1. List and describe Issacson 's (2007) four characteristics of the process approach in which the teacher introduces the student to the entire process of writing. For each characteristic, explain why this is important for students with disabilities (2 pts each = 8 pts)
The process should be modeled. The teacher shows the students how to utilize their notes to create sentences, and demonstrates how to organize information and by questioning the topic. The teacher also demonstrates to the students how to check their draft for mistakes or many improvements for the final copy. This is important because often students with disabilities struggle to organize their thoughts and ideas. This would help them understand how to sequence their information facilitating the writing process.
The process can be collaborative. Opportunities for the students to collaborate with a partner, the teacher, small groups, or as class during different activities or during a lesson. This is important because students with disabilities can benefit from working with others. Another classmate may just say something using a terminology that may make more sense for the student(s). Collaboration can also work as a way to encourage or excite the student about a topic.
The process can be prompted. …show more content…
Asking students to challenge themselves by setting goals for themselves and by also creating opportunities for peer-editing. I believe this would work well in my practicum setting because often the students make the same mistake over and over again. It may be something as simple as adding a period at the end of all his/her sentence, but this could be a goal that they could create for themselves to improve their writing skills. I also believe that peer-editing if implemented in an effective way can be beneficial for the student who is doing the editing too, as he/she will be looking for mistakes that he/she may fail to notice on their own
The process should be modeled. The teacher shows the students how to utilize their notes to create sentences, and demonstrates how to organize information and by questioning the topic. The teacher also demonstrates to the students how to check their draft for mistakes or many improvements for the final copy. This is important because often students with disabilities struggle to organize their thoughts and ideas. This would help them understand how to sequence their information facilitating the writing process.
The process can be collaborative. Opportunities for the students to collaborate with a partner, the teacher, small groups, or as class during different activities or during a lesson. This is important because students with disabilities can benefit from working with others. Another classmate may just say something using a terminology that may make more sense for the student(s). Collaboration can also work as a way to encourage or excite the student about a topic.
The process can be prompted. …show more content…
Asking students to challenge themselves by setting goals for themselves and by also creating opportunities for peer-editing. I believe this would work well in my practicum setting because often the students make the same mistake over and over again. It may be something as simple as adding a period at the end of all his/her sentence, but this could be a goal that they could create for themselves to improve their writing skills. I also believe that peer-editing if implemented in an effective way can be beneficial for the student who is doing the editing too, as he/she will be looking for mistakes that he/she may fail to notice on their own