Teaching Subject Matter
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2. Teaching Subject Matter
How do students learn within a particular subject matter?
How can dif…
2. Teaching Subject Matter
How do students learn within a particular subject matter?
How can different subject matter be integrated effectively?
How should subject matter be organized to enable students to learn it most effectively?
In what ways (or through what strategies) can a teacher represent content/subject matter for students?
How can student background knowledge be assessed and used in the teaching of subject matter?
How do national policies (such as NCLB) influence education across home, school, and community settings (i.e. tutoring programs included in the NCLB mandate)?
1. Theories of Learning and their Roles in Teaching
In our classroom we implement the learning theory of positive reinforcement. We want to reward our students for good behavior and for accomplishing a task within the classroom. Students can become motivated by reinforcements and there can also be an insertion of social learning in the classroom as well. If students are being supported by their teachers and by their peers and they see that other students are being reinforced it will help them work towards working hard academically and socially. If students are able to develop a relationship with each other in the classroom they will be able to work simultaneously on projects in the classroom and be able to work through and resolve any issues that they may come upon.
What is developmentally appropriate practice? How should it be viewed in terms of children’s learning and a teacher’s professional growth?
Developmentally appropriate practice is the framework for an environment that offers particular materials, strategies, techniques, and content that corresponds with a child's level of development. In terms of a child's learning this framework provides the child with superlative opportunities to focus on skills for their particular developmental stage. Developmentally appropriate practice in terms for a teacher's professional growth because it allows for the educator to make professional education decisions regarding the child's developmental, cultural, and respective needs.
How have various theories influenced educational practice? What tensions have arisen among these sometimes competing theories? How can they be resolved or negotiated?
How can a teacher apply learning and/or developmental theories to “best practices”?
How can a teacher engage and motivate learners?
Teaching Diverse Learners
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4. Teaching Diverse Learners
Our classroom is comprised of 25 bright, young students. A further b…
4. Teaching Diverse Learners
Our classroom is comprised of 25 bright, young students. A further breakdown of the students in the classroom will show that many of them have a different background, culture, and in some cases even speak a different language. There are 13 female and 12 male students in our class. We have 3 students who have learning and language disabilities, and 2 of which are English Language Learners. We have 2 other students that are deaf and hard-of-hearing. We also have one student that has been recently diagnosed with Autism, but is a child with Autism who is high functioning. In the classroom many of our students are bilingual and there are total of 5 different languages that can be used by our students. The most used language is English, the second is Spanish, the third is American Sign Language, fourth is French, and fifth is Arabic.
Which students might a teacher be “missing” and why? How will a teacher know if s/he is “missing” learners? What knowledge, skills, and strategies should a teacher use to reach all learners.
How does “diversity” provide a rich environment for learning?
How should research on multiple aspects of diversity (e.g. gender, race, ethnicity, sexual orientation, social class, ability, religion, language) influence the ways in which a teacher practices his/her craft?
What does a teacher need to know about informal learning opportunities and learning outside of school?
Structured Learning Environments
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Structured Learning Environments
How can a teacher promote a safe learning environment for all st…
Structured Learning Environments
How can a teacher promote a safe learning environment for all students (i.e. provide for their physical, emotional, and intellectual well-being)?
Having an open, comfortable communication system set up between the educator and the students is key to promoting a safe learning environment for all of our students. A healthy learning environment provides the students with opportunities for cooperation and collaboration rather than competition. It is also beneficial for emotional and intellectual well-being because it offers a friendly and sociable learning environment that supports all learning types and levels. Classroom's are becoming so diverse that it is vital for us as teachers to support and foster the idea of equality and fairness within daily lessons. To be able to teach about different cultures, languages, and backgrounds will be the ticket to continuously developing and providing a safe learning environment.
For our classroom there are 25 available computers to the students giving each student their own personal space to work on any classroom projects that are assigned. They are able to maintain a sense of independence because they have their own device to work on, but they are also able to use technology to collaborate and connect with their peers on the internet and by using similar programs to complete assigned projects. The classroom's students and teacher strive to build a supportive and understanding environment, each student is able to feel comfortable asking for help from either their teacher or their fellow classmates.
How can a teacher value and extend the learning that students bring from home, community and other social environments? How can a teacher extend the learning environment beyond the classroom?
For education to happen outside of the classroom, it has to occur inside the classroom first. Taking current events that are happening around the world and even within the school's own community, dissecting, and focusing on how different events are affecting each student and their families in the classroom will help nurture students' thinking and viewing issues from different perspectives. This will carry into their home and social environments and may even allow for the children to present different perspectives and ideas about particular issues being discussed in the school to their families.
What is the relationship between classroom structures and student learning?
3. Assessment Practices and Professional Judgment
What are the components of good assessment?
How does a teacher understand the relationships among curriculum, instruction, and assessment and s/he makes professional judgments?
How do formal assessments, including standardized assessments, at the local, state, national, and international levels inform teaching?
Website Resources
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Speech and Language Pathologist's Favorite Websites
Here are some websites we find to be extremel…
Speech and Language Pathologist's Favorite Websites
Here are some websites we find to be extremely helpful to people who have never heard of the profession "Speech and Language Pathology"
American Speech-Language-Hearing Association
National Student Speech Language Hearing Association
American Speech-Language-Hearing Foundation
Educational Websites for the Classroom
Here are some more websites that can be useful for students in and out of the classroom setting!
http://prezi.com/
http://www.skype.com/intl/en-us/home
http://moodle.org/
http://www.youtube.com/
http://pbskids.org/
http://www.nickjr.com/
Projects
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Fall 2011 Projects
This is the link to a video we made about teaching people how to 'Plank'.
htt…
Fall 2011 Projects
This is the link to a video we made about teaching people how to 'Plank'.
http://www.youtube.com/watch?v=MUkjeAlu8PE
David's Projects
This is a link to a website I made at the beginning of the semester that discusses different educational tools for use online.
http://cehsstudents.unl.edu/djmacrander/Davidswebproject/Welcome.html
Brynn's Projects
Here is a link to a website I created that displays some information about myself and web tools I find helpful for educational purposes.
http://cehsstudents.unl.edu/bmroemen/BrynnRoemenEPortfolio/Welcome.html
David's Resume
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David Macrander
1410 N 41st St, Lincoln NE 68503
Phone: (308) 293-9886 E-mail: dmacrander@mail.u…
David Macrander
1410 N 41st St, Lincoln NE 68503
Phone: (308) 293-9886 E-mail: dmacrander@mail.unomaha.edu
Objective
My goal is to graduate from the University of Nebraska-Lincoln near the top of my class with a Bachelor’s degree in Speech-Language Pathology in May of 2013.
Experience
Grisanti’s-Lincoln September-2011-Present
I am a server at Grisanti’s in Lincoln. Job includes cleaning, money handling, organizing the restaurant. Makes great use of my customer service skills.
Frank Hochstein Farms June of 2011-August 2011
Worked as a hired hand over the summer. Jobs included cleaning, operating large machinery, working with Steers, and any other little jobs needing done.
Hy-Vee September 2008-July 2010
I was a cashier as well as many other odd jobs including cleaning, stocking, and just generally helping out when necessary.
Education
Kearney High School August 2004-May 2008
I graduated with my diploma in 2008. My course work included 4 years of Spanish, 4 years of Math, 4 years of Science, and 4 years of English.
University of Nebraska-Omaha August 2008-May 2010
Studied here for two years getting most of my general education requirements taken including: Chemistry, Biology, Psychology, Sociology, and Math through Calculus.
University of Nerbaska-Lincoln August 2010-Present
Currently studying Speech-Language Pathology and plan on graduating in May of 2013.
Organizations
Member of Tau-Sigma-National Honor Society for Transfer Students—Deans List Fall 2011
Member of NSSLHA-Nebraska State Speech-Language Hearing Association
Training
HIPPA Trained
CITI Trained
Brynn's Resume
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Brynn Roemen
1016 Smith Hall
1120 North 14th Street
Lincoln, NE 68508
Cell phone: (605)-413-39…
Brynn Roemen
1016 Smith Hall
1120 North 14th Street
Lincoln, NE 68508
Cell phone: (605)-413-3970
E-mail: brynn.roemen@huskers.unl.edu
Objective
I am working to graduate a semester early with my Bachelor's Degree in Speech and Language Pathology from the University of Nebraska - Lincoln. I plan to attend Gallaudet University in Washington D.C. for graduate school to earn my Master's Degree in Speech-Pathology. My main focus for therapy will be students and adults who are deaf and hard-of-hearing.
Experience
Sunshine Foods
November 2006-Present
I work as a cashier and scan customer's groceries and place it in bags for them, as carry-out I assist customer's to their cars with their groceries and help stock shelves. During the summer afternoons I work and manage the Snack Shack that is located outside by grilling food and serving it to customers.
Nebraska State Museum
February 2010-Present
I work at the front desk and collect museum guests gate admission and I answer any questions they have about the museum or specific exhibits. I also work in the Discovery Giftshop that is located in the museum I help with merchandising and answer any questions the customers may have. On football game days I also work at the museum mascot and walk around visiting and shaking hands with all of the football fans.
Developmental Cognitive Neuroscience Laboratory
November 2010-May 2011
I was a research assistant and worked as a Delayed Frustration Task coder. I watched recorded videos of children performing particular tasks given to them by researchers and I coded for their behavior and then entered my findings into the research database.
Good Samaritan
June 2011-Present
I worked for Good Samaritan as a Home Care Caregiver. I went to the client's apartment or house and helped them with any tasks that they needed done around their home, accompanied them to their meals, social events, took them shopping, helped bathe them and get them up in the mornings and put them to bed at night, and cooked meals for them at their request.
Education
Tea Area High School
August 2005-May 2009
I graduated in May 2009 with my diploma. My coursework included 6 credits in Sciences, 4 credits in English, 4 credits in Math, 4 credits in History, and 2 credits in American Sign Language
University of Nebraska - Lincoln
August 2009-Present
I was a Psychology major my freshman year, and switched to a Speech and Language Pathology major my sophomore year. I plan to graduate from my undergraduate courses a semester. My general course studies include, English, Statistics, Physics, Political Science, Psychology, and Sociology.
Organizations
Dean's List Spring 2011
Member of NSSLHA - Nebraska State Speech Language Hearing Association
UNL Biology/Tri-Beta Club
Peer Helpers
TLC Senior High Youth Group
Training
HIPPA Training
CPR/AED Certified
Lesson Plan
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Lesson Plan
I. Goal: During this lesson, the instructor will verbally and tactically instruct the…
Lesson Plan
I. Goal: During this lesson, the instructor will verbally and tactically instruct the students to correctly form all 26 letter of the alphabet with pipe cleaners one at a time and then will compare their letters to a pre-made example to determine if their letters were formed correctly.
II. Adaptations for diverse learners
Our class is comprised of 25 young bright, young students. A further breakdown of the students in the classroom shows that many have a different background, culture, and some even speak different languages. We have 3 students who have learning and language disabilities, and 2 of which are English Language Learners. We have 2 other students that are deaf and hard-of-hearing. We also had a student who was recently diagnosed with Autism. We will put each of these students in separate groups to not only spend time with their 'Normally' functioning peers, but so they have someone with them who can assist them with any problems that may arise.
II. Objectives:
1. The students will be able to form each letter of the alphabet through the use of pipe cleaners
2. Students should be able to combine the letters they make to form their first name
3. Students will have a strong enough grasp on letters to form the letters for their spelling words for the week
IV. Materials
Pipe cleaners and a pre-made example for students to see if their letters were correctly made.
V. Procedures
1. Set/Hook
The instructor will begin by handing out enough pipe cleaners for each student to complete the assignment. Then he/she will display the pre-made letters so the kids know what they are trying to make.
2. Transition
The instructor will then explain the importance of the activity and why it is important for the students to know how to form the letters and be able to spell their names.
3. Main lesson
This will be the point when the students begin the process of actually making each letter one at a time, as the teacher tells them which to form. They will compare the letters they have formed at the end of making each one to determine if it is correctly made.
4. Transition
Give the students a chance to use their imaginations and see what words they can make with the pipe cleaners.
5. Conclusion
At this point, the instructor will reiterate his points about why this activity was important and what they should have learned in the process.
VI. Assessment
Each student will demonstrate their ability to use the pipe cleaners to spell their name and will be asked to spell some of their spelling words with the letters they made.
VII. Assignment
Students will be asked to take the letters home and use them as a way to practice their spelling words for the week with their parents.
