PORTFOLIO ASSIGNMENT EDUC 5281 UNIT 3

Teaching strategies are a set of ways that instructors use to make the teaching process easier and
help students feel engaged and interested in the material. Infact, there are various strategies used
in teaching some of which: differentiated instruction, lecture-based instruction, learning, group
learning, kinesthetic learning, learning and expeditionary learning (indeed career guide (n.d).

Differentiated instruction is, the different activities and assessments the educator uses in the
classroom to address different students’ abilities to grasp the information and examine the
outcome.

As a science teacher I believed that teaching literacy alongside content help students grasp the
meaning of each sentence which prove to be difficult for them to understand the content.
Reading scientific text is a skill that needs to be taught and practiced, as it a very different
approach to textbooks, articles, exam questions or even personal study notes than reading a
novel.

Literacy learning is the foundation of any content as it a significant important to students having
meaningful understanding and connection of their learning. Therefore, introducing various
teaching strategies to develop literacy enhance student knowledge which is the best way to make
our student a better learner. Teaching Science subjects involves using experiment, problem, and
inquiry-based learning apart from all these we need to improve the language/vocabulary
development of students. Students can benefit more from visual auditory and kinesthetic
strategies, it helps students recall information and improve their skills.

Visualizing text is a significant skill for students because if they can get the concept through the
picture. Without visual materials, the teacher will need to explain the text but the student may
have no idea about what has been taught. We can deduce that students are able to memorize, use
what they study in the classroom or another environments through visual techniques.

As it is believed by Cris Tovani, (2002), that Unseen text is the information that resides inside
the reader's head: ideas, opinions, essential background knowledge. The unseen text is unique to
each reader.
Before reading,

• Use previous knowledge.

• Making predictions about the text

• skim and scan the text

During reading, they:

Using questions to examine the understanding

After reading,

• Reflect upon the ideas in the text.

• Relate their knowledge with what they read.

• Explain what they understand from the text.

• Use critical thinking and creative ways to extend their understanding

What we already know determines to a great extent what we will pay attention to, perceive,
learn, remember, and forget. (Woolfolk, 1998). An Anticipation Guide is a series of questions or
statements (usually 8 to 10) related to the topic or point of view of a particular text. Students
work silently to read and then agree or disagree with each statement.

Challenges

Implementing all these strategies may be challenging due to time. Many of the content are so
voluminous yet the time to cover the content isn't enough to be able to utilize other strategies for
literacy development. Creating different lessons, activities, and assessments for each student can
be. Another challenge is the lack of suitable material to use for differentiation which can make
with the activity in the classroom.
Behavioral Management : This occur especially to struggling student who don't feel like
participating in class or don't want to be called out because they fail to keep up with the rest of
the class. (5 common obstacles in Differentiation & ho to overcome them (n.d)

References:

Indeed Career Guide (n.d). 9 Teaching Methods to Promot Success in theClassroom.

https://www.indeed.com

5 common obstacles in Differentiation & how to overcome them (n.d). https://he's-

extraordinary.com

Think literacy: Cross-curricular approaches, grades 7-12. (n.d.). Ontario Ministry of Education.
https://web.archive.org/web/20210430182059/http://www.edu.gov.on.ca/eng/studentsuccess/
thinkliteracy/files/Reading.pdf

Woolfolk,1998). Educational psychology. Cognitive view of motivation discussed