Good Slide vs. Bad Slide - The Bad 1. Title is not changed. 2. The Challenge statement is not "stated as an instructional dilemma or problem." 3. Although there may be an idea or two from the chapter, none of the basic terminology from the chapter was used. 4. The application statements, while perhaps providing good ideas and explanations, do not "clearly address how the theory and concepts help inform the instructional problem." 5. The slide runs over the allotted space. Title including theory you’re focusing on Challenge: A fifth-grade teacher is teaching her students how to write good stories. Application: The teacher needs to motivate the students because that will help them do the assignment. Sometimes students have trouble thinking of things that are not right in front of them. The teacher can tell the students how to write a good story, and explain to them the parts of a story. Telling students what they are doing wrong will make them feel like they can write a story themselves. Each story should be no less than 5 pages long and no more than Improving Self-Efficacy of a Fifth Grade Writer Challenge: A fifth grade student has a low self-efficacy concerning her abilities to write meaningful stories. When asked to write a family story, she appeared frustrated and unable to complete the task. Application: Self-efficacy is one’s judgment of her ability to perform a task, and low self-efficacy may have a negative impact on performance. To improve the students’ self-efficacy, the teacher can provide constructive feedback that highlights successful writing strategies and explains ineffective ones. A student who has successfully completed his story can model this success by sharing it with his classmate. The teacher can provide an expert model by showing a video of an author and the strategies she uses. The teacher can set an attainable goal for the length and depth of the story to contribute to the student’s successful experience. Here are other exemplary slides Improving the self-efficacy of a struggling reader Challenge: A first grade student is below grade level in reading. He has begun to refuse to do any reading work in the classroom and makes statements such as “Reading is too hard. I can’t do it.” He cries when it is his turn to read. Application: This problem is occurring because the child’s self-efficacy in the domain of reading is low and this self-judgment is negatively affecting his performance. The teacher can work to improve the child’s self-efficacy by using a variety of strategies. First, she can place the child in a reading group with learners of similar abilities and needs (peer modeling). Additionally, she can provide the learner with familiar books that he can read independently (successful experience). Furthermore, she can encourage the child when she observes him using early reading strategies successfully and prompt him to use those strategies when he encounters a tricky piece in a text (feedback). The outcome will be a child whose self-efficacy has increased along with his willingness to attempt increasingly challenging texts. Using the Revised Bloom’s Taxonomy in an Exploration Unit Challenge: A fourth grade teacher uses direct instruction in order to teach a unit about explorers to the new world. The students can successfully recall facts for the unit test, but forget the information soon afterward. Application: This problem is occurring because the teacher focused on the lowest level of RBT (remembering). Therefore, the students can recall facts for the current assessment, but have not really learned the information. To correct this problem, the teacher should engage the students in activities that require higher order thinking. For instance, the children create a Venn diagram and have to compare and contrast the journey of two different explorers (understanding). Also, learners could compose a journal as if they were a particular explorer (creating). Such activities will maximize learning time, increase student engagement and the outcome will be a deeper level of knowing.
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