please respond to my TWO CLASSMATE BELOW ( FOLLOW THE GUIDE CAREFULLY)

Guided response: Respond to at least two classmates.  Think back to the learning module you interacted with pertaining to Paul and Elder’s essential elements of thought and apply some of what you learned in this discussion as you did in Week One. For example, when you respond to a peer’s analysis of this case study ask him or her to clarify the purpose behind what he or she wrote, consider alternative perspectives, examine assumptions, and support thinking with evidence, facts, and research.  

classmate one Yolanda Isom

Jun 29 at 7:23pm

Manage Discussion Entry

Part One-

1. What information should Ms. Valdera attempt to gather (about the students and the curriculum) before the class begins?  Well I think Ms. Valdera should talk to students previous teachers and talk with them about that students and how they learned and act in class. She should go to school records and look each one -up to see what kind of grades and progress they did over the years.
2. Who, if anyone, should Ms. Valdera try to speak with regarding these students and the upcoming class? Well I think she should talk with previous teachers,so she can get some information to start with, and if she is comfortable the parents, so she will know their concerns and their input on how their child/children is learning.

Part Two- 

1. Based on the information in Table 2.1, what similarities and differences do you notice among the ten students?  Some students show signs of ADHD, because they don’t pay attention, can’t be still, and having problems learning. Some of the students might be living in poverty,and lack of food and no sleep will cause learning issues as well. Couple of the students might be living in violent home sitting and might be in gang or watching family members fighting all the time.  Some might be in struggling home due to drugs or alcohol addiction. 
2. To engage her students and tap into their interests, what types of activities should Ms. Valdera plan for the first day of class?  Well when she learned about her students and their cultures, she could do a presentation and Ms. Valdera starts it off talking about herself.And then she ask for volunteers next,because this will definitely gasp their attention. 

Part Three- 

1. Given the varied learning styles of the 10 students in her class, what types of lessons can Ms. Valdera design in order to help the students be successful learners?  Well she needs to apply all different types of learning tools such as: visual and used colors,shapes, patterns,and seat students in front of the class.. Students can use technology as well. Auditory- let students read out loud,shoe and tell presentation, music time,and  story-time also. Kinesthetic – hands on project, dance and moves, act-out,  and using the computer too.
2. Given that the class is four hours long for a month, how can Ms. Valdera organize the desks, as well as the time structure the class, so the students’ level of engagement and motivation stay high throughout each day, and over the month?

Well I think she should place students in group in which couple are weak and two strong students in each group.Because students also learn better from each other and they can motivate the others as well.  

References: 

Shean, A. (2012). The Final Step: A Capstone in Education [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)Links to an external site. 

classmate two

Stacey Carachure

Jun 29 at 5:42pm

Manage Discussion Entry

Case Studies

What information should Ms. Valdera attempt to gather (about the students and the curriculum) before the class begins?

The acquisition of new skills is directly dependent on the student’s prior knowledge of the material. Once the teacher understands what the student knows, they can begin creating supplemental instructional materials that build on the student’s strengths and address any weaknesses.  Ms. Valdera can ask their prior year teachers for their cumulative student data folder, she can give them a short prior skills assessment, also called a performance assessment.  “Essentially, performance-based assessment attempts to determine students’ competence by looking at examples of what they do—that is, by looking at their actual performance” (LeFrançois, 2011).  I like formative assessment (such as thumbs up/down) because they are quick, simple, low stress. “Formative assessments happen daily in the classroom, both formally and informally, such as through the use of teacher observations, student logs and journal entries, and exit cards” (Honigsfeld & Cohan, 2015).  She can also simply observe the students once the class has begun.

Who, if anyone, should Ms. Valdera try to speak with regarding these students and the upcoming class?

Prior teachers, the future teachers, possibly administration but I doubt it, the parents, and of course, the students themselves.  This is the students educational team, and they all want the student to be successful, so they are good resources to determine areas of strength or weakness.  They can also provide her with valuable information about what motivates the students.

Based on the information in Table 2.1, what similarities and differences do you notice among the ten students?

I noticed that they are all struggling!  There are several that may be learning English as a second language, there’s a couple that may have learning disabilities such as ADHD or be on the spectrum, there’s a couple that have family issues to deal with.

To engage her students and tap into their interests, what types of activities should Ms. Valdera plan for the first day of class?

An ice breaker game would be fun.  It would help her get to know her students, but also help them get to know each other.  She could also have them make an all about me poster of some sort for the first day so she can learn their likes, dislikes, and what might motivate them.  Maybe a student is really motivated by jolly ranchers, or having a pj day, it could be anything.

Given the varied learning styles of the 10 students in her class, what types of lessons can Ms. Valdera design in order to help the students be successful learners?

Phonics would be a good jumping off point.  The students should have a basic understanding of letters, phonics, and sounds.  She should also allow ample time to read to the students and for the students to read books independently. “Teachers can support fluent readers by teaching them to make text-to-self, text-to-world, and text-to-text connections on a regular basis” (Honigsfeld & Cohan, 2015). She can make a game out of high frequency sight words to support their independent reading. 

Given that the class is four hours long for a month, how can Ms. Valdera organize the desks, as well as the time structure the class, so the students’ level of engagement and motivation stay high throughout each day, and over the month?

I would recommend that everyone face each other, such as a circle or semi-circle for class discussions and instruction, and probably either grouped or paired, depending on ability, for projects.  I think flexible grouping would be successful in this situation.  Flexible grouping is not a permanent configuration, it’s temporary for the length of the activity, and helps the teacher navigate differentiated skill levels. 

Reference:

Honigsfeld, A & Cohan, A. (2015). Serving English language learners (Links to an external site.)Links to an external site.. San Diego, CA: Bridgepoint Education.

LeFrançois, G. (2011). Psychology for teaching (Links to an external site.)Links to an external site. (11th ed.). San Diego, CA: Bridgepoint Education, Inc.

Shean (Ed.). (2012). The Final Step: A Capstone in Education [Electronic version]. Retrieved from https://content.ashford.edu