All Discussions Tagged 'remediation' - Classroom 2.02024-03-28T08:21:50Zhttps://www.classroom20.com/forum/topic/listForTag?tag=remediation&feed=yes&xn_auth=noResources for Parents on Remediation, Enrichment, Technology... ?tag:www.classroom20.com,2010-04-14:649749:Topic:4625982010-04-14T15:06:05.971ZAmanda Kenuamhttps://www.classroom20.com/profile/akenuam
<p style="text-align: left;"><img alt="" src="http://storage.ning.com/topology/rest/1.0/file/get/1798927712?profile=RESIZE_1024x1024" style="width: 589px; height: 70px;"></img></p>
<br></br>Hello all. My colleague Lauren Grossberg and I just started an After-School Blog - <a href="http://bit.ly/boybUm" rel="nofollow">Get
Schooled After-School.</a> The goal is to provide parents, mentors,<br />
tutors, coaches, after school care specialists with ways to extend the<br />
learning day. <span class="message xj_current_status"><br></br><br></br></span> <span style="font-weight: bold;">I
was wondering what resources you share with your students parents…</span>
<p style="text-align: left;"><img style="width: 589px; height: 70px;" src="http://storage.ning.com/topology/rest/1.0/file/get/1798927712?profile=RESIZE_1024x1024" alt=""/></p>
<br/>Hello all. My colleague Lauren Grossberg and I just started an After-School Blog - <a rel="nofollow" href="http://bit.ly/boybUm">Get
Schooled After-School.</a> The goal is to provide parents, mentors,<br />
tutors, coaches, after school care specialists with ways to extend the<br />
learning day. <span class="message xj_current_status"><br/><br/></span> <span style="font-weight: bold;">I
was wondering what resources you share with your students parents for<br />
extending the learning day at home, for providing remediation,<br />
enrichment, and e-learning at home?</span> <br/><br/>Thanks! Bringing Real World Opportunities to Remedial Level Studentstag:www.classroom20.com,2010-03-04:649749:Topic:4427562010-03-04T15:20:46.152ZStacey Wielfaerthttps://www.classroom20.com/profile/StaceyWielfaert
<p>Who is doing this well? I am an English teacher for Grade 10 and 11. Remedial students struggle with making connections between writing, research, and literature study and their own lives/experiences. Lack of motivation, support, and empathy are my biggest adversaries. </p>
<p>Who is doing this well? I am an English teacher for Grade 10 and 11. Remedial students struggle with making connections between writing, research, and literature study and their own lives/experiences. Lack of motivation, support, and empathy are my biggest adversaries. </p> The Great Grammar Debatetag:www.classroom20.com,2009-10-26:649749:Topic:3969842009-10-26T16:02:15.057ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my…
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my take on the assumptions of both positions:<br />
<br />
Advocates of part to whole instruction believe that front-loading instruction in the discrete parts of language will best enable students to apply these parts to the whole process of writing. Following are the key components of this inductive approach.<br />
<br />
1. <b>Memorization</b> of the key terminology and definitions of grammar to provide a common language of instruction.<br />
2. <b>Identification</b> of grammatical constructions leads to application.<br />
3. Familiarity with the <b>rules of grammar</b> leads to correct application.<br />
4. Teaching the <b>components of sentence construction</b> leads to application.<br />
5. <b>Distrust of one’s own oral language</b> as a grammatical filter .<br />
<br />
Advocates of whole to part instruction believe that back-loading instruction in the discrete parts of language, as is determined by needs of the writing task, will best enable students to write fluently and meaningfully. Following are the key components of this deductive approach.<br />
<br />
1. <b>Minimal memorization</b> of the key terminology and definitions of grammar and minimal practice in identification of grammatical constructions.<br />
2. <b>Connection to one’s oral language is essential</b> to inform fluent and effective writing.<br />
3. Reading and listening to exemplary literature and poetry provides the <b>models</b> that students need to mimic and revise as they develop their own writing style.<br />
4. <b>Minimal error analysis</b>.<br />
5. Teaching <b>writing as a process</b> with a focus on coherence will best enable students to apply the discreet parts such as subjects, predicates, parts of speech, phrases, clauses, sentences, and transitions to say something meaningful.<br />
<br />
Of course, how teachers align themselves within the <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/the-great-grammar-debate/" target="_blank">Great Grammar Debate</a></b>is not necessarily an "either-or" decision. Most teachers apply bits and pieces of each approach to teaching grammar. I take a stab on how to integrate the inductive and deductive approaches in <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/how-to-integrate-grammar-and-writing-instruction/" target="_blank">How to Integrate Grammar and Writing Instruction</a></b>.