MODULE 4
TEACHING AND INSTRUCTION
Introduction: This module focuses on teaching and instruction. As you read about and explore each of the topics found in Chapters 6-8, reflect and make connections to either your teaching practice or the practices of the teachers you believe have most influenced you.
Grading: This assignment is worth 75 points. Please see the rubric for the grading of this assignment. Keep in mind that excessive grammar, punctuation, spelling, and composition errors will result in a reduction of points for this assignment. Failure to submit the assignment by the due date may result in a reduction equivalent to a letter grade reduction.
Due Date: The due date for this assignment may be found in the course assignment link in Canvas or on the course calendar in the syllabus.
Format:
- Submit your assignment as ONE Word Document via the appropriate assignment function.
- You must use Microsoft Word, font TNR, size 12, single spaced
- Use headings (example – Section 1: Vocabulary), so that sections are clearly labeled.
- Be thorough in your responses to each section.
- Vocabulary
Directions: In your own words, fully define each term/concept and provide an example from the real word of education, preferably your school setting. Make sure to label the definition and label the example. Follow the example included below with the term “Cultural diversity.” (Worth 2 points each, for a total of 14 points)
- Cultural diversity-
Definition:a society with a group of people of many different cultures.
Example: We have a cultural diversity within our church.
- Exceptional students–a diverse group of students who have disabilities and special talents.
Example- Our gifted class is filled with exceptional students.
- Least restrictive environment-
- Accommodation
- Modification
- Teacher-centered instructional approaches
- Student-centered instructional approaches
- Short-Answer Questions (worth a total of 50 points)
Answer each of the following in approximately two or three sentences.
Chapter 6
SECTION 3. COMMUNICATING FIRM LIMITS FOR BEHAVIOR
- What are the differences between soft limits and firm limits?
Chapter 7
SECTION 3. STUDENT DIVERSITY
- What are the main strategies when applying culturally responsive teaching?
- Identify three approaches to instruction that would benefit English language learners.
- Identify three ways that females differ from males as they relate to planning for instruction.
SECTION 4. ADVERSE CONDITIONS AND STUDENT ACHIEVEMENT
- What is an achievement gap? What can teachers do to help remove the gap?
- Describe the main characteristics of struggling learners and students at risk.
- Identify several characteristics of seriously disengaged students.
- Identify several serious adverse conditions that some students may need to confront.
SECTION 5. CREATING AN INCLUSIVE CLASSROOM
- What does RTI mean? Identify and briefly describe the various tiers of the Response to Intervention (RTI) model.
Chapter 8
SECTION 1. PLANNING DECISIONS AFFECT BEHAVIOR MANAGEMENT
- What steps can you take to hold students academically accountable?
III. Assignments (worth a total of 11 points)
Essay Questions: Answer each of the following in approximately two paragraphs.
- Discuss the ways that the socioeconomic status (SES) of students might be exhibited in
the classroom. What can teachers do to help students of various SES levels?
- Identify and discuss the advantages of Universal Design for Learning.
