Good Slide vs. Bad Slide - The Bad by tae47486


									     Good Slide vs. Bad Slide - The Bad
1. Title is not changed.
2. The Challenge statement is not "stated as an instructional dilemma or
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
    A fifth-grade teacher is teaching her students how to write good
    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
    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.
    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
    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.
    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
    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.
    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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