Personal Impact On Student Learning

Good Essays
Course Name Major Themes/Big Ideas Personal Impact on Knowledge/Beliefs/Practice
Diversity and Global Education Cultural insensitivity, diverse families, poverty in USA, diversity in schools, the impact of violence in students, diverse religions, multicultural learners, and text analysis. The class was not part of the TESOL program. I took it as an elective, since I had the ESOL endorsement. One thing that impacted me was learning how poverty affects students in a myriad of ways, even before being born. Diverse learners’ teachers having low expectations when dealing with such students. Because of low expectations, between other things, students will continue with their self-efficacy, which will lead to learned helplessness (when they attribute
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The topics of activation of prior knowledge and guided reading were used in my classroom immediately after working with them on the course. It made an enormous difference the purposely activation of prior knowledge.
By writing the personal theory of reading, I was made aware of how the teaching and assessing of reading was being done in my classroom.
Reading Assessment Reading process, differentiation, formal and informal assessments, diverse reading programs, Reading Intervention Plan, RTI, and ISLA (Impact on Student Learning Analysis). Even though I was aware of the use of formal assessments in reading, this class assisted me in utilizing informal assessments when working with my ESOL students. The knowledge of using RTI guided my interventions with various ESOL students that were having diverse reading issues in my classroom.
Content Area Reading Backward design, Thematic Web of strategies, critical literacy, Reading Strategy toolkit, parent letters, and Literacy Lesson plans. The use of the Backwards Design method provided me with the tools to better organize lessons for my ESOL
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Teachers of ESOL students should regularly use informal assessments to monitor students’ understandings. In order to maximize instruction of ESOL students, teachers should first identify the desired results, determine acceptable evidence, and then plan learning experiences and instruction (not the other way

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