... student then moves onto the next phase, which is solving the problem mentally and checking the solution. For students who are mentally challenged, "suggestions or repetitions of a problem- solving strategy by their teacher become more specific" (Van Luit 101). The students must then implement the problem solving skills taught and try to adapt these to new problems, while being guided ... the children to transfer these skills to other tasks. Concrete- Representational- Abstract Teaching Sequence Moreover, the concrete to representational to abstract teaching sequence is another strategy t...

• Word Count: 1752
• Approx Pages: 7
• Has Bibliography
• Grade Level: High School

... past reading material passively knowing I could always go back over the material again. Utilizing this portion of my improvement strategy, I will be better equipped to absorb the graduate level material. Lastly, I want to build upon the previous two aspects of my improvement strategy and become an active learner. Active listening can simply be defined as being actively involved in the learning process. I want ... our educational level. Recent educational research suggests that active learning has a significantly positive effect on student success (Fritz 183). I feel by implementing thes...

• Word Count: 1453
• Approx Pages: 6
• Has Bibliography
• Grade Level: High School

... children. He also recognized that both parties, students and teachers, are responsible for learning. Jerome Bruner introduced scaffolding in 1970. It is a teaching strategy with methods to move a child from an assisted level of learning to and independent level of learning. Teachers can provide scaffolding in three ways through the use of mediators, language, and shared activity. Mediators are tools to facilitate a complex ... -peer level. Shared activity helps students to feel more confident in what they are doing. The film also discussed self-regulated learning. Self-regulated learning...

• Word Count: 412
• Approx Pages: 2
• Grade Level: High School

... families. Learning these important factors should be of great help in assisting a student to succeed. 42. Tawana is a high school student who is gifted and talented. She possesses an advanced level of language development and she is an excellent problem solver. Tawana has an acute sensitivity to the feelings of others and is very popular with her classmates. Tawana's teacher wants ... is definitely a common one. People often assume that a gifted and talented student should not be of concern but that is not the case. One strategy that the teacher could use for Tawana would be to offer mo...

• Word Count: 920
• Approx Pages: 4
• Grade Level: High School

... , a longer period to finish tasks and active class work to help reduce my hyperactivity and stimulate my mind. In one year of my elementary education, I had a teacher who mimicked Gantos" strategy for hyperactive children. She helped me to focus and learn, and because of that, I had learned how to cope with my ADHD without the use of drugs. There are more ... struggle coping with ADHD. Sure, I could pop a few pills 4 times a day and depend on drugs, but there are other ways of working with ADHD. Some of these factors include a high level of daily physical activity, sitting near or in the...

• Word Count: 867
• Approx Pages: 3
• Grade Level: High School

... between activities were very smooth. Students quietly put their things away and got out the correct material for the next lesson. During this lesson, Mrs. Kertes used higher and lower level questions. She would allow students the chance to predict what they thought an inference was before beginning the lesson. If students all spoke at once or got excited about sharing ... broaden their vocabulary by providing a synonym and antonym for each word. I feel that students will remember these words for future reference and not just for their spelling test. Another instructional strategy that I...

• Word Count: 1303
• Approx Pages: 5
• Grade Level: High School

... this article was based on five questions, which are as follows: 1. What is the general effectiveness of word-problem- solving interventions (e.g., representation, strategy training, CAI) for teaching students? 2. Is intervention effectiveness related to important student characteristics (i.e., grade/age, IQ level, or classification label)? 3. Are treatment outcomes related to instructional features, such as (a) setting, (b) length of treatment, (c) instructional arrangement, (d) implementation of instruction, (e) word ... ...

• Word Count: 466
• Approx Pages: 2
• Has Bibliography
• Grade Level: High School