Continuum of Strategies Essay

This paper will discuss Chapter 5 and the continuum of strategies using the SIOP model and the appropriate situations to use each within the classroom. It will also discuss when these strategies may be used inappropriately in the classroom.In research literature, learning strategies of three types have been identified, which are cognitive strategies, meta-cognitive strategies, and social/affective strategies. Cognitive strategies assist students in organizing information through learning that is self-regulated. Meta-cognitive strategies use awareness, interaction, and reflection in a manner that is interrelated, integrated, and recursive. Social/Affective Strategies are affective and social influences on learning. Enhanced learning is possible when people interact with each other to clarify their doubts or when they involve themselves in group related activities to solve a problem (Echevarria et al, 2000). During the process of teaching learning, a continuum of strategies occurs from teacher-centered, teacher-assisted, peer-assisted, and student-centered. Through practice with student-centered and peer-assisted strategies, students’ ultimate goal is to develop independence in self-regulation and self-monitoring. However, difficulties are faced by several English learners in initiating an active role in using these strategies. This happens because English learners are required to focus their mental energy on language skills development. It is therefore important that sheltered instruction teachers scaffold English learners by providing them with numerous opportunities to use a wide range of proven, effective strategies (Echevarria et al, 2000).Consider a common sheltered instruction classroom scenario, where a topic is being taught by a teacher. For example, assume that the topic is conservation and preservation of terrestrial resources. A teacher could model and teach several important processing strategies by engaging students in the SQP2RS/Squeepers activity for the expository text selection that include evaluation, self-questioning, prediction, monitoring and clarifying, and summarizing. A teacher could then lead students through the modeled activity, providing support for surveying text, question generation, predictions confirmation or disconfirmation, and information summarization. Added to this, Vocabulary Self-Collection Strategy (VSS) could be incorporated. VSS helps students in carefully selecting and discussing vocabulary that is important to the studied topic. Scaffolding can be improved by teachers by incorporating a wide range of  techniques that provide support with the aim of eventually making students independently apply several strategies (Echevarria et al, 2000). During topic instruction, a teacher could use grouping configurations including triads, partners, small groups, or the entire class. Mo deling of strategies for the students can happen more efficiently if a teacher plans them prior to the time they require application. Choice plays a critical role, so a teacher could encourage students to select important vocabulary and homework questions that interest those most. Questioning could be incorporated throughout topic instruction, including debate/discussion questions at varied levels like literal, analysis and evaluation, application and synthesis, and synthesis and evaluation. This way, through SQP2RS activity, the difficulty of text could be effectively reduced and at the same time, it can be ensured that the cognitive demand of the questions is not reduced.Teaching of strategies to students by a teacher can happen in an inappropriate manner if a teacher asks students to make predictions based on the topic title, does not probe into student responses to encourage deeper thinking about the topic, does not ask for other predictions, or does not reinforce and build upon other students’ predictions during the reading of text from the topic. It is often the case that teachers ask students for predictions, accept the responses, and move on further with the topic without actually expanding or revisiting them later in their instruction (Echevarria et al, 2000). Strategies can be used inappropriately if a teacher attempts to scaffold student learning by reading the entire topic orally to the students or by making students read the topic title together. This significantly reduces demands of reading the text. If a teacher reads all of the topic text aloud to the students, then gradual support reduction will not take place, thus making students less likely to become independent. In situations where higher order thinking skills need to applied, strategies could be used inappropriately if a teacher fails to incorporate adequate questioning strategies to engage the thinking of students, probe student predictions for reasons behind their conclusions, or promote inquiry skills in students. Strategies may also be inappropriately used in the classroom if teachers involve students in activities that are removed from the topic at hand.The chances of English learners turning into critical thinkers can be increased by sheltering instruction consistently through strategic teaching,  modeling, appropriate scaffolding support, and questions that require students to apply, interpret, and synthesize what they have learned. References: Echevarria, J., Vogt, M.E., & Short, D. (2000). Making contentcomprehensible for English language learners: TheSIOP model. Boston: Allyn & Bacon.

The definition of Reinforcement

While the writer of this article gives the definition of reinforcement and some of the measures that would ensure there is reinforcement, she fails to answer the question initially asked. The author would have started by giving some of the common characteristics of effective reinforcers such as individualism, personalized, frequent, immediate, varied and random. It is after this that she would have looked at some of the effective types of reinforcers.However, she does analyze some few types of reinforces such as recognition, appreciation and praise which according to Burden, (2010), are applicable at places of work and in schools. In addition, she fails to list the ten sample classroom reinforces such as allowing students to participate in different activities, rewarding them for good performance, and praising them in case they make extra ordinary performances in classroom. Response to Moriah The answer by Moriah has a good start where it defines the term reinforcement as defined in the textbook.She goes ahead and explains how we can apply this in real life as teacher. This gives us a good base as it helps us in understanding what reinforcers are and how we can make use of them. According to Burden, (2010), there is a difference between reinforcers and incentives. An incentive is a promise to do something in case the other person achieves a set target. This second answer offers an explanation, which helps us to understand the difference between an incentive and reinforcement.This second answer also offers a list of the ten samples of reinforcers in a classroom. All the samples are reinforcers and this is a clear indication that the author of the article fully understands the difference between reinforcement and incentives. However, even though the author of the article has offered a good explanation of the term reinforcement, she fails to give the characteristics of effective reinforcers, which would assist in better understanding. References Burden, R. (2010). Classroom Management: Creating a Successful K-12 Learning Community. Hoboken, NJ: John Wiley & Sons, Inc.

Math for Special Education Skills for Primary Grades

Mathematics for special education needs to focus on the foundational skills necessary first for functioning in the community, and secondly, to support students with disabilities reach success in the general education curriculum. Understanding the way in which we quantify, measure, and divide up the material stuff of our world is fundamental to human success in the world. It used to be enough to master Arithmetic, the operations of addition, subtraction, multiplication, and division. With the rapid growth of scientific knowledge and technology, the demands of understanding the mathematical definition of the world grew tenfold. The skills outlined in this article are based on the Core Common State Standards for Kindergarten and Grade One and foundational for both functional living math skills and for mastering the general education math curriculum. The Core Common Standards do not dictate at what level skills should be mastered by children with disabilities; they do stipulate that these skills should be accessed by at least this level by all children. Counting and Cardinality One to one correspondence: Students know that sets of numbers correspond to a cardinal number, i.e. the pictures of 3 birds correspond to the number three.Counting to 20: Knowing the number names and order of numbers to 20 builds the foundation for learning place value in the Base Ten System.Understanding whole numbers: This involves understanding greater than and less than.Understanding and recognizing ordinal numbers: Within sets of things, to be able to identify the first, the third, etc. Operations and Algebraic Thinking Understanding and modeling addition and subtraction: Beginning with counting two sets of things, as well as removing a set of things from another setMissing number: children can fill a blank in a mathematical statement in place of an addend or subtrahend as the beginning of understanding missing integers in algebraic equations. Numbers and Operations in Base Ten Understanding place value to 100. A child needs to understand counting to 100 by counting from 20 to 30., 30 to 40, as well as recognizing sets of ten. Activities celebrated with 100 Days may be repeated after kindergarten for students who dont understand place value. Geometry: Compare and Describe Plane Figures The first skill for geometry is recognizing and sorting shapesThe second skill in this set is naming shapes.The third skill is defining the plane shapes, both regular and irregular. Measurement and Data Recognizing and categorizing items: This is the first skill in collecting data and can be done with counters designed for sorting by color or by animal.Counting money: Recognition of coins is the first step, then recognizing coin values. Skip counting by 5s and 10s is also foundational for learning to count coins.Telling time to the hour and half-hour using analog clocks. Understanding time can be a difficult concept for students with disabilities, especially students with significant cognitive impairments or poor understanding of symbols, like students with autism whose function is low.

Definition and Examples of Conclusions in Arguments

Mothering Mother By Carol D O Dell - 1306 Words

Mothering Mother Libby O’Mohundro Which book did you choose? Why were you interested in this particular book? For my second book review, I chose to read Mothering Mother by Carol D O’Dell. After looking up this book on Amazon.com, I saw that this book was rated a 5 out of 5. In addition, I saw that reviews said that it was a funny book, and the previous book I read for this class was a little more serious than I would have liked. Another reason I chose this book was because other students I talked to in class seemed to enjoy the book. I was interested for this book for a couple reasons. I have spent several years working at a senior living facility, in Des Moines, and several of the residents there have Alzheimer’s and or Parkinson s. Since I have interacted with several individuals who have these diseases, I thought this would help me relate. The second reason I chose to read Mothering Mother was because I have three adopted cousins. Since Carol O’Dell was adopted as a child, I thought it would be interesting to understand her thinking patterns, because my cousins may feel the same way in the future. If you could choose one quote from the book as representative of the book, what would it be and why? Please give the quote and the page number. The quote I felt best encompassed this book is in page 154. Carol is thinking about her mother’s future funeral and says, â€Å" I want to be able to look me in the eye and say, ‘I’m proud of you.’† After I read this section of the

Coersion/Rape Essay Example For Students

Coersion/Rape Essay co-erce ko-ers vb co-erced; co-ercing 1: RESTRAIN, REPRESS 2: COMPEL 3:ENFORCEco-er-sion -er-zhen,shen n co-er-cive -er-siv adj rape ^r`ap n 1:a carrying away by force 2: sexual intercourse by a man with a woman withouther consent and chiefly by force or deception; also : unlawful sexualintercourse of any kind by force or threatAs if the line between normal and acceptable consensual sex and rapewasnt thin enough already, there are those out there that wish to make it aneven narrower, less defined and more twisting line to stay on the right side of. It seems as though somehow, somewhere, someone decided that the two termsdefined above are in some way related. However, in the manner of logic which Ipossess, they are not. The debate now is rape, and what constitutes that oncehorridly thought of crime. In the opinion of some, rape is no longer just aphysical act of violence that accompanies uninvited sex. Rape, as defined bysome, can occur even when the two parties involved agree verbally or otherwiseto have sex. This to me, seems absurd. In the most basic terms, and with thesimplest definitions, no means no, and okay, yeah, yes and please, all mean yes. The term NO is not very complicated, and is probably the word that wasrepeated to us the most as children, so we should all get that one right. Butstill, how can yes mean no? Apparently through a term known as verbalcoersion, which allows a large grey area to form between these simple answersto sometimes complicated questions. Verbal Coersion is not a term you will find in the dictionary, atleast not in any of the ones I own. In an article by David R. Carlin, Jr., hestates that as he interprets this term rape can occur even when consent isgiven, provided this consent is influenced by external pressures and is notsimply the result of internal desire.(12; par.3). I find this to be anacceptable definition of coersion as it relates to sexual situations, although Ifeel strongly that under no circumstance can coersion constitute rape, once thecoerced has consented to full physical acceptance of sexual advances. Although coersion can be exercised through many different approaches, Icontend that the entire idea that verbal coersion can constitute rape isinadequate on one main principle. In order to coerce someone, that someone mustallow the coercing to occur. If a man who is trying to gain sexual favors froma woman attempts to seduce her through flattery, promises and so on, doesnt endup getting what he wants, no coersion has taken place. His attempt has failed. This is true only because the woman hasnt allowed herself to succumb to hischarms. But if this is all that occurred, in no sense of the word has heattempted to rape her. If a man has a girlfriend or wife who is not in themood for sex, and the man threatens to go find sex elsewhere or threatens toleave her, this is, in a way, coersion. This is not just a simple coercivestatement though. It is coersion through blackmail, and is unkind and immoral,but again, it is not an attempted rape. Nor is it illegal. I think that Camille Paglia is probably a good example of a person whowould not allow herself to be coerced. In her essay Its a Jungle Out Thereshe exhibits a massive general mistrust of the male gender as an entire group. She argues that Hunt, pursuit, and capture are biologically programmed intomale sexuality(637; par.10) as she attempts to warn young women about theperils of behaving with naivety in the presence of young men, who have but onething on their mind, and, supposedly, are willing to go to any lengths to get it. .u714c910ec639ec6aeee4f97c42ff7115 , .u714c910ec639ec6aeee4f97c42ff7115 .postImageUrl , .u714c910ec639ec6aeee4f97c42ff7115 .centered-text-area { min-height: 80px; position: relative; } .u714c910ec639ec6aeee4f97c42ff7115 , .u714c910ec639ec6aeee4f97c42ff7115:hover , .u714c910ec639ec6aeee4f97c42ff7115:visited , .u714c910ec639ec6aeee4f97c42ff7115:active { border:0!important; } .u714c910ec639ec6aeee4f97c42ff7115 .clearfix:after { content: ""; display: table; clear: both; } .u714c910ec639ec6aeee4f97c42ff7115 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u714c910ec639ec6aeee4f97c42ff7115:active , .u714c910ec639ec6aeee4f97c42ff7115:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u714c910ec639ec6aeee4f97c42ff7115 .centered-text-area { width: 100%; position: relative ; } .u714c910ec639ec6aeee4f97c42ff7115 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u714c910ec639ec6aeee4f97c42ff7115 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u714c910ec639ec6aeee4f97c42ff7115 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u714c910ec639ec6aeee4f97c42ff7115:hover .ctaButton { background-color: #34495E!important; } .u714c910ec639ec6aeee4f97c42ff7115 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u714c910ec639ec6aeee4f97c42ff7115 .u714c910ec639ec6aeee4f97c42ff7115-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u714c910ec639ec6aeee4f97c42ff7115:after { content: ""; display: block; clear: both; } READ: Philosophy and The Truman Show EssayI truly doubt that this woman, or her younger counterparts who share thisattitude, would willingly follow an intoxicated member of a fraternity up to hisroom, an expect nothing would happen. I doubt that any form or amount ofcoersion could change this, for their attitude is too defensive. They would bedistrustful of anything a young man might do or say. In order for this type ofwoman to have sex with a man, she must first truly desire to, and all women, inmy opinion, are capable of being this strong and self-reliant. Coersion, as I see it, is a practice as common for most people asbrushing their teeth before bed. I think that we are all guilty of beingcoercive, for in our society coersion is the ladder on which we stand to reachup and get that which we desire. We coerce others to see things our way, do thethings we want to do, and to aide in making compromises that will be foundacceptable to more than one party. Others coerce us for the same reasons, aswell as many more. Everyday, we are exposed to an average of over seven-hundredadvertisements which attempt to cajole us into buying a new product orservice(often through sexually oriented advertising), or to try out an oldproduct again. Coersion as I see it, and not as the dictionary defines it, isany attempt to persuade a person into doing something they may not ordinarily do. For that matter, it is even possible for us to coerce ourselves. We second-guess our first instincts, we buy act impulsively, and we are all capable ofwanting things passionately. It is not irrational to expect that sex is one ofthose things. I do believe that phrases such as verbal rape, date rape, andacquaintance rape do diminish the substance and impact of the word rapeitself, and I feel that they should not be used in these forms. I feel that theword rape is designed to carry a powerful and shocking image, as is does asdefined at the beginning of this work. When attached to other words such asdate, and verbal, words that carry much different connotations and images,the impact of the word rape diminishes. Apparently Im not the only one whothinks this. David R. Carlin, Jr., in his article Date Rape Fallacies writes -even though I continue to be troubled by the use of the word rape tocover the whole range of events. For no matter how true the new feministanalysis might be, there still remains a world of difference between a smoothtalker on one hand and a man holding a knife to your throat on the other. Calling them both rapists may be a fine way of highlighting the malignity of theformer, but it is also a way of trivializing the criminality of the latter.(12,par.6).I is very hard for me to compare a crime called rape against acrime called verbal coersion and expect that I, or anyone else, for thatmatter, would view them with the same degree of severity. Although I have already stated that coersion of all types plays a rolein our daily lives, at no point is this more true than when dating. In myopinion, dating is something that we do as a natural part of our existence associal beings, and in this day in age, sex plays a part in a dating relationshipprobably far too early. However, I dont think that this is due to men gettingbetter at coercing women to have sex with them, nor do I think that women havelost their ability to say no or to protect their so-called sacred vessels(Rophie 647, par. 7). I think that this is due to the fact that it is finallyacceptable for women to want sex. No longer are women treated as outcasts forwanting to have sexual relations on a first or second date. Women can nowinitiate sexual contact without being nearly as embarrassed as they feel likethey should be. Also, women are now allowed to participate in the coercing. .ufd22f4308d0b73cb6c95b5c5a826c14e , .ufd22f4308d0b73cb6c95b5c5a826c14e .postImageUrl , .ufd22f4308d0b73cb6c95b5c5a826c14e .centered-text-area { min-height: 80px; position: relative; } .ufd22f4308d0b73cb6c95b5c5a826c14e , .ufd22f4308d0b73cb6c95b5c5a826c14e:hover , .ufd22f4308d0b73cb6c95b5c5a826c14e:visited , .ufd22f4308d0b73cb6c95b5c5a826c14e:active { border:0!important; } .ufd22f4308d0b73cb6c95b5c5a826c14e .clearfix:after { content: ""; display: table; clear: both; } .ufd22f4308d0b73cb6c95b5c5a826c14e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufd22f4308d0b73cb6c95b5c5a826c14e:active , .ufd22f4308d0b73cb6c95b5c5a826c14e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufd22f4308d0b73cb6c95b5c5a826c14e .centered-text-area { width: 100%; position: relative ; } .ufd22f4308d0b73cb6c95b5c5a826c14e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufd22f4308d0b73cb6c95b5c5a826c14e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufd22f4308d0b73cb6c95b5c5a826c14e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufd22f4308d0b73cb6c95b5c5a826c14e:hover .ctaButton { background-color: #34495E!important; } .ufd22f4308d0b73cb6c95b5c5a826c14e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufd22f4308d0b73cb6c95b5c5a826c14e .ufd22f4308d0b73cb6c95b5c5a826c14e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufd22f4308d0b73cb6c95b5c5a826c14e:after { content: ""; display: block; clear: both; } READ: Wuthering heights summary EssayAlthough they dont as much, its always fun when the roles are reversed andthe man gets to try to hold off. The preconceived notion that we all carry which implies that for men,the goal of dating is sexual conquest is true, and Im sure always will be. Theway that most men attempt to achieve these conquests is through coersion. AsSusan Jacoby says in her essay, Real men dont rape(644, par.19). In myopinion, though, theres nothing wrong with trying to change someone elsesopinion of you, or how that person feels about you. And that is coersion. And,often times, it is sexually oriented. And, if it does lead to sex, thats fine. It should also be fine if it doesnt. But either way, I think that itsunrealistic to consider coersion of any type to be a form of rape. Category: Social Issues

Many People Think It More Important to Preserve Land for Endangered Animals Than to Use Land for People’s Needs, Such as Farming, Homes, and Factories. Do You Agree or Disagree free essay sample

Man is living in a world where there is a continuous competition to exceed and surpass others. There is a race against people and time to achieve more and more. It has been seen that for the achievement of his goals and his greed to succeed in life, has caused tremendous damage to environment and other species around. It is the need of the hour that he recognizes the importance of other species and environment and acts in harmony with them. I agree with the thought of preserving land for endangered animals than for people’s needs and propose the following supporting reasons for it. We have seen that there is population explosion, due to which more and more land is required to meet the human needs. More people will require more shelter to dwell. For their employment and to earn their bread they will have to work which would require factories and industries to be setup. We will write a custom essay sample on : Many People Think It More Important to Preserve Land for Endangered Animals Than to Use Land for People’s Needs, Such as Farming, Homes, and Factories. Do You Agree or Disagree or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also farming has to be done on extensive scale so as to meet the demands of the people. Also infrastructures like roads have to be setup for commutation. This various reasons will ultimately result in reduction of free lands. Due to which there are various animal species which are on the verge of extinction as there are no homes available to them. For example- the number of tigers available on this earth is a mere thousand and the day they are extinct will not be far away if proper timely actions are not being taken. Also the forest lands where these animals dwell are full of trees. These trees are responsible to maintain the ecological balance. Trees not only produce oxygen but also are responsible for causing rains. The oxygen produced by trees is of utmost importance as it is required for breathing for humans. The water from rains is required by every living being for its survival. Oxygen and Water are the two most critical which are responsible for human existence, an imbalance in their quantity in the environment can have deleterious effects on the living beings. Also trees are responsible for reduction in level of pollutions caused by various human activities (cars, refrigerators, factories and industries). Without trees the pollutions levels cannot be controlled and the surroundings become unfit for living. We have seen in the past that various species have become extinct, some due to natural reasons and some due to the human activities. The natural causes are out of scope of humans, but the activities carried by humans can be controlled and done is such a way as to cause minimal damage to environment and other species around. Each and every animal plays a critical part towards the biological cycle of the nature. Hence to keep a proper balance in this nature and for the above mentioned reasons people should collectively take efforts in preserving land for the endangered species.