EDU 345: Portfolio Analysis

1. Explain in detail how you would support and advance the learning of children and young people in your class:

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

Evaluate the effectiveness of approaches to teaching and learning strategies in your subject area in meeting the needs of learners. Your response should include an examination of how these could be improved or enhanced and how college management could be involved in making such improvements / enhancements?

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature.

For Parkview’s literacy program to grow, students need to reflective on their own learning. Student writing portfolios are a strategy that could help develop metacognitive reading and writing strategies, as well as help them build reading and writing connections. School wide writing has been an area that the school faculty has identified as an area of improvement for standardized tests and common quarterly assessments.

Describe what your role, responsibilities and boundaries would be as a teacher / tutor in terms of the teaching / training cycle.

Currently in Dr. Jeewek’s course, I learned the twelve Teaching Strategies for Activating and Developing Prior Knowledge from the Literacy Helping Students Construct Meaning by J. David Cooper, Michael D. Robinson, Jill Ann Slansky, and Nancy D. Kiger (2015). The twelve steps: discussion, brainstorming, quick writing, picture walk/text walk, semantic mapping, prequestioning and purpose setting, anticipation guides, structured previews, reading aloud to students, role playing, projects, and concrete materials and real experiences helps students before, during, and after reading the text. The steps help teachers help student to think and view critically before reading a text by connecting prior knowledge to reading. Ms. Parello asked the students questions such as: “What would you do?”, “What do you know by looking at the title of the chapter?”, and “What do you remember from last time?” Ms. Parello uses these teaching strategies to help activate and stimulate prior knowledge and it increases the amount of time the students are willing to engage in the classroom. If students engage in the classroom, the likely of completing classroom assignments increase, which will affect how much information students retain in their working and retrieval memory She uses steps the discussion, brainstorming, and

I collaborated with Ryan and Michael to work on this white paper portfolio. It is not easy to complete the white papers even though we have been working together for several times. Initially, we conducted research on 3 different products- self-driving cars, Google glass and Alpha Go. We put our comments on each items on Google doc so it can be shared and revised in real time. It was a really good start. It did not take a long time for us to reach an agreement on writing the self-driving cars. The most effective part of the work is building the content for the first white papers as Ryan is an expert in automobile and he did most of the writing. Michael also contributed a lot to the second white papers. I am responsible for the visual design and writing the second half of the white paper on white paper. We set up a meeting after spring break, which helps us get most of the work done (80%). Meeting face-to-face is an effective way of

This Eng1513 portfolio is about my reflections on this course. In the reflection, it highlights how I accomplished my goals in improving the quality of reading, being a critical thinker, grammar and improve language proficiency. Critical thinking is the ability to think clearly and rationally, understanding the logical connection. A critical thinker can understand links between ideas, approach and solve problems consistently, reflects on self, solve arguments and produce ideas. Academic writing style presents information that displays a clear understanding of a subject. It is based on pursuing readers to accept the writer's opinion, telling a story, explain and describe something. This portfolio will showcase my expectations of the course,

A volunteer goes around the room, collecting the dry erase boards and materials, while I introduce the final segment of today's lesson. "Great job today class! For this next part, I need two volunteers." From the raised hands, I pick two students to come up and demonstrate the dialogue. I position them so the whole class can see. There is a visual on the PowerPoint that supports the demonstration. The first student reads, "Which season is this?" The second student looks at the screen and sees an image of snow, "It is winter." "How is the weather?," the first student asks. The second student replies, "It is cold." I encourage them along, but I do not offer much help. We practice a few examples with the two students switching roles. Once the

1. Describe the students in the classroom: Thee student enters the classroom quietly went to their designated area for coats and backpacks to store them for the day. The students choose a chair and sat at their table waiting for Mrs. Thomas instruction. The classroom consisted of more girls than boys totaling fifteen in all. The class had one inclusionary child. The demographic makeup was eighty percent African-American, and twenty percent others.

Portfolio 3 is creating a set of Instructions and procedures for accessing and submitting an assignment through blackboard. A way of incorporating Instructions and procedures is utilizing the listing technique and describing common mistakes and ways of correcting the errors. Additionally, incorporating visuals such as photos, diagrams, and screenshots will allow me to show the steps in action preventing possible misunderstanding. Moreover, a screenshot of the step provides the reader with more information than words could provide alone.

My reflective portfolio consists of two parts. The first part is a reflective paper part, and it has three section. The second part is a contributor part, and it has two section. In the first section of the reflective paper, I wrote about my understanding about handicap and disability based on Dr. Paul’s “Handicap or Disability” article, “disability studies and special education” reading, and five components (especially syntax) of the language based on the class activities and my experiences. In the second section of the reflective paper, I wrote my understanding about the cultural appropriation and gave particular examples based on Dr. Paul’s talking, and the relationship between phonology, orthography, and how they affect reading, writing,

Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of young adolescents with specific learning needs.