...Abstract Students who do not learn to read at or close to grade level by the end of elementary school enter the secondary grades unable to meet the demands of their content area classes. The students within these walls came to me with their own uniqueness and various degrees of capabilities. Students were selected based upon their need for improved reading comprehension. After interviewing the classroom teachers (there were 4 different ones) and observing students in their classroom setting the research students were selected. I met with each student individually to get an estimate of what their reading levels might be. The four components of CSR (preview, click and clunk, get the gist, and wrap-up) can be used to stimulate student’s motivation to read, help with decoding print, and comprehend and respond to text. Researchers believe it has improved their students’ reading comprehension, increased their vocabularies, and enhanced cooperative skills, Student’s process over the long term will be evaluated based upon their ability to begin to show automaticity in utilizing the strategies learned as part of CSR. The acquisition of content comprehension can be evaluated by observing students as they interact and use dialog in their cooperative groups. Educating Exceptional Children: Using Collaborative Strategic Reading Statement of the Problem Research states that there is approximately 20% of elementary school students are at risk for reading failure. 5-10% of those students...
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...a framework designed to help all students learn to read and write effectively. The program stands firmly on the premise that all students can learn to read and write. This balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them. There are several models currently used in schools today. Literacy Collaborative The Literacy Collaborative is a model for teaching children in a child-centered classroom, providing many opportunities for real life reading and writing experiences. Literacy Collaborative classrooms focus on four different types of reading experiences: Reading aloud to children, Shared reading-whole class, Guided reading-small group and Independent reading. The goal of the Literacy Collaborative is to help children become readers and writers who enjoy and value literacy. Shared Reading Shared Reading is a link in helping students become independent readers. It allows the teacher to model and support students using prediction and confirming skills. It allows less confident students the chance to share stories/articles/poetry in a non-threatening situation. It focuses on the meaning, fun, enjoyment, characters and sequence of a story and allows them to relate it back to their own experiences. It promotes discussion, problem-solving and critical thinking by students. During the initial reading, the teacher: • Introduces the...
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...Collaboration Case Study |Teacher |Strategies |Reasoning |Opportunities |Challenges | |1 |Build Rapport: As a literacy coach, I would |Lillian is an experienced teacher which is why I |Collaborative Resource Management: Through|The biggest challenge I can identify in working with | | |work on building a rapport with Lillian as |chose the collaborative stance. Through validating|collaboration, the teacher and coach work |Lillian, is resistance to coaching suggestions, because | | |the first step. Because she is an experienced|her as a good resource for other teachers, |together to explore school resources, |she was not hired for the Literacy Coach position for | | |teacher, my approach would be in a way that |providing ideas of effective lessons and |discuss effective ways of how to implement|which she applied. Therefore, I feel it’s more important | | |is respectful to recognizing her expertise. |strategies, she will ideally be more open to |the resources, and discuss strategies. |to establish a rapport with Lillian initially. | | |Examples of this are: Initially I would |coaching and collaboration. In other words, if she|This will allow Lillian to share...
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...ESE 633 Entire Course Collaborative Relationships and Transition http://www.devryguide.com/downloads/ese-633-entire-course-collaborative-relationships-transition/ To purchase this tutorial copy and paste link in your browser. ESE 633 Entire Course Collaborative Relationships and Transition Week 1 Perspectives on Inclusion. As you may have noted from your readings this week, there are various perspectives on inclusion and if this is the right approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness...
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...Unit 5: Collaborative Teaching and Learning Strategies Collaborative learning is an instructional method in which students team together on an assignment. In this method, students can produce the individual parts of a larger assignment individually and then “assemble” the final work together, as a team. Whether for a semester-long project with several outcomes or a single question during class, collaborative learning can vary greatly in scope and objectives. Cooperative learning, sometimes confused with collaborative learning, describes a method where students work together in small groups on a structured activity. Students are individually accountable for their work but also for the work of the group as a whole, and both products are assessed. Learning Objectives • To explore various instructional approaches to collaborative learning • To understand team-based learning as an approach to collaborative learning • To practice integrating collaborative learning into a course in a way that aligns with student learning objectives and intended outcomes Participants may have varied experience and a limited understanding of collaborative learning and its potential to enhance instruction. Unit 1 of this workshop guide suggests a poll and activity to better understand participants’ background and experience in this area. Once the workshop facilitators have a better understanding of the group, they might decide to introduce some examples that illustrate various collaborative learning...
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...Collaborative Learning Community: Three Reading Lesson Plans Grand Canyon University EED 475 3/12/2013 Lesson 1 Standards: • 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. • 2.2 Analyze text that is organized in sequential or chronological order. • 3.2 Identify the main problem or conflict of the plot and explain how it is resolved. Grade: 5th Theme: Reading intervention Lesson Topic: Charlotte’s Web by E.b. White Objectives: • Students will read Charlotte’s web and collect main ideas, events, and characters. • Students will work in collaborative learning groups to create a timeline which will include characters, and events. • Students will support their ideas with text evidence and research. Learning Strategies: Direct instruction, Collaborative learning, and Explicit instruction. Key Vocabulary: Commotion, Masterpiece, Conspiracy, Exertions, Gullible, Specimen, Morsel, Phenomenon, Pummeled. Materials: large piece of construction paper, crayons, color pencils, notebook, and pencil. Motivation: The teacher would have assigned the class to read Charlotte’s web by E.b. White. The teacher would ask: 1. How many of you have read a book but didn’t know how one event lead to the other? 2. How can we keep track of event and ideas in a book that are important as we read? The teacher will then model how students will use their writing...
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... |Organizational Behavior and Group Dynamics | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course in organizational behavior encompasses the study of individual and group behavior in organizational settings. Emphasis is placed on strategic elements of organizational behavior, workforce diversity, managing change, effective communication, and performance systems. A comprehensive review of these processes, as well as others, will allow students to examine their role in organizations. Course Materials Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2008). Organizational behavior (10th ed.). Hoboken, NJ: John Wiley & Sons. Robbins, S. P. & Judge, T. A. (2009). Organizational behavior (13th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. All electronic materials are available on the student website. |Week One: Fundamentals of Organizational Behavior and Ethics | | |Details |Due |Points | |Objectives |Explain key concepts and terminology related to organizational behavior. |...
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...TEACHING STRATEGIES Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning. Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information. Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students...
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...ESE 633 Week 3 DQ 2 Collaborative Consultation Model To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-3-dq-2-collaborative-consultation-model This discussion is your opportunity to demonstrate mastery of the objectives; analyze the value of co-teaching as an inclusion model of instructional delivery; analyze the value of collaborative consultation as an inclusion model of instructional delivery; and analyze the range of placements and services offered to students who have a disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when “…the special education teacher or psychologist acts as an expert who provides advice to the general education teacher,” (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing...
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...Shared Vision Gather Team • Develop a philosophy of literacy • Establish common teachable foundations by grade level and course for use of literacy strategies • Initiate an ongoing professional development Objectives • Focus on data driven instruction • Focus on student motivation • Focus on integrating differentiated • Teach reading in a manner which reflects quality research-based teaching practices. Materials and Curriculum • Focus on specific curriculum content and pedagogies needed to teach effectively. • Focus on differentiated instruction and cooperative learning. • Incorporate a program that is cross curricular and meets learning goals while offering differentiated support for all learners Desired Outcomes • Increase reading...
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...intrapersonal and interpersonal communication issues in a professional setting and explores complex communication patterns between internal and external professional relationships. Topics focus on intrapersonal and interpersonal effectiveness, values and ethics, diversity, team and work group communication, conflict management, leadership, and networking. Course Topics: Intrapersonal effectiveness and self-awarenessValues and ethics in interpersonal communicationDiversity in professional settingsInterpersonal effectiveness in team and work group communication Decision making and creative problem solvingNegotiation and conflict managementLeadership, project management, and networking Course Objectives: Upon completion of the course, students are able to Understand basic elements of intrapersonal and interpersonal effectivenessExplore self-awareness, trust, values and ethics, goal setting, and self-management Explain the importance of sensitivity to diverseness in a professional settingUnderstand how to demonstrate effective listening skills and convey effective verbal and nonverbal messagesExplain how to apply effective team building and group communication techniques in a professional settingExplain methods for effective...
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... |Introduction to University Studies | Copyright © 2012, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality....
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...Global Business Strategies Copyright ©2015 by University of Phoenix. All rights reserved. Course Description The manager's perspective in the fields of international payments, international trade, and investment are analyzed. Emphasis is given to the materials and concepts that illuminate the strategies, structure, practices, and effects of multinational enterprises. Course Dates Jun 30, 2015 - Aug 03, 2015 Faculty Information Name : Email Address : Phone Number : HERB SPALLA (PRIMARY) See Policies Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Academic Resources • Web Links Instructions Review the Web Links. SupportingMaterial Web Links • Interactive World Map Link Instructions Review the Interactive World Map Link. SupportingMaterial Interactive World Map Link • Text Citation Information for Electronic Readings Instructions Review the Text Citation Information for Electronic Readings. SupportingMaterial Text Citation Information for Electronic Readings Get Ready for...
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...listen, speak, read, and write in English for information and understanding. Students will be able to use the basic listening strategies to use effectively and meaningfully. | SL.K.1: Students will be able to participate in collaborative conversations with peers to continue a conversation through multiple exchanges. | Throughout the day, the students will be able to use their vocabulary words by greeting one another either at their lockers or in the classrooms. Students will be able to express their feelings, thoughts, and ideas clearly. Students will be able to discuss what they would like to do over the weekend or during classroom time. | Reading | Standard 3: Reading-Comprehending TextThe students will be able to analyze text for expression, enjoyment, and response to other related content areas. The student wills be able to participate in teacher guided discussions about the title, cover, illustrations, and text. | RL.K.6: With prompting and support, the students will be able to name the author, illustrator of a story and discuss illustrations. | At circle time, the students will be prompted to discuss what the cover is about by looking the illustrations and reading some of the text of the cover page. Students will be able to identify the difference between the author and the illustrator. | Writing | Standard 1: Writing: Express Ideas in Writing GenresThroughout this standard, the students will be able to express his or her thinking and ideas by using a variety of...
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...Successful Learning To be successful, a student learner must know so much more than the topic they are studying. The first thing they need to know is what type of learner they are and the best strategies to use for their learning style. Next, they need to be aware of what types of learning resources are available to them. Once they know what is available, they need to know where (i.e. library or internet) and how to find it. Once they have found the information they are looking for, they must know how to evaluate the information for accuracy and reliability. Finally, they need to be able to use the information correctly and effectively. There are resources available today that provide a wide array of opportunities for learning. The most important being the internet, which makes almost anything available to anyone at any time. The variety and amount of information available on the internet can be extremely daunting to any learner particularly to a scholarly student conducting academic research. Students in an online learning environment expect to be able to complete all of their course requirements using only online resources. This is not easy to do unless the student knows how to navigate search engines, virtual libraries, and digital databases. Students should be able to find the information they need and determine the accuracy and reliability of the information they find. Instruction for this should begin as soon as a child learner begins to use computers...
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