Journey 1
During my first journey, I investigated and built my background that inspired me to my "Big Question".
ECI 543, ECI 544, & ECI 645 created the experience and strategies of digging deeper into the challenges one student faces when learning to read. Using various tests and observations, I created a summary report to create a plan of meeting the needs of a second grade student. It is important for teachers to fill-in the missing gaps a student may inhibit through education experience. Students need to build automaticity when learning various phonological awareness and phonics concepts. Using progress monitoring and various assessments, teachers can find the areas of needs for students.
| summary_report.doc |
ECI 570 (Learning Disabilities) Made it evident the importance students with learning disabilities thrives in a consistent and structured learning environment. Students with learning disabilities benefit from direct small group instruction. When students are in high school, the direct explicit small group instruction is not available, therefore it is important for teachers to be explicit in their instructions. “Explicit instruction involving facilitators, strategies, and prompts that guide students through an array of complex learning activities remains an important tool in special education (Gersten, 1998, p. 164).” Peer tutoring is a strategies upper grade teachers can use with their students. Research shows that peer tutoring can dramatically increase the amount of time students with learning disabilities spend engaged in learning and indicates strong growth in achievement among students who had previously experienced difficulty learning (Gersten, 1998, p. 168).
| midterm_paper_570.docx |
ECI 541 (Reading in the Content Areas) Scaffolding is an effective strategy in breaking down steps in building comprehension. I found that my rising first graders were able to comprehend the text better when breaking the process into steps.
| eci_541-_sre.docx |
