Sorry this is a day late..was having problems with the internet.
Chapter 2 was very interesting to me and very informative. I learned a lot about different learners and activites. It also was a good review on the laws (IDEA, etc). Overall, again this chapter will be very helpful to me for future use!
Monday, January 18, 2010
Sunday, January 10, 2010
Ch. 1 & 13
Chapter 1 - Instructional Activities: The Building Blocks for Effective Instruction
- This chapter was about activities and how they are classified into four types that include developmental, practice, application and assessment. Overall I thought this chapter was real interesting for me because I have never really had a teaching class. I learned a lot that I didn't know nor probably would of ever guessed. "Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge" pretty must says it all. Overall, this will be very helpful for me in future experiences.
Chapter 13 - Effective Practice: Games and Activities for Practice and Fun
- This chapter pretty much gave examples of games that could be played for any subject and/or difficulty. The "Match Me" game was real interesting to me. This caught my attention because just by taking a quick glance at the cards I would of never of guessed they all had the same number of dots, just arranged differently. This chapter will be a good reference for later and will indeed come in handy!
Sunday, December 13, 2009
Ch. 5, 6, & 11; Article; Video
Article- "How Children Learn To Read"
When reading this article, the first thing that caught my eye was how they said, "reading skills are like building blocks." I don't beleive they could of put that in better words. Children do need great effective reading instruction in order for them to read, and read well. It's not something that just comes to children in a blink of an eye. It takes time, effort, and effective instruction. It's also true that there is no one or better way to teach children to read. Everyone learns at different paces and ways. But I do believe the balance approach and effecting reading programs will help greatly. As for children with a learning disability, it is alot harder and more frustrating for them to learn how to read, and even harder to teach them. It takes time, effort, patience, etc. I beleive it is very important to pay attention to any early warning signs that may became noticable in order to help children. I believe this article hit the correct spots when talking about how children learn to read.
Video- I viewed the video about a boy names Jonathon who has dyslexia. He was just a normal boy who hated school like most others, but for him it was a different reason. All his friends could read but he was having problems. When diagnosed with dyslexia, he was able to get this help he needed. With the technology now-a-days, it's possible to detect theses kinds of problems. But think about when they didn't have the technology to diagnose this. Children would keep going on with life and most likely hate it. Now that Jonathon got the testing and help needed, he enjoyed school alot more then before.
Chapter 5- This chapter was about Formal Literacy Assessment and Indirect Measures. It reviewed assessment, evaluation, standardized tests and score and so on. All of which I am familiar with from my undergraduate program. It also reviewed the purposes of testing (what is the nature, who will be taking it, etc.) which are all very important to remember.
Chapter 6- Informal Literacy Assessment of Direct Measures. When reviewing this chapter, it was alot of new information to me. I don't recall having been taught much of this before. It gave good insights for me and teaching methods, and all will be very helpful for my later years.
Chapter 11- Reading Comprehension and Foundations. Again, most of the information in this chapter is new to me. But is very informative and helpful. The theories and models were interesting to read about; along with the prereading, active reading and postreadings.
After reading the three chapters, I know I will have to review chapters 6 & 11 due to it being new information for me. But overall, it seems very interesting to learn about.
When reading this article, the first thing that caught my eye was how they said, "reading skills are like building blocks." I don't beleive they could of put that in better words. Children do need great effective reading instruction in order for them to read, and read well. It's not something that just comes to children in a blink of an eye. It takes time, effort, and effective instruction. It's also true that there is no one or better way to teach children to read. Everyone learns at different paces and ways. But I do believe the balance approach and effecting reading programs will help greatly. As for children with a learning disability, it is alot harder and more frustrating for them to learn how to read, and even harder to teach them. It takes time, effort, patience, etc. I beleive it is very important to pay attention to any early warning signs that may became noticable in order to help children. I believe this article hit the correct spots when talking about how children learn to read.
Video- I viewed the video about a boy names Jonathon who has dyslexia. He was just a normal boy who hated school like most others, but for him it was a different reason. All his friends could read but he was having problems. When diagnosed with dyslexia, he was able to get this help he needed. With the technology now-a-days, it's possible to detect theses kinds of problems. But think about when they didn't have the technology to diagnose this. Children would keep going on with life and most likely hate it. Now that Jonathon got the testing and help needed, he enjoyed school alot more then before.
Chapter 5- This chapter was about Formal Literacy Assessment and Indirect Measures. It reviewed assessment, evaluation, standardized tests and score and so on. All of which I am familiar with from my undergraduate program. It also reviewed the purposes of testing (what is the nature, who will be taking it, etc.) which are all very important to remember.
Chapter 6- Informal Literacy Assessment of Direct Measures. When reviewing this chapter, it was alot of new information to me. I don't recall having been taught much of this before. It gave good insights for me and teaching methods, and all will be very helpful for my later years.
Chapter 11- Reading Comprehension and Foundations. Again, most of the information in this chapter is new to me. But is very informative and helpful. The theories and models were interesting to read about; along with the prereading, active reading and postreadings.
After reading the three chapters, I know I will have to review chapters 6 & 11 due to it being new information for me. But overall, it seems very interesting to learn about.
Saturday, December 12, 2009
Week 2 Modules
Articles #1 & 2:
1. What are the social and mental implications for children with learning disabilities? Learning disabilities can lead to emotional distress, low self-esteem, depression, loneliness, poor self concepts, anxiety, acting out (i.e. tantrums, aggressions, etc.), problems with social behavior and coping skills, etc. Teachers play a significant role with students with learning disabilities and helping with these problems. Such as, teachers can employ different teaching strategies such as multisensory methods. They can also praise a child for their efforts, boost self-confidence, and provide opportunities for the children to be involved with other children. Teachers can also increase the student’s adaptive skills by building social skills.
2. Think back to when you were in school. What strategies do you remember the teaching using (academic or behavioral). Think about how a child with L.D. would respond. Comment/explain. Thinking back when I was in school, teachers used verbal warnings and cues, redirection, privilege losses, sent to the hallway or principal’s office, etc. When thinking about students with learning disabilities, I don’t believe they would respond as well as other students. They don’t or wouldn’t seem to comprehend them as well. Although, some would be able to respond to the verbal warnings and cues better than others. Redirection might be a bit tricky and take a few attempts. Overall, I believe privilege losses would be the most difficult for the student with L.D. to respond to. Working with these type of children, I see first-hand how they respond to such. It takes many attempts for the children to understand what is happening and what needs to be done. They don’t comprehend stuff as fast and as normal as us. Slowing down and explaining yourself and/or the situation may be of most importance.
3. How will you refine your practices to address the social needs of students with disabilities?
Overall, you need to help the students with their social skills. These are very important for everyday life. Interaction with other students is crucial, giving praises often and increasing the appropriate skills needed (manners, greetings, turn taking, etc.) Just getting the social skills of the students up to an appropriate level is the main focus.
Articles 3
1. How has the evolution of medical technology changed the way we look at disabilities? The evolution of medical technology has opened up many doors. With this, we can actually pin-point the exact location in the brain where the problem is occurring. This technology has even given us the opportunity to catch exactly where the problems are before it is too late. For teaching, it can now help with the instruction for the students because it will now tell us just where the student(s) are having the difficutly, and basically give/help us with the strategies we need to implement.
2. What implications will this new outlook have on teaching and mandated legislation?
This new outlook will give teachers of now and the future a better understanding of the instruction and curriculum that needs to given. Since we can know find out the exact reading problems, levels, etc of the children, the correct intervention can happen.
Articles 4 & 5
1. ‘The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education is a significant issue in education’. After reviewing the article:
a. List some of the issues surrounding this topic?
i. Drop out rate has significantly increased for white students.
ii. Many ELL students are named “special education” students.
iii. Cultures deemed “emotionally disturbed.”
iv. Students being tested in English instead of native language.
v. Overrepresentation of culturally/linguistically diverse children
vi. The use of Relative Risk Ratios
b. Discuss how legislation has attempted to ameliorate this problem
i. State and local monitored every two years.
ii. 1997 amendments of IDEA has requirements that states collect data for monitoring.
c. Describe the problem as you see it.
i. Children being wrongly identified/mislabeled.
d. Make a suggestion…What is the solution as you see it?
i. Before labeling a child, you need to make 100% certainty that it is correct. Data needs to be collected and monitoring of the student is crucial.
1. What are the social and mental implications for children with learning disabilities? Learning disabilities can lead to emotional distress, low self-esteem, depression, loneliness, poor self concepts, anxiety, acting out (i.e. tantrums, aggressions, etc.), problems with social behavior and coping skills, etc. Teachers play a significant role with students with learning disabilities and helping with these problems. Such as, teachers can employ different teaching strategies such as multisensory methods. They can also praise a child for their efforts, boost self-confidence, and provide opportunities for the children to be involved with other children. Teachers can also increase the student’s adaptive skills by building social skills.
2. Think back to when you were in school. What strategies do you remember the teaching using (academic or behavioral). Think about how a child with L.D. would respond. Comment/explain. Thinking back when I was in school, teachers used verbal warnings and cues, redirection, privilege losses, sent to the hallway or principal’s office, etc. When thinking about students with learning disabilities, I don’t believe they would respond as well as other students. They don’t or wouldn’t seem to comprehend them as well. Although, some would be able to respond to the verbal warnings and cues better than others. Redirection might be a bit tricky and take a few attempts. Overall, I believe privilege losses would be the most difficult for the student with L.D. to respond to. Working with these type of children, I see first-hand how they respond to such. It takes many attempts for the children to understand what is happening and what needs to be done. They don’t comprehend stuff as fast and as normal as us. Slowing down and explaining yourself and/or the situation may be of most importance.
3. How will you refine your practices to address the social needs of students with disabilities?
Overall, you need to help the students with their social skills. These are very important for everyday life. Interaction with other students is crucial, giving praises often and increasing the appropriate skills needed (manners, greetings, turn taking, etc.) Just getting the social skills of the students up to an appropriate level is the main focus.
Articles 3
1. How has the evolution of medical technology changed the way we look at disabilities? The evolution of medical technology has opened up many doors. With this, we can actually pin-point the exact location in the brain where the problem is occurring. This technology has even given us the opportunity to catch exactly where the problems are before it is too late. For teaching, it can now help with the instruction for the students because it will now tell us just where the student(s) are having the difficutly, and basically give/help us with the strategies we need to implement.
2. What implications will this new outlook have on teaching and mandated legislation?
This new outlook will give teachers of now and the future a better understanding of the instruction and curriculum that needs to given. Since we can know find out the exact reading problems, levels, etc of the children, the correct intervention can happen.
Articles 4 & 5
1. ‘The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education is a significant issue in education’. After reviewing the article:
a. List some of the issues surrounding this topic?
i. Drop out rate has significantly increased for white students.
ii. Many ELL students are named “special education” students.
iii. Cultures deemed “emotionally disturbed.”
iv. Students being tested in English instead of native language.
v. Overrepresentation of culturally/linguistically diverse children
vi. The use of Relative Risk Ratios
b. Discuss how legislation has attempted to ameliorate this problem
i. State and local monitored every two years.
ii. 1997 amendments of IDEA has requirements that states collect data for monitoring.
c. Describe the problem as you see it.
i. Children being wrongly identified/mislabeled.
d. Make a suggestion…What is the solution as you see it?
i. Before labeling a child, you need to make 100% certainty that it is correct. Data needs to be collected and monitoring of the student is crucial.
Sunday, December 6, 2009
LD Simulations
A) In experiencing with these simulations, I became very confused and it was difficult to complete each one. In doing these, I could not image having a type of LD and having to complete them. I was very fustrated when not able to do them correctly. It was hard to pay attention and complete the assigned task.
With the attention simulations, it was very hard to pay attention and stay focused as the text kept appearing and dissapearing as I was reading. A student with LD would greatly have problems with the attention seeing how they have a sort attention span as it is. Like myself, any LD student would most likely just give up. In the reading section, I was beyond confused and annoyed as I had to switch almost every letter to achieve the correct text it was trying to display. Seeing how LD students have a hard time reading in the first place, switching up letters and having to decode them is beyond possbile. Writing section was also impossible for not only my, but one of a LD. To follow all the directions, which is pretty much writing what you want backwards, is hard and frustrating. As for mathematics, it was all complex and hard to do.
B) For teachers, doing the stimulations would probably tell you that you need to slow everything down for the LD students. You have to take everything step and step and make sure they are in a controlled area with no distractions at all. Doing problems with multi-steps is just impossible from the beginning so basically you have to take each step one at a time and do it with them. Reading and writing are the most important and can't do one without the other, so doing slow, small steps with those are the most important.
With the attention simulations, it was very hard to pay attention and stay focused as the text kept appearing and dissapearing as I was reading. A student with LD would greatly have problems with the attention seeing how they have a sort attention span as it is. Like myself, any LD student would most likely just give up. In the reading section, I was beyond confused and annoyed as I had to switch almost every letter to achieve the correct text it was trying to display. Seeing how LD students have a hard time reading in the first place, switching up letters and having to decode them is beyond possbile. Writing section was also impossible for not only my, but one of a LD. To follow all the directions, which is pretty much writing what you want backwards, is hard and frustrating. As for mathematics, it was all complex and hard to do.
B) For teachers, doing the stimulations would probably tell you that you need to slow everything down for the LD students. You have to take everything step and step and make sure they are in a controlled area with no distractions at all. Doing problems with multi-steps is just impossible from the beginning so basically you have to take each step one at a time and do it with them. Reading and writing are the most important and can't do one without the other, so doing slow, small steps with those are the most important.
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