maintain attention and they are able to learn new concepts with guided assistance and scaffolding. Then, as learning happens, the support structure is slowly pulled away. Eventually, students engage in independent learning and practice until they reach automatization. Learning to automatization means that one has fully learned a concept to mastery and the process of completing a problem is virtually automatic and requires little to no thought. What are Some Direct Applications of Teaching in the ZPD? Because every student’s zone of proximal development is different, it can be challenging for teachers to accommodate the individual needs of each learner. Here are some possible problems and solutions. Problem Solution A student is unable to answer a direct question in class. - The teacher guides the student to the correct answer providing some scaffolding and by asking them questions. Some students have already learned the concept and others have not. - Break the class into two groups. Provide challenging applications to the group that has learned the concept and scaffolding instruction to the group that has not learned the concept. - Allow the students that have learned the concept to teach the students that have not. My students have a wide range of experience and knowledge with a topic. - Create learning stations with hands-on manipulatives, guiding materials, and demonstration videos that teach the concepts of the lesson. Have beginners, intermediate and advanced stations that increase in difficulty. Help each student select the best learning station. When a student finishes the advanced station, have them assist the other students to mastery. Some students still have not learned the concept after the lesson. - Offer one on one guidance and scaffolding with yourself or a peer mentor. - Go multisensory, creative and colorful in your instruction. Provide opportunities for the student to watch a demonstration and then do it themselves. Eventually, have them teach the concept back to you. Some students are ashamed or hide the fact that they have not learned a concept. - Create a safe environment for students to ask questions. Provide positive reinforcement for students that communicate misconceptions and learning difficulties. - Create a box in your class where students can write down their questions and ask for additional help. - Ask students to anonymously rate your lessons. Let them rate their learning on a scale of 0 to 10 (0 = Didn’t learn it - 10 = Got it). Also ask them about how engaging the lesson was (0 = boring and 10 = interesting, fun and engaging). By tapping into each student's zone of proximal development, you can assure that you will be maximizing your students' learning potential. What's more, you will find that your students are more engaged, find joy in the learning process and become active learners. I hope you found this blog helpful. I would love to hear your thoughts. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.· Blog: https://learningspecialistmaterials.blogspot.com/· YouTube Channel: https://www.youtube.com/user/warrenerica1· Podcast: https://godyslexia.com/· Store: http://www.Goodsensorylearning.com/· Courses: http://www.learningspecialistcourses.com/· Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400 · Private Practice: Learning to Learn
The secondary syllabus is written for ages 11 and above. It is designed to equip learners with the necessary knowledge and tools to develop a deep-rooted love and relationship with Islam. The content not only contains information but has advice and practical tips relevant to young Muslims. This will enable them to increase their knowledge, deal with emotional and mental issues faced during adolescence, and strengthen their life skills, confidence, and Islamic practice. The series allows learners to fulfil their religious rites and duties in an informed manner through learning, understanding, and embodying the Quran and Sunnah. And with ample focus on spiritual and personal development, learners can grow to make moral choices as confident Muslims living in a modern world. Features: The book follows a unit-based structure, featuring units such as Essential Knowledge, Essential Beliefs, Fiqh (rituals and rulings), Islamic History, Contemporary Issues, Islam and the Social World, and Spiritual and Moral development. The national curriculum has been thoroughly consulted in order to ensure the content in our books is relevant, appropriate, and meaningful to young Muslims and teachers today. This includes consideration of subjects such as RE (Religious Education), SRE (Sex and Relationship Education), the humanities, objectives such as SMSC (spiritual, moral, social and cultural development), life skills, and citizenship skills. Detailed and authentic content will allow students to fulfil their religious rites and duties in an informed manner through learning, understanding, and embodying the Quran, Sunnah, and the rich Muslim scholarly tradition. With ample focus on spiritual and personal development, learners using this syllabus can grow to make moral choices and decisions as confident Muslims living in a globalized and modern world. The books showcase bespoke illustrations and infographics, making the design creative, engaging, and complementary to the Islamic content and values of the book. Keywords and vocabulary lists help with overall Arabic and English literacy of students. As with all our publications, the books are tried and tested by teachers and students.
Setting language goals can help ELLs become aware of how they are progressing with learning English. Learn ideas about how to help ELLs with goal setting.
Students with learning disabilities often struggle to understand and use the appropriate vocabulary when expressing their ideas in all content areas, including mathematics. Using correct mathematical terms can seem like learning a new language! Students won't simply absorb newly taught math terms when presented throughout the lesson. Instead, the best approach is to introduce new vocabulary through explicit instruction, in the context of meaningful math examples. Students will construct meaning as the teacher repeatedly connects the term with the definition as they are engaging in mathematical investigations. Keep reading to learn some tips for increasing your students' understanding and use of math vocabulary.
The schwa is the most common vowel sound. It is found in the unaccented (unstressed) syllable of a word. It makes the lazy short u sound.
What’s your arts integration level? Use this continuum tool to determine your arts integration stage and build a hands-on, minds-on classroom.
by Med Kharbach "Learning is all about asking questions and finding answers to them. An inquisitive mind is one that goes beyond the status quo and probes deep below surface meanings. To foster such kind of thinking inside our classroom requires some hard work and a serious investment in time and efforts. We, as teachers and educators, need to prepare the right environment where inquisitive minds can nourish and grow. We need to water this environment with a culture of asking questions."
Childhood Fears by Age As children grow they have different worries and fears. There are common childhood fears that tend to coincide with different stages of development. Below are the most common childhood fears by age. As with most things – this list isn’t exhaustive and some children will have different fears – or will have a
Children's Play SchemasIn case you need a recap on Play Schemas then I highly suggest you head to our blog 'What are Play Schemas?' before reading ahead.
Discover five effective strategies for teaching ESL reading comprehension to help your students overcome language barriers and...
Today I wanted to stop by and share some strategies for teaching vowel teams and diphthongs in our classroom! It’s always challenging to teach spelling patterns that aren’t easily decodable! […]
