edc 325 EDC 325
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This 2 page Class Notes was uploaded by Jaslyn Tirado on Sunday April 10, 2016. The Class Notes belongs to EDC 325 at La Salle University taught by Dr. Bednar in Winter 2016. Since its upload, it has received 14 views. For similar materials see Teaching English Language Learners in Education and Teacher Studies at La Salle University.
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Date Created: 04/10/16
Notes for 325 Imaging Basic use of pictures, graphs, illustrations to convey content Use as teacher or student to represent content Cloze Procedure Use as transition between lesson components as reinforcement Use as summary of the day’s lesson content Use as small team, duet or individual independent response that can be shared with class Be careful to provide sufficient practice and context clues so students zoom in on the critical content vocabulary Always go over as a class to correct any misconceptions Syntax Surgery and Sorting Language, content info, graphic displays placed on sentence strips, index cards, etc. so students can physically manipulate information to demonstrated knowledge, etc. Imaging and Sorting Try linking to sorting reinforcement or interactive bulletin board Use strips/cards as the assist to speaking wherein students can use/point/manipulate to ask question or demonstrate knowledge to each other or answer posed question about the topic that day Learning Center aka Interactive Bulletin Board and cooperative learning duets or trios Possibly use with modeled talk prior to assigning centers Make sure that these are content based with clear cut directions for what to do and what not to do Reporting Back and Modeled Talk Use as a form of lesson transition, reinforcement activity or lesson closure Use to help students clarify what they know and what they understand that they need to do for the next part of the lesson (possibly independent or small teams). Basically a form of Story (Content/Process/ Information) Reenactment Total Physical Response and Story/Content Reenactment Demonstrate a science concept using TPR Teacher can use and encourage others to use as well to develop procedural as well as content knowledge in the classroom Modeled Talk and Scripting Identify a science process or social studies event Combine with teacher modeling of own thinking to reach possible solution(s) Basically this is a form of think aloud to help all learners to understand how to go about thinking and moving forward with any form of academic task
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