1. Literacy
1.1. E-Learning
1.1.1. Effective Education Videos
1.1.1.1. Non-cognitive elements that impact engagement
1.1.1.2. Cognitive Load
1.1.1.3. Features that promote active learning
1.1.2. Theories
1.1.2.1. Signaling
1.1.2.1.1. is the use of on-screen text or symbols to highlight important information
1.1.2.2. Weeding
1.1.2.2.1. elimination of interesting but extraneous information form the video, that is information that does not contribute to the learning goal
1.1.2.3. Segmenting
1.1.2.4. Matching Modality
1.1.2.4.1. process of using both the audio/verbal channel and the visual/pictorial channel to convey new information
1.2. Reading Fluency
1.2.1. the ability to read accurately, quickly (yet smooth), expressively, good phrasing, and good comprehension
1.2.2. a developmental mile stone
2. Student Expectations
3. Components of Fluency
3.1. automaticity - the fast, effortless word recognition
3.2. speed - the number of words a person can read correctly per minute
3.3. accuracy - ability to read without making mistakes
3.4. prosody - refers to the expressiveness with which a student reads
4. The Importance of Fluency
4.1. reading fluency is the bridge between decoding and comprehending
4.2. fluent readers are better able to comprehend what they're reading because a minimal amount of cognitive energy is expended in decoding the words
5. Guided Reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency
6. Incorporating in my classroom allows teachers to meet students at their level and move them forward in their reading development. Allows teachers to provide different levels of support and different levels of text to the students based on assessed need.
7. benefits: dive deeper, reuse lectures, self-paced
8. Classroom Set Up/ Layout
9. Classroom Management
9.1. Student's Behavior
9.1.1. 5 basic needs that drive human behavior
9.1.1.1. survival (physiological)
9.1.1.2. love and belonging (psychological)
9.1.1.3. power (psychological)
9.1.1.3.1. power over - exercising one's influence over something or someone
9.1.1.3.2. power within - developing the knowledge and skills that increase the quality of our lives
9.1.1.4. freedom (psychological)
9.1.1.4.1. freedom to - involves having choices
9.1.1.4.2. freedom from - freedom from thing that cause physical or emotional discomfort
9.1.1.5. fun (psychological)
10. Teacher Expectations
11. Student's Learning
11.1. Theories
11.1.1. Choice Theory - a psychological model that explains how and why humans behave
11.1.2. Vygotsky Social Interaction - plays a fundamental role in the development of cognition. Learning is a reciprocal experience - beneficial to both students and teachers.
11.1.3. Haim Ginnot Congruent Communication
11.1.3.1. addresses situations, not student character or personality
11.1.3.2. teachers should use I - messages rather than you - messages
11.1.3.3. "if you want your children to improve, let them overhear the nice things you say about them to others."
11.2. Types of Motivation
11.2.1. Internal
11.2.1.1. comes from within the student
11.2.1.2. a need or a drive
11.2.2. External
11.2.2.1. reinforcement
11.2.2.1.1. positive: incentives and rewards
11.2.2.1.2. negative: consequences
11.2.2.2. negative: removing a reinforcing stimulus
11.2.2.2.1. a child yells out in class (behavior), loses a token for good behavior on his/her token board (reinforcing stimulus removed) that could have later be cashed in for a prize
11.2.2.3. punishment
11.2.2.3.1. positive: presenting an aversive consequence
11.3. Comprehension
11.3.1. is a "creative, multifaceted thinking process in which students engage with the text."
11.3.2. is a "reader's process of using prior experiences and the author's text to construct meaning that's useful to that reader for a specific purpose."
11.3.3. Levels of Comprehension
11.3.3.1. literal comprehension - readers pick out main ideas, sequences details, notice similarities and differences, and identify explicitly state reason (exclusively use information from the text).
11.3.3.2. inferential comprehension - readers use clues in the text, implied information, and their background knowledge to draw inferences. They make predictions, recognize cause and effect, and determine author's purpose.
11.3.3.3. critical comprehension - reader analyze symbolic meanings, distinguish fact from opinion, and draw conclusions.
11.3.3.4. evaluative comprehension - readers judge the value of a text using generally accepted criteria and personal standards. They detect bias, identify faulty reasoning, determine the effectiveness of persuasive techniques, and assess the quality of a text.
11.3.4. Comprehension Factors
11.3.4.1. reader factors
11.3.4.1.1. background knowledge
11.3.4.1.2. vocabulary
11.3.4.1.3. fluency
11.3.4.1.4. comprehension strategies
11.3.4.1.5. comprehension skills
11.3.4.1.6. motivation
11.3.4.2. text factors
11.3.4.2.1. genres
11.3.4.2.2. text structures
11.3.4.2.3. text features
11.3.5. Comprehension Strategies
11.3.5.1. activating background knowledge
11.3.5.1.1. readers think about what they already know about the topic
11.3.5.1.2. this helps fill in gaps in the text and enhance comprehension
11.3.5.1.3. instructional practices
11.3.5.2. connecting
11.3.5.2.1. readers make text-to-self, text-to-text, and text-to-world connections
11.3.5.2.2. this helps readers personalize their reading by relating what they're reading to their background knowledge.
11.3.5.2.3. instructional practices
11.3.5.3. determining importance
11.3.5.3.1. readers identify big idea in the text and notice the relationships among them
11.3.5.3.2. this helps reader focus on the big ideas so they don't become overwhelmed with details
11.3.5.3.3. instructional practices
11.3.5.4. drawing inferences
11.3.5.4.1. readers use background knowledge and clues in the text to "read between the lines."
11.3.5.4.2. this helps readers move beyond literal thinking to grasp meaning that isn't explicitly stated in the text
11.3.5.4.3. instructional practice
11.3.5.5. evaluating
11.3.5.5.1. readers evaluate both the text itself and their reading experience
11.3.5.5.2. this helps reader assume responsibility for their own strategy use
11.3.5.5.3. instructional practices
11.3.5.6. monitoring
11.3.5.6.1. readers supervise their reading experience, checking that they're understanding the text
11.3.5.6.2. this helps comprehension by readers expecting the text to make sense, and recognizing when it doesn't so they can take action
11.3.5.6.3. instructional practice
11.3.5.7. predicting
11.3.5.7.1. readers make thoughtful "guesses" about what will happen and then read confirm predictions.
11.3.5.7.2. this helps reader become more engaged in the reading experiences and what to continue reading
11.3.5.7.3. instructional practices
11.3.5.8. questioning
11.3.5.8.1. readers ask themselves literal and inferential questions about the text
11.3.5.8.2. this helps readers use questions to direct their reading, confusions, and make inferences
11.3.5.8.3. instructional practices
11.3.5.9. repairing
11.3.5.9.1. readers identify a problem interfering with comprehension and they solve it
11.3.5.9.2. this helps readers regain comprehension and continue reading
11.3.5.9.3. instructional practices
11.3.5.10. setting a purpose
11.3.5.10.1. readers identify a broad focus to direct their reading through the text
11.3.5.10.2. this helps readers focus their attention as they read according to the purpose they've set
11.3.5.10.3. instructional practices
11.3.5.11. summarizing
11.3.5.11.1. readers paraphrase the big ideas to create a concise statement
11.3.5.11.2. this helps readers have a better recall of the big ideas
11.3.5.11.3. instructional practices
11.3.5.12. visualizing
11.3.5.12.1. readers create mental images of what they're reading
11.3.5.12.2. this helps readers use the mental images to make the text more memorable
11.3.5.12.3. instructional practices