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Samantha Pinter
EDU 4290
These teachers are working with their students to solve problems and think critically. Students in the analytic teacher's classroom are able to share their opinions with their teacher and feel heard. The analytic teacher aids students in asking questions and looking at situations from different points of view.
Analytic teaching reaches all students by noticing student strengths and interests, while also developing areas of weakness.
student engagement
student self-expression
student discovery
student choice
student–teacher communication
Analysis of Literacy Behaviors: Diagnosis
1. Gathering information
2. Evaluating the information
Generation of Possible Teaching Hypotheses
1. Determining alternatives
2. Selecting a tentative hypothesis
Teaching
1. Using Non-directive or Direct Instruction
Reexamination of Literacy Behaviors: Analyze
1. Gathering information
2. Evaluating the information
3. Generating possible teaching hypotheses
4. Selecting a teaching hypothesis
\https://hunterswritings.com/2016/03/16/how-to-write-better-using-our-multiple-intelligences/.
When generating a teaching hypothesis in the Analytic Process, many factors about a student are taken into consideration. Their type of intelligence (Theory of Multiple Intelligences) is an important trait of a student when generating a hypothesis and also when teaching.
In the teaching phase, multiple intelligences are also considered. The teacher can use this information to choose the best possible method of teaching or instructive activity in order to reach their student. By using different activities that appeal to various intelligences, more students are able to be successful.
“What strategies and lessons should I plan to help my students?”
At this level, there is only one question you need to ask:
• Is the student having any difficulties in an area of literacy?
If the answer is yes, continue to Level 2.
• Is the student struggling with...
- oral or written language ability?
- word recognition?
- comprehension of narrative text?
- comprehension of expository text or with study skills?
These questions will determine which Domain the teacher needs to focus on in Level 3.
Oral and Written Language Ability
Word Recognition
Comprehension and Strategic Reading for Narrative Text
Comprehension and Strategic Reading for Expository Text and Study Skills
Physical, Psychological, and Environmental Factors
• Is the student struggling with...
- speaking?
- listening skills?
- written language ability?
- spelling?
• Is the student struggling with...
- sight vocabulary and a word recognition strategy?
- word analysis?
- reassembling (or blending) word parts that they have seen or heard?
- word morphology (structural analysis)?
- nusing context clues?
- using a dictionary to assist word recognition?
• Is the student struggling with...
- meaning vocabulary?
- thinking or problem-solving skills associated with comprehension of narrative text
- identifying story features, predicting events, or evaluating a character’s actions
- recognizing if they don't understand what they are reading?
• Is their comprehension problem resulting from struggles with word recognition?
• Is their comprehension problem resulting from struggles with strategic reading for expository text or study skills?
• Is the student struggling with...
- content-specific vocabulary?
- content-specific skills?
- reading visual displays, formulas, or other unique symbols?
- determining whether the text is meaningful to them?
- locating information?
- organizing information?
• Is a physical factor influencing the student?
• Is a psychological factor influencing the student?
• Are there any other environmental factors influencing the student?
Phase 1: Defining the helping situation.
Phase 2: Exploring the problem
Phase 3: Insight
Phase 4: Planning and decision-making.
Phase 5: Integration
Step 1: Orientation or overview.
Step 2: Direct instruction/modeling.
Step 3: Structured practice.
Step 4: Guided practice.
Step 5: Independent practice.
Step 6: Evaluation activity.
What of the lesson
How of the lesson
Teachers use this formula when writing Student Objectives:
condition + observable behavior + criterion
Condition= In what context is the behavior occuring?
Observable Behavior= What is the student doing/ demonstrating?
Criterion= Did the student show higher performance than they did
previously in the particular skill being taught?
Gipe, Joan P.. Multiple Paths to Literacy (p. ). Pearson Education. Kindle Edition.
Multiple Intelligences Diagram: “How to Write Better Using Our Multiple Intelligences.” Word Hunter, 14 Mar. 2016, https://hunterswritings.com/2016/03/16/how-to-write-better-using-our-multiple-intelligences/.