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Teaching and Learning of Students Needing Increased Support

Teaching and learning of students needing increased support
Drake is a student that has multiple disabilities which include being on the Autism Spectrum, Attention Deficit/Hyperactivity Disorder (ADHD) and Tourette Syndrome, all of which have an impact on his learning, resulting in a specific learning disorder. He strives in a school that understands him, hence why he moved schools in grade 4 as they were not meeting these needs. Drake’s mother and teachers, current and past, are involved in the case study. There are many strategies that teachers can factor into their classroom to foster collaboration and enhance communication for students (McDonald, 2013), particularly those with additional need.
Drake has many strengths which include helping peers, having expressive language and can work collaboratively although his resilience and organisation are present as difficulties. An AAC device is not required for Drake as he can listen and communicate verbally. Drake receives ongoing support from his mother along with teacher and support staff assisting him at his current school, which was not happening at his previous one. He also receives support from his classmates along with providing them support. There are multiple levels of collaboration present to Drake, this includes peer group activities and seating arrangements. The barriers that are present to Drake is not being able to get to afterschool activities along with his tendency to speak over others.
There are many factors that can influence a students’ communication and foster collaboration in the classroom. The use of cooperative group work assists in both. Drake enjoys helping others therefore he can assist in the work while receiving guidance from other students on what to include in his work on topics he is uncertain about, although a student to assist Drake may be required in his group. The use creating a community within the classroom is a major impact, fostering both collaboration and communication. The final factors, which mainly links to communication is implementing a talking circle. This allows all students to have an impact on conversation while discussion certain topics in the classroom.
What are effective ways for teaching students to take turns to talk to have everyone communicate their thoughts?
To locate the articles found, multiple search techniques were included. I began by looking in my current books and resources at home to find suitable articles. I then went on to Monash Library and used main words in the question along with words that link closely to it to search for correct book. The search was conducted by refining the dates were used from 2014-current and using peer-reviewed journals. Once I found suitable articles by reading, I then looked at the references they used and I had access to, finding other suitable references.
Search terms that were used include:

– Effective
– Communication
– Students OR student
– Classroom
– Talking OR talk
– “effective communication”
– Primary
– School

From reading the case study regarding Drake, it can allow the reader to explore concepts surrounding inclusion in the classroom and teaching students the appropriate way to take turns and communicate their thoughts relating topics. Throughout, effective ways for teaching students to take turns to talk, allowing everyone to communicate their thoughts, will be explored to assist in collaboration and communication in the classroom.
It is crucial for teachers to create an environment that students feel safe and accepted in to get the most out of classroom collaboration and communication. Walker and Graham (2019) explain the importance of students adapting to the school environment. As explained by Drake’s mother, he did not like his old school, with the teachers not being inclusive in their classroom, usually secluding him when he could not change his behaviours, creating a “negative stigma” (Stegemann

Curriculum and Instruction: Trends and Issues

Curriculum and Instruction: Trends and Issues
I understand why the trainers have been frustrated for such many years. This is due to the lack of improper in-services activities that were meaningless. Being a leader as well as an actual lead teacher, I would implement some dramatic changes that is or will be essential for the team. I will implement proper pre-services for particular subject areas. For my colleagues I will provide certain staff with professional development workshop through the school year making sure that they stay up to date with the current technologies through education. This will allow the educators to focus more on the curriculum, so that when they are creating their lesson plans using new teaching strategies learned from processional staff development trainings (Wood, 2017).
How can caring be incorporated effectively into the curriculum?
When designing a curriculum we also have to look at the common core standards in undermine social-emotion learning. A common core standard is description of skills students should have at each grade levels by the end of high school, challenging academic ideas expectations for all students are expecting to improve in their leaning achievement and be ready to embark in college reediness, (Gewertz, 2019). With that being said, when teachers are designing the curriculums base on the level of social emotional with students that they have in the classroom. The teachers have to keep in mind that it is crucial about the needs in the classroom and being empathy about it. How is teaching a science? An art? Both of these at the same time?
Teaching is science because the teacher is creating ideas on how effective the students will be able to learn. For example, we know that science has a lot to do with collecting data from experiments. For teachers they have utilized certain teaching strategies and techniques to see in the learning is effective. In art, this where the teachers bring themselves more fully into their teaching. This is where the both science and teach combine is by doing arts and crafts in this form the students are engage, moving around, and hands on. Both science and art have similarities depending on how the teacher incorporated in their curriculum. When reading the article “Aesthestics and Inspiration for Visualization Design: Bridging the Gap between Art and Science”, by Greg Judelman basically he is stating that the students are able to not only do hands on but visualizing the work (Judelman, 2004). What is the proper role of psychology in selecting instructional practices?
The word psychology is means the study of a human mind and behavior. An instructional practice is the way a teachers uses a method that guides them in interaction in their classrooms. When we combine these two in the classroom as to proper role in teaching, we can say that the teacher has to be mindful in their behavior when it comes to teaching these individual. What I am saying that educators could watch themselves and their own behavior to become self-aware of new understandings about how they are presenting/teaching the information to the students in their teaching. Reading the article, Using Educational Psychology for better Teaching-Learning Environment under the section “Role of Educational Psychology in Making Conductive Teaching-Learning Environment”, by Sharma, Sonal, she states that “psychology is necessary to create congenial learning environment resulting in better learning” (p22).
What kinds of knowledge does the effective teacher possess?
In this phrased we already know that knowledge is needed when teaching a general body. The effective teacher must obtain proper training in order to teach. The effective teacher that possesses the proper education along with training will allowed them to teach effective without being guided. How would we know if that classroom was properly taught? Well we all know that by looking at the end of the year test/assessments results. This will indicate if the students’ scores increase or decrease from previous years. In that matter the teacher was effective and knowledgeable throughout the school year.
Science vs arts: Bridging the divide – inspiration