Aja Huffman

Description To develop rapport with an at-rick learner with special needs, you must use educational programs that work like compensatory education, early intervention programs and special education. Analysis Students who are most likely considered “at-risk” are students who come from impoverished or chaotic homes, those who have marked developmental delays, or those who exhibit aggressive or withdrawn behavior (Slavin, 2014, pg. 226). A plan for developing rapport with an at-risk learner or a learner with special needs starts with knowing and understanding the child or student needs additional support to succeed in school. Before students attend elementary school, students may be placed in early intervention program. Early Intervention Programs (EIP) are programs that emphasize infant stimulation, parent training and other services for children from birth to age 5 have been found to have long term effects on the school success of students who are at risk (Slavin, 2014, pg. 228).

Description In the classroom, there are many challenges that involve student-centered instruction. The teacher in the classroom along with students are faced with these challenges that both can overcome. Analysis A challenge of student-centered instruction for teachers is students want to be rewarded for doing well. Some kind of recognition or small reward must be provided to groups that do well, so that group members can see that it is in their interest to help their groupmates learn (Slavin, 2014, p. 204). This becomes a challenge because not all group members participate in group activities. At times, some students do all or most of the work in cooperative learning groups while other students get recognition when they have not contributed to the work. So, this is a challenge for teachers and students because there may not be individual accountability. That is, success of the group must depend on the individual learning of all group members, not on a single group project (Slavin,

Description Whole group and small group instruction are different in many ways. In whole group instruction, students are taught skills that all students should master. In small groups, students practice the skills that they should master. Analysis When preparing for a kindergarten class, every lesson is different because of the format of the class. During direct instruction in the general lesson, structure takes vastly different forms in different subject areas and at different grade levels (Slavin, 2014, pg. 163). At the younger age, they tend to not sit and pay attention for long periods of time. To prepare for a whole group lesson, you should include seven parts to the lesson. (On the kindergarten level, some parts are done in small groups).  You must make sure that objectives are developed clearly that teach the standards students must master. Let the students know the objectives by stating them and get the students excited to learn the objectives. Then review what students sh

Blog #3 Information Processing Theory Description In a two-part video, words were flashed on a screen that we related to football in both parts one and two. Then the video was paused and I wrote down as many words that I could remember. On the second part of the video, the words were flashed again then the word football was spelled down the page like an acronym. All of the words that were flashed began with one of the letters that spelled out football. When the video paused, I was able to remember all of the words since the acronym help me remember the words. Analysis Information processing theory is the theory based on the idea that humans process information they receive, rather than only responding to stimuli. Information processing theory is the theory of learning and memory. In the video, the memory strategy used is called an acronym or initial letter strategy. The initial letter strategy is a memory strategy that involves a reorganization of information in which initial