Teaching Methods for 7-12
There are many different competencies that must be acquired in order for a student to achieve mastery of the English language. Thus for a teacher to be successful in the classroom I suggest they implement a variety of methods to ensure students are exposed to all aspects of English including: phonology and phonetics, pronunciation, intonation, speech vs. written English, grammar and vocabulary. The best teaching method to ensure that students achieve their maximal potential for success is one that is diverse and multi-tiered in nature, incorporating many different teaching methods to ensure students are exposed as broadly as possible to the material being presented.

Not all students learn in the same manner. Thus the teaching method I propose will incorporate lectures, visual aids, group skills development and kinesthetic activities to encourage students to engage all of their senses while learning.

Many different methods can be used to develop student's…...

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References:

Lindsay, J. "Direct Instruction." [online]. 29, November, 2004:

'What Direct Instruction Is and Is Not." [online]. 29, November, 2004:

That model has been adapted from their work and is shown in the following illustration labeled Figure 1 in this study.
Figure 1

Personality Development and Cultural Socialization

Source: Finkbeiner and Koplin (2002)

Finkbeiner and Koplin additionally relate that the constructivist view is one that holds that "individuals construct the world in ways that help them make meaning of it and from it. Thus our cultural identity is the result of cognitive and constructive processes. From early childhood we categorize what we perceive, we form concepts and prototypes and we attribute meaning to our experiences." (2002) Accompanying these cognitive processes are brain activities in the domain of emotions in which feelings and perceptions are associated with the concepts that result form the process of constructing meaning and self-identity. The result is that the individuals develops not only a cultural identity but also, due to the emotional connection develops cultural preferences in regards to…...

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Bibliography

Wagner, Jon (1993) Ignorance in Educational Research Or, How Can you Not Know That? June/July 1993. Educational Researcher Vol. 22 No.5 pp. 15-23.

Connole, Helen (1993) The Nature of Social Science Research.

Yates, Lyn (1997) Qualitative Studies in Education. 1997. Vol. 10. No. 4, 487-498. The Research Enterprise. In Issues and Methods in Research: Study Guide, H. Connole, B. Smith & R. Wiseman, Distance Education Centre. University of South Australia, Underdale, SA. Chapter 1.

Lather, Patti (1992) Critical Frames in Educational Research: Feminist and Post-Structural Perspectives. Theory Into Practice, Volume XXXI, Number 2, Spring 1992.

Teaching Methods - Differentiation
An earnest observer of human beings eventually realizes that there are many types of intelligence and that different people have different skills, needs and knowledge. Differentiation is based on that realization and celebrates it. Abandoning more rigid methods of teaching, Differentiation consciously sets out to discover and use the uniqueness of each student, which can cause valuable critical transformations in teaching and allow teachers to recognize and seize opportunities for teaching individuals.

Definition of Differentiation

Differentiation is a student-centered teaching method that: acknowledges and celebrates the existence of many types of intelligence; examines the age, needs, interests, knowledge, skill level and learning style of each student; tailors well-organized lessons for each student in a qualitative, flexible, dynamic and fluid manner; works toward required educational standards and beyond; and evaluates student performance based on whether the student has mastered the lesson content.

Visual Comparison of Undifferentiated vs. Differentiated Teaching

Undifferentiated, in which…...

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Works Cited

Tomlinson, C.A. (2010). Critical Transformations. Retrieved on June 2, 2012 from www.youtube.com Web site:  http://www.youtube.com/watch?v=PNfshXciwUA 

Tomlinson, C.A. (2010). Seizing Opportunities. Retrieved on June 2, 2012 from www.youtube.com Web site:  http://www.youtube.com/watch?v=6a6XSSDyKQQ&feature=related

Teaching Methods
In the field of education there are many aspects that teachers have to understand in order to be effective educators. The current essay will compare and contrast the terms philosophy, ideology, and theory applied to the teaching profession. Philosophy is defined as all learning exclusive of technical precepts and practical arts, the sciences and liberal arts exclusive of medicine law and theology. (Merriam-Webster Online, n.d.) Considering the definition how does philosophy apply to the teaching profession? As educators one has the task of teaching subject matter to his or her students. Philosophy encompasses all learning exclusive of those mentioned above, therefore it is easy to state that philosophy and the teaching profession goes hand in hand. Teachers teach content to a student; the student is learning the content that the teacher is teaching them, it is equilibrium; one could question if teaching could exist without the role of philosophy.…...

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References

Heyting, F., Lenzen, D., & White, J. (Eds.). (2001). Methods in Philosophy of Education. London: Routledge.

Merriam-Webster Online. (n.d.).  http://www.merriam-webster.com 

Reagan, T. (2002). Language, Education, and Ideology: Mapping the Landscape of U.S. Schools. Westport, CT: Praeger.

Through these tests there has been an overall improvement in the quality of education as it requires schools to improve their performance, and if they fail to meet the AYP for two or more years it has to offer its eligible students a chance to transfer to high performing schools.

How should teachers/educators be held accountable for student learning?

It has undoubtedly been proved that effective teachers play an active role in student learning and enables them to meet difficult standards. Therefore teachers should be held accountable to some level, though student is responsible for their own learning. Firstly to ensure the improvement of teacher quality appropriate qualification check, careful monitoring, teacher evaluation, support for initial teachers including initial license and system of certification and compensation should be developed.

Secondly, teachers should be held accountable at certain levels after being appointed. They should be accountable at the district level through standard-based assessments of…...

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References:

Anderson (2004). "Improving America's School." The State Content and Student. 27

United States. Education Commission of the States. Department of Education. Accountability next Generation Models. By Denver. Web.

Chad and Charles (2003). "Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectives from the U.S.A." Journal of Personnel Evaluation in Education. Kluwer Academic Publishers. 17.1: 101-28.

As the teachers used cooperative learning, I saw that it is important to put some forethought into how you assemble the groups. If the groups are composed of students of varying abilities, then the cooperative learning process has a better chance of succeeding. This allows the members of the group to effectively learn from one another, and will increase the level of academic achievement. The teacher also needs to consider the social makeup of the group when setting up this teaching strategy. The students need to be able to work together and effectively communicate. Putting together students who may regularly not get along in class will adversely affect the learning experience.

Most of the teachers used technology only when it was beneficial to the task at hand. Using computers or other pieces of technology just because they are available is not necessarily beneficial. The teachers needed to evaluate in advance whether…...

They also agree on ways of scoring the tests. The assessments given are either e summative or formative (Gamble 2008. Teachers need to expand their instructional repertoire by getting to learn different classroom initiatives from other PLC members when responding question. The third element involves taking into consideration on how to respond if the students do not learn. PLC makes use of an 80% test score as an informal evaluation of learners understanding (LaFee 2003).
In instances that a few students score below 80%, a teacher with high marks teaches all these learners instead of every teacher having to teach their students individually all again. When most of the students gets below 80%, teachers can learn successful initiatives from their PLC and make plans to teach the lesson again (LaFee 2003).Working in PLCs gives teachers' time to collaborate with one another other closely, thus helping them to share strategies as…...

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References

Gamble, J. (January 01, 2008). Professional Learning Communities. School Library Media Activities Monthly, 24, 7, 17-17.

LaFee, S. (May 01, 2003). Professional Learning Communities. School Administrator, 60, 5, 6-12.

It is hard to make too much out of the importance of collaborative teams in the improvement process. It is just as important, though, to highlight that collaboration does not lead to better results unless people are paying attention to the right issues. Collaboration is a means to an end, not the end itself. In a lot of schools, staff members are willing to work together on a diversity of themes as long as the focus of the discussion stops at their classroom door. "In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school" (About PLCs, n.d.).
The trend toward establishing professional learning communities in schools has not been without its struggles. Everyone from grade level teams to state departments of…...

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References

About PLCs. (n.d.). Retrieved from  http://www.allthingsplc.info/about/aboutPLC.php 

Professional Learning Communities. (2009). Retreived from http://www.centerforcsri.org/plc/program.html

The 3 Big Ideas. (2010). Retrieved from iew&rid=1069406http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=v

Vescio, V., Ross, D. & Adams, a. (2006). A review of research on professional learning communities: What do we know? Retrieved from  http://www.nsrfharmony.org/research.vescio_ross_adams.pdf

Teaching Methods
Hypothesis and Null Hypothesis

Quantitative Methods and Qualitative Methods

Engagement Theory

Constructivist Learning Theory

Group Work and Team Work

Drama, ole Playing

The paper is a research proposal which discusses the issue of teaching methods that are unable to deliver students with the required level of translational skills for students enrolled in Language and Translation courses in colleges. The research will be based on finding the problems with the current teaching methods and the consequences of the flaws. The research is also aimed to find out possible solutions by evaluating the teaching methods which can be used to improve the current structure.

The Problem Statement:

The students of Translation and Languages in Colleges usually face a lot of problems in developing required translation skills that are must for a professional qualified translator. There are a number of reasons that cause the problems in acquiring the level of translation skills. The consequences of weak translation skills lead to…...

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References:

Alavi, M. (2011). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159-174.

Hiltz, S.R. (2004). The Virtual Classroom: Learning without limits via computer networks. Norwood, NJ: Ablex

Bain, Ken. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.

Lieberman, A. (2004). Teacher Leadership. California: Jossey-Bass.

ELLs frequently disappear in these comprehensive settings. Similar interpretations about mainstreaming have been made in other English-speaking countries such as Australia, Britain and Canada, where ELLs are also categorized and served under a larger authority of diversity education or literacy education intended for native English speakers who may have learning requirements very dissimilar from their own (Harper and de Jong, 2009).
Teaching approaches are founded on theories. ESL teachers often use an assortment of methods. According to Theories in Second Language Acquisition, ESL teachers engage in undertakings that involve students in the learning procedure, like dialogue. Theories in Second Language Acquisition specify that students absorb some features of the second language liberated of teaching. The ESL teacher's guidance on education may be incomplete and reliant on student capability. ESL teachers find instances that enable both individual and group education by paying consideration to classroom undercurrents. ESL teachers have to stay…...

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References

Britto, Rory. (2007). The Dissipation of Methods in ESL: Expanding to Fill the Void. Journal of Education, 188(3), p.75-84.

Harper, Candace a. And de Jong, Ester J. (2009). English language teacher expertise: the elephant in the room. Language & Education: An International Journal, 23(2), p.137-151.

Mitchell, Josalin. (2010). Roles of an ESL Teacher. Retrieved December 22, 2010, from eHow

Web site: http://www.ehow.com/facts_5449862_roles-esl-teacher.html

Feedback should also inform the planning of subsequent lessons and activities and come from a variety of perspectives including the student, classmates, and the teacher (Kirkwood, 2000).
Problems with this method of instruction occur when expectations are unclear or feedback is ambiguous, sporadic, or overly negative. Classroom behavioral norms must be established and respected. Care must also be taken to protect and support students from undue ridicule and criticism in order to achieve and maintain a classroom culture that nurtures an open learning environment.

Project Learning

According to Bell (2010) project-based learning (PBL) is a novel means to learning that teaches a plethora of strategies critical to success in the new millennium. Through inquiry students drive their own learning working independently and collaboratively to research and create projects that reflect their knowledge. PBL facilitates student mastery of essential skills in areas from technology to oral communication and advanced problem solving.

In this methodology…...

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References

Bell, S. (2010, January). Project-based learning for the 21st century: Skills for the future. Clearing house. Vol. 83 Issue 2, 39-43. Retrieved August 31, 2010, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&hid=15&sid=ebf395cc-8104-492c-933b-de898987f0d8%40sessionmgr13 

Clair, L., & Gallimore, R. (1996, September). Using moral dilemmas in children's literature as a vehicle for moral education and teaching. Journal of moral education, Vol. 25 Issue 3, 17. Retrieved August 30, 2010, from  http://web.ebscohost.com/ehost/detail?vid=5&hid=104&sid=ebf395cc-8104-492c-933b-de898987f0d8%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=9611104206 

Davis, E.A. (2003). Prompting middle school science students for productive reflectiuon: Generic and directed prompts. Journal of the learning sciences, Vol. 12 Issue 1, 91-142. Retrieved August 31, 2010, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=10&sid=a4ef73a1-4242-4854-89b5-ba92d87225e8%40sessionmgr12 

Feng, W. & Hannafin, M.J. (2008, March). Intergrating webquests in preservice teacher education. Educational media international, Vol. 45 Issue 1, 59-73. Retrieved August 30, 2010, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=104&sid=cb1d0322-ea66-4df4-9ecb-f838dbf3e7ac%40sessionmgr111

Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking." (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers to the words we must know to communicate effectively. In general vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words we use in speaking of recognize in listening. Reading vocabulary refers to words we recognize or use in print. Vocabulary is also very important to reading comprehension." (National Institute for Literacy, 2003) The Institute of Literacy states that children "learn the meanings of most words indirectly, through everyday experiences with oral and written language."…...

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Bibliography

Putting Reading First: The Research Building Blocks for Teaching Children to Read (2003) National Institute of Literacy. Online available at http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf.

Repeated Reading: A Fluency Building Strategy (nd) Ohio State University. Online available at http://www.coe.ohio-state.edu/gcartledge/urbaninitiative/Repeated_Reading_Teachercopy.pdf.

Building a Powerful Reading Program: From Research to Practice (nd) Institute for Education Reform. Online available at  http://www.csus.edu/ier/reading.html 

Erickson, Joan L.; Wilson, Kathleen M.; and Trainin, Guy (2005) Teaching Fluency with Quick Reads: Does the integration of technology result in greater student growth. Online available at  http://www.pearsoned.com/RESRPTS_FOR_POSTING/READING_RESEARCH_STUDIES/R8.%20Pearson%20Learning%20Group%20Quick%20Reads%20Efficacy%20Study%20Statement%20of%20Work.pdf .

This approach also is supported by volumes of empirical research and it is particularly well suited to effective learning in the physical sciences. Instead of focusing on narrative explanations of scientific concepts in the traditional educational approach, inquiry-based methodology utilizes practical materials designed to allow students to experiment and directly observe and experience the scientific concepts presented in each lesson (Huber & Moore, 2001).
According to the available research, hands-on inquiry-based active learning is much more effective than traditional educational methods (Huber & Moore, 2001; MDE, 2010). While the financial costs associated with procuring commercially-produced active-learning educational materials can be a considerable barrier for many public education systems, the general approach can also be implemented through improvised materials without substantially detracting from the value of the instructional method (Huber & Moore, 2001).

Conclusion

Based on the available empirical research on active learning and inquiry-based learning, it should be anticipated that the new…...

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References

Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting

Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.

Huber, R.A. And Moore, C.J. "A Model for Extending Hands-on Science to be Inquiry

Based." School Science and Mathematics, Vol. 101, No. 1 (2001): 32-35.

Howeve the effects of style on pefomance ae contingent on the natue of the task. Fo example visual leanes ae likely to pefom bette on pictoially-based tasks than on vebal-based tasks. Thee is no significant coelation between intelligence and leaning style. Howeve each indicates that academic achievement was positively coelated with a stategic appoach to addessing leaning styles and negatively coelated to an apathetic appoach. Leaning style was also found to coelate significantly with othe academic pefomance elated factos such as self-efficacy and academic locus of contol (Cassidy, 1999).
Conclusion

A style of thought is a pefeence fo using abilities in cetain ways. Stenbeg and Zhang (2005) point out that leaning styles have cetain geneal chaacteistics. Fist of all styles ae pefeences, not abilities. Thee is a diffeence between how ceative a student is (ability) and how much the student likes to be ceative (style). Styles ae not "good" o "bad,"…...

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references. Instructional science, 27: 355-371. Retrieved April 10, 2012, from  http://www.ncu.edu.tw/~ncume_ee/nsc88cre.ee/nscdsg/nscdsg96-sadler_smith-riding-cognitive_style_instructuctional_preference.pdf 

Sternberg, J., & Zhang, L. (2005, Summer). Styles of thinking as a basis of differntiated instruction. Theory into practice, 44(3), 245-253. Lawrence Erlbaum Associates. Retrieved April 10, 2012, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=111&sid=4dc68d17-580a=4983=af18=762283ca50ef%40sessionmgr114 

Yerxa, J. (2003). Learning styles: Medical education in general practice. Adelaide: university of Adelaide. Retrieved April 10, 2012, from http://www.curriculum.adelaide.edu.au/medical_education/topic.asp?topic=8

Preparing Students to Face these Issues: Proposed Strategies

As Mahanay-Castro (2010) notes, "many factors influence the success of students leaving secondary school special education programs." In the author's opinion, rather than equipping such students with the necessary skills for life after school, educational processes instead mainly concern themselves with the students' academic concerns. Some of the strategies schools may adopt so as to ensure students are well prepared for life after school are highlighted below.

To begin with, schools can plan field trips for such students. These field trips should be designed in a way that allows students to understand more about an issue at hand. For instance, schools can organize a field trip to the bank so as to enable students learn how the banking system works.

Secondly, schools can use pretend play or role-play so as to ensure that students learn some relevant skills. For instance, as Browder & Spooner (2011)…...

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References

Browder, D.M. & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. New York, NY: Guilford Press.

Mahanay-Castro, C. (2010). Building Transition Programs for Students with Disabilities: How to Navigate the Course of Their Lives. Maryland: R&L Education.

People are diverse learners in various ways. Here are a few examples:

1. Learning Styles: Individuals have different preferred learning styles, such as visual, auditory, or kinesthetic. Visual learners learn best through pictures, diagrams, and visual aids, while auditory learners grasp information better through listening and speaking. Kinesthetic learners, on the other hand, learn best through physical activities and hands-on experiences.

2. Sensory Preferences: People have different sensory preferences and sensitivities. Some may have a heightened sense of touch, taste, smell, sight, or hearing, which may affect their learning. For instance, individuals who are visually impaired may need alternative methods, like Braille....

I. Introduction
A. Background information on gender inequality in education
B. Thesis statement: Gender inequities in education persist, leading to disparities in opportunities and outcomes for individuals of different genders.

II. Gender Disparities in Access to Education
A. Differences in enrollment rates between boys and girls
B. Barriers to education faced by girls, such as cultural norms and economic constraints
C. Impact of gender disparities on educational attainment and future opportunities

III. Gender Stereotypes in Education
A. Stereotypical beliefs about gender roles and abilities in academics
B. Influence of gender stereotypes on teacher expectations and classroom dynamics
C. Consequences of stereotyping on students' self-esteem and academic performance

IV. Gender Inequities in....

Essay Topic 1: The Role of Immersion in Second Language Acquisition: Exploring the Benefits and Challenges of Studying English in the United States

Introduction:
Begin with a hook that highlights the importance of immersion in learning a second language.
State the thesis statement: The United States provides an immersive environment that facilitates English language acquisition, but also presents unique challenges.

Body Paragraph 1: Benefits of Immersion
Discuss the advantages of interacting with native speakers in everyday situations.
Explain how exposure to authentic language promotes fluency, pronunciation, and cultural understanding.
Cite research or anecdotal evidence to support the benefits of immersion.

Body Paragraph 2:....

Benefits and Challenges of Distance Learning

The Effectiveness and Impact of Distance Learning on Student Outcomes
Comparing Distance Learning to Traditional Face-to-Face Instruction: A Critical Analysis
Exploring the Role of Technology in Enhancing Distance Learning Experiences
The Benefits and Drawbacks of Online Collaboration and Communication Tools in Distance Learning

Accessibility and Equity in Distance Learning

Overcoming Barriers to Access in Distance Learning: Innovations and Strategies
Ensuring Equity in Distance Learning: Addressing Disparities in Access and Support
The Impact of Distance Learning on Underrepresented Student Populations: Challenges and Opportunities
Distance Learning as a Catalyst for Increasing Access to Education for Underserved Communities

Pedagogical....