Instructional Strategies Research Paper

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Instructional Strategies (Include two strategies.) Specific example describing how the strategy was implemented
1. The first Instructional Strategy was a Read- aloud as an introduction.

During the “Splits” program, the teacher started the lesson with a read aloud that was about two kids stuck inside on a rainy day. The two kids go in the attic and find pieces of fabric that were used in a general store to measure the size of fabric people were buying. The different sizes they found were ½ through 1/15. This read aloud introduced the concept of fractions.
2. Another Instructional Strategy was the interactive creation of Anchor charts.

During the “Splits” program the teacher used an anchor chart to record the information. The teacher
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After their literacy lesson, the students began to become disruptive, move around a lot, and talk. These learners needed to move to better engage and better concentrate on the next task. The teacher gave them to minutes to move around and do whatever before returning to the lesson.
A good amount of students in this classroom are gifted and need an enrichment or extension to what they are learning. The teacher met these needs by giving those who have strengths in certain math skills to be put into the part of the “Splits” program that covers ratios. This standard is not a fifth grade standard and will not be covered until sixth or seventh grade. This extension came after a lesson on fractions done the days before.

1. What have you learned about teaching this
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L. Mason calls a “Trailblazer” course, which is equivalent to a gifted course. This classroom had a good bit of gifted students in it. My original placement was a general education classroom. I learned that the gifted students do not take challenges well, compared to the general education classroom where they tended to not shy away from a challenge. The gifted students would shut off during challenging learning because everything is usually easy for them. The general education was not as hesitant to challenge because they were used to challenges because things did not come easy for them. This was not true for all students in the general education classroom, but was for some of them. I also observed that the students in the “Trailblazer” course engaged in more educational debates or arguments. This was because they are some very smart students, which leads to disagreements stemming from their

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