6 how can teachers facilitate the development of

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Developmental Profiles: Pre-Birth Through Adolescence
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Chapter 1 / Exercise 2
Developmental Profiles: Pre-Birth Through Adolescence
Allen/Marotz
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6. How can teachers facilitate the development of academic English for ELLs?
7. What do teachers need to keep in mind as they raise the learning expectations for students who are not as confident in their capabilities as learners? Teachers need to keep in mind that they need to: Identify an appropriate level of challenge; Create multiple opportunities for practice and feedback; Teach effective study strategies (PISA, 2003). 8. What are some ways that educators can simultaneously have high expectations of their students and acknowledge their individual needs? - Know and respect your students; Offer your students flexibility, variety and choice; Be a reflective practitioner (Loughran, 2002) 10. What are some strategic approaches to using group learning in the classroom?
11. What are some ways to incorporate complex problem solving in basic-skills
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Developmental Profiles: Pre-Birth Through Adolescence
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Chapter 1 / Exercise 2
Developmental Profiles: Pre-Birth Through Adolescence
Allen/Marotz
Expert Verified
How I will incorporate culturally responsive teaching practices into my classroom to meet the needs of the underserved student: - Maintain an “inclusive” curriculum that remains respectful of differences: A culturally responsive curriculum is both inclusive in that it ensures that all students are included within all aspects of the school and it acknowledges the unique differences students may possess to be able impact change in their environment and the world at large (Walden University, 2011). - Express interest in the ethnic background of your students : Encourage my students to research and share information about their ethnic background as a means of fostering a trusting relationship with fellow classmates. - Maintain an “inclusive” curriculum that remains respectful of differences: A culturally responsive curriculum is both inclusive in that it ensures that all students are included within all aspects of the school and it acknowledges the unique differences students may possess.
References Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development Cook, M. (2015). Why is it important to discuss race? Retrieved from - in.html Crebert, G., Patrick, C.-J., & Cragnolini, V. (2004). Problem Solving Skills Toolkit.

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