Tutoring and Teaching
with Researched-Based Best Practices and Perspectives for Tutoring PowerPoints
This PowerPoint suggested that students respond
better to an informal, conversational style interview to determine their views
of reading and writing. This is an effective way to get to know your students
before teaching them. Students in turn become more involved in their own
learning. These conversations allow teachers to learn student likes and
dislikes and develop instruction that the student will find interesting.
Teachers can also learn what areas students are not confident in and provide
extra support and encouragement to increase students’ confidence levels.
Conversations about reading and writing can give teachers insight to a student’s
attitude toward these subjects. If a negative attitude is discovered, the
teacher can begin to develop instruction and activities to try to improve the
student’s attitude. It is important for students to have a positive attitude
toward learning because learning truly is a life-long process.
Comprehension Evidence
and Strategies PowerPoint
Direct modeling is an effective way
for students to grasp a true understanding of concepts. Several of the “Best
Practices” involve modeling. I love reading to my students and modeling the “think
aloud” strategy. The students are usually so engaged during this time and enjoy
participating in conversations as I read. After a read aloud students typically
participate in some type of activity to practice a comprehension skill and for
me to informally assess their comprehension. The slides (31-33) with questions
for each reading comprehension skill could be useful to post in the classroom.
That way my students and I could have easy access to the types of questions
they should be able to answer during and after reading. Comprehension is the
goal/purpose of reading, so it is important to reinforce these skills and
assess students’ comprehension regularly.
Nine Best Practices
PowerPoint
This PowerPoint provided practices to
raise student achievement. Finding similarities and differences is a common
practiced used in my experience. Making connections is a way of finding similarities
between a text and another text, yourself, or the world. Comparing and
contrasting two stories is a way to find similarities and differences between
texts, characters, or topics. Graphic organizers were also mentioned and comparing
and contrasting lends itself well to using a Venn Diagram. The Most Important
Point strategy reminded me of determining the main idea. In my experience, many
students in first and second grade struggle with determining the main idea and
details of a story until they have sufficient practice. This skill also
requires explicit modeling. I like to introduce summarizing to my students by
using the summary on the back of most books. After I bring their attention to
the book summary and explain its purpose I begin to see and hear students refer
to it and use it to determine if they want to read the entire book.
The 10-2 strategy was a new term to
me, but it makes sense to allow time for processing when teaching a new
concept. I found the section about keeping track of not only student
achievement but also student effort interesting. The rubrics and chart were
useful if planning to implement this strategy in the classroom. This was
followed by effective praise which is encouraging and motivating for students.
There was also an example provided of how to provide effective praise even if
the students answer isn’t correct. Students can put forth sufficient effort but
not complete the assignment accurately. It is important to recognize that
effort as well. This also ties in well with the providing feedback section.
Teachers should recognize and praise effort and achievement, but also provide
feedback to show what is accurate and what is not. I strive to use strategies/practices
such as these in my classroom to promote student achievement.
Scaling Up Success for
All Video
Video Link: http://www.youtube.com/watch?v=KOet6yKFurE
Success for All is a program that was designed
for high poverty and Title 1 schools. Slavin referred to the program as a
package of professional development. A facilitator is located within the school
to work with teachers every day and implement changes in their daily teaching behaviors.
The goal is to maintain high-quality implementation of all the changes. Slavin
discussed dealing with the whole organization/problem instead of working on one
problem at a time. This program was designed to encompass the whole
organization at once to fix problems for the school. 1000 schools in 47 states
are involved in this program. Slavin also noted that the school faculty votes
by secret ballot and 75% must vote in favor of the program in order for the
school to start the program. I’ve never heard of this program, but it seems to
have clear goals and could be an effective way to increase school success.
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