Students will also explore research
on diverse learning styles and differentiating instruction for all learners.
Not exact matches
I focus
on the educational theory of engaging student's utilizing the best instructional practices for the
diverse learning style of the different schools of thought.
The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally
diverse or special needs populations; (e) research
on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to
learning styles and curriculum compacting; and (h) longitudinal research
on the SEM.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research
on Cooperative
Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects
on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating
Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
Culturally responsive teaching is a theoretical framework created by Geneva Gay that relies
on «using the cultural knowledge, prior experiences, frames of reference, and performance
styles of ethnically
diverse students to make
learning encounters more relevant to and effective for them.»
FEATURES Easy - to - follow, standards - based lessons Math concept discussions that provide background and help to reinforce teachers» content
style Lessons building from the concrete to the abstract that appeal to students»
diverse learning styles Includes blackline masters CD - ROM with bonus content - additional blackline masters featuring workmats and recording sheets, math graphic organizers, research
on manipulatives in mathematics instruction, and more!
Incorporate several
learning styles in the classroom, through cooperative
learning, provide the students options
on an assignment, and relate the material to the students to meet the needs of a
diverse group of learners.
The cover letter continues
on to show that Sally has taught
diverse students of varying
learning styles and abilities and is passionate about teaching.