Importance Of Content Area Teachers Plan And Design Instruction

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1. How can content area teachers plan and design instruction so that students will actively engage in literacy- and subject-related activities?
According to Carney and Indrisano (2013), disciplinary literacy is when reading, writing, speaking, and listening are inserted in all classes, including math, science, and social studies. Teachers need to present strategies that will aid students with being successful in their classroom. However, it vital for educators to know and understand what strategies will impact students’ learning the most. After teachers have gained an understanding of which strategies to utilize, they must present the strategies to students, explain the importance of the strategies, and aid students in understanding how to
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Therefore, when teachers are planning their instruction they should examine their students’ needs and levels and include the key parts of a lesson plan, such as standards, objectives, strategies, material, and assessments. Not to mention, teachers need to explain the importance of each part of the lesson plan to the students. Furthermore, lesson plans are great ways to structure what is being taught, and use to aid students where they are weak. However, as Vacca, Vacca, and Mraz (2014) stated my lesson plans are always changing. I plan or alter what I am teaching based on what my students have shown that they have mastered or not mastered. I think many teachers feel pressured to get through the curriculum, therefore, they rush through activities to finish. Nonetheless, it is refreshing to know that lesson plans should change and be flexible. With that being said, teachers need to utilize research based strategies when planning lessons and should continuously assess students to see what they need help with. For example, my school is a thinking map school and these organizers have been proven to be successful in aiding students with reading comprehension and writing. Therefore, it is vital for teachers to continuously examine ways to include thinking maps their lesson in order to help students get their thoughts on paper or take notes. Furthermore, Wilson, Faggella-Luby & Yan (2013) discuss the significance of including activities that are on students’levels (p. 29). This goes back to scaffolding the lesson for students. Not to mention, teachers need to ask key questions to get students thinking and having dialogue about the topic. They questions should be planned before the lesson is presented to students, and teachers need to plan for the responses that they are going to receive. For example, my students are reading

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