Being a second-grade teacher in Selah Washington gives way to meeting a new and unique brand of students on a yearly basis. In order to meet the needs of the students who are constantly changing, I have taken a variety of GLAD trainings. Glad strategies are based around reaching all students, but mostly ELL students. The students are involved in their learning, making charts, doing chants, turning and talking, and collaborating with each other for guidance in their answers. When they are working in collaborative groups, the groups get assigned point for how they worked in their groups. Each six-weeks, we change the groups, and focus on a character trait to perfect. I would go over the trait, what it looks like, and what it sounds like. We
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Students would be in charge of making any materials or collages that they would need to present to the class. The students would also have to account for learning diversities within the classroom, and be prepared for possible behavioral situations that may arise. Weimar’s “definition is set forth in five points at the beginning of the book: it engages students in learning, i.e. does not allow them to be passive; it motivates them by sharing some of the control over what happens in the classroom and what assignments they do; it encourages collaboration; it includes specific learning skills instruction and promotes student reflection on how and what they learn.” (Weimar, M. …show more content…
During this drawing time, the students would each get to draw what they were visualizing as the instructor read the story parts to them. This exchange would go on three, or four more times, until the student had drawn their interpretation of the story that was being read to them. After students were allowed enough time to draw their ending, the instructor would let each student share out, in their small peer groups, their summary of the story that was read to them.
This is a learner centered approach to instruction because the students are free to interpret the story the way they choose. One student could remember an aspect to the story, while the other student overlooked that part of the story. Not only are students visualizing a story, but they are also comprehending, and summarizing what was read to them. Students would hear other students share their rendition of the same story, and assess how they did with their own
Students would be in charge of making any materials or collages that they would need to present to the class. The students would also have to account for learning diversities within the classroom, and be prepared for possible behavioral situations that may arise. Weimar’s “definition is set forth in five points at the beginning of the book: it engages students in learning, i.e. does not allow them to be passive; it motivates them by sharing some of the control over what happens in the classroom and what assignments they do; it encourages collaboration; it includes specific learning skills instruction and promotes student reflection on how and what they learn.” (Weimar, M. …show more content…
During this drawing time, the students would each get to draw what they were visualizing as the instructor read the story parts to them. This exchange would go on three, or four more times, until the student had drawn their interpretation of the story that was being read to them. After students were allowed enough time to draw their ending, the instructor would let each student share out, in their small peer groups, their summary of the story that was read to them.
This is a learner centered approach to instruction because the students are free to interpret the story the way they choose. One student could remember an aspect to the story, while the other student overlooked that part of the story. Not only are students visualizing a story, but they are also comprehending, and summarizing what was read to them. Students would hear other students share their rendition of the same story, and assess how they did with their own