Teachers who make material relevant, meaningful, motivational, and engaging to the students helps you decide what type of pedagogical style to use in your classroom. Each teacher needs to be prepared for all different types of students, as said in a scholarly journal, “…teacher education programs continue to search for structural, curricular, and pedagogical approaches to prepare teachers to teach in increasingly diverse contexts” (Bowman, Brayko, Delport, McDonald, Shimmmura, & Tyson, 2011, p.6118-1700). As teachers we need to make our students feel like we want to know more about them, in Educating the Educated it says, “Our concern should be towards generating and fostering students who are world citizens” (Srinivasan, T. M, 2004, p.21).
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We do not want to re-teach our students anything that they already know, like I mentioned earlier, it becomes a process of regurgitation and no learning takes place. Finding out what our students already know allows the teacher and students to plan for further instruction. Tapping the students background knowledge helps the teacher be able to frame the work and how it should go and what it should look like. However, the lesson plans are set by what the student already knows, so instead of teaching something they have already learned they get new information and are more engaged in learning. One of the best pre-reading strategies that I have used is called a KWL chart. It is said in Improving Adolescent Literacy that, “Teachers across content area subjects have confirmed the usefulness and flexibility of this technique for introducing a unit of study” (Fisher & Frey, 2008, p.35). This strategy helps the teacher find out what the students already know, what they think something might mean, and what they want to know. The K stands for what the student already knows about the content, the W stands for what they want to know about the content, and the L stands for what the student has learned. The KWL chart would be given to students before any reading has been done, and the student would then fill out the K and W part. After they have filled out those two parts the teacher would take it up until after they had read the content. Once the content had been read the teacher would hand back the KWL chart and the students would fill out the L part, which again stands for what they have learned from reading the content. The KWL strategy has been thought to be very important in the classroom. “Buehl (2001) identifies it as one of the instructional strategies essential in the repertoire of every secondary content area educator” (Fisher & Frey,
We do not want to re-teach our students anything that they already know, like I mentioned earlier, it becomes a process of regurgitation and no learning takes place. Finding out what our students already know allows the teacher and students to plan for further instruction. Tapping the students background knowledge helps the teacher be able to frame the work and how it should go and what it should look like. However, the lesson plans are set by what the student already knows, so instead of teaching something they have already learned they get new information and are more engaged in learning. One of the best pre-reading strategies that I have used is called a KWL chart. It is said in Improving Adolescent Literacy that, “Teachers across content area subjects have confirmed the usefulness and flexibility of this technique for introducing a unit of study” (Fisher & Frey, 2008, p.35). This strategy helps the teacher find out what the students already know, what they think something might mean, and what they want to know. The K stands for what the student already knows about the content, the W stands for what they want to know about the content, and the L stands for what the student has learned. The KWL chart would be given to students before any reading has been done, and the student would then fill out the K and W part. After they have filled out those two parts the teacher would take it up until after they had read the content. Once the content had been read the teacher would hand back the KWL chart and the students would fill out the L part, which again stands for what they have learned from reading the content. The KWL strategy has been thought to be very important in the classroom. “Buehl (2001) identifies it as one of the instructional strategies essential in the repertoire of every secondary content area educator” (Fisher & Frey,