What is a coronavirus?
As some of the countries have been lockdown, while others are under restriction. COVID-19 has seriously affected our daily life. The question most wanna ask is -When is a pandemic over?
According to WHO, there are 3 ways to fight against it. 1) Arce through it. 2) Delay and Vaccinate. 3) Coordinate and Crush. Which one is better?
It is September 11 in the US today due to the time difference. In. my retrospect, when I witnessed the towers crashed by tourists, it was shocked. I was only in junior high school. It is hard to imagine that 20 years have pasted. RIP to those sacrifices.
As I am doing the ‘I AM Project’, this cultural issues comes to the core of my mind. It reminds me of who I am, where I come from, what my identity is, and how far I have come to become a teacher.
Developing cultural competence can help teachers create more trusting relationships with students and a more positive learning environment.
1. Develop an awareness of your own racial and cultural identity
2. Learn about each student and incorporate this knowledge into classroom instruction
3. Promote an inclusive and equitable classroom that proactively works to counter bias
4. Get to know students’ families and invite them to the classroom
5. Learn about the community
1. Make it meaningful
2. Foster a sense of competence
3. Provide autonomy support
4. Embrace collaborative learning
5. Establish positive teacher-student relationships
6. Promote mastery orientations
Reference: https://www.teachthought.com/pedagogy/6-golden-rules-for-engaging-students/?fbclid=IwAR2EmT4GsmJEeeeaLPPjEhPlGV2twpeYOD6IXoinpDSpf70H9NKVFCrz7hA
Support every student by breaking learning up into chunks and providing a concrete structure for each.
Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. With differentiation, you might give a child an entirely different piece of text to read, or shorten the text or alter it, or modify the writing assignment that follows.
Simply put, scaffolding is what you do first with kids. For those students who are still struggling, you may need to differentiate by modifying an assignment or making accommodations like choosing a more accessible text or assigning an alternative project.
Scaffolding and differentiation do have something in common, though. In order to meet students where they are and appropriately scaffold a lesson or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners. Education researcher Eileen Raymond says, “The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance.”
So let’s get to some scaffolding strategies you may or may not have tried yet. Or perhaps you’ve not used them in some time and need a gentle reminder on how awesome and helpful they can be when it comes to student learning.
Reference: https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber?fbclid=IwAR1jV6EadGXWU0iR2BOA6kUtckkQpEqP4DPkYgziyX_MtUjkpVKoYblZ_Hk