8 July, 2013 Strategy Application Project feap reflection
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- A. QUALITY OF INSTRUCTION1. Instructional Design and Lesson Planning.
| Gold Mandy Gold Mrs. Johnston RED 4350 8 July, 2013 Strategy Application Project FEAP Reflection I have learned a great deal about reading strategies by completing this strategy application project. I now know multiple strategies that I can use with my future students if they are struggling with a certain aspect of reading. Not only do I feel these strategies will help students with reading, I also feel they are engaging and help to boost students’ comprehension skills. The first FEAP I addressed was A. QUALITY OF INSTRUCTION1. Instructional Design and Lesson Planning. A.1.b. Sequences lessons and concepts to ensure coherence and required prior knowledge. I sequenced lessons and concepts to ensure coherence and required prior knowledge by using strategies like the anticipation guide, bio-impression, and dialogue journals. Anticipation guides help students activate their prior knowledge because the students have to read statements about the text prior to reading the text. Bio-impressions require prior knowledge because the students have to make predictions about a certain person before reading the text. Dialogue journals require prior knowledge because the students are given questions to answer about the text before reading so they can determine how much prior knowledge they have about the subject. I sequenced lessons and concepts to ensure coherence by choosing to scaffold many of the strategies I used in the project. For example, for the structured note taking strategy the students would first have most of the notes given to them and only have to fill in a few words, then they would receive half the notes and have to fill in the remaining half, eventually they would just be given a blank set of notes and be required to fill in the entire paper on their own. A.1.c. Designs instruction for students to achieve mastery. I designed instruction for students to achieve mastery by including a rubric for each strategy so the students would understand exactly what was required of them. The rubric would help me to determine which students effectively were able to master the strategy and which students would need additional practice and support. A.1.f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. I developed learning experiences that require students to demonstrate a variety of applicable skills and competencies by varying how I was going to evaluate whether or not the strategy helped the student master the text. Some of skills and learning experiences included, completing Prezis, exit cards, essays, poems, multiple graphic organizers, anticipation guides, interactive dinner parties, and painting pictures of what they learned. Even though the students were reading mostly social studies informational text many of the assessments required them to use art, public speaking skills, technology skills, acting, and poetry skills. Directory: folder folder -> Communist South – Democratic Why did America become involved in the Korean War – to stop the spread of Communism folder -> American Revolution Era Sites folder -> Analysis of Thomas Wood’s Actions at Chickamauga William Brooks folder -> Key words and meanings: Justice: making something fair/right United Nations folder -> Shapes at Work In Quilts (Activity # 3) Goals/Rationale folder -> Hamilton, Jefferson, and Jackson: Making America Download 22.8 Kb. Share with your friends:
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