Introduction of Inquiry Project:
As a future teacher what types of strategies can I implement to address students at various learning levels?
As a future physical education and health teacher, I would like to reach all students at different learning levels within my classroom. During my literature review I have started to gather information from journals, websites, books, and classroom data. All of these sources will support my findings on the different types of strategies that can benefit all students who are at different learning levels. I will be putting more emphasis on the urban school communities, for we are focusing on these schools in our class. In particular, our class is visiting Arts High School located in Newark, New Jersey. I will be collecting and analyzing more data during my observations, community services, and field visits.
As a future teacher what types of strategies can I implement to address students at various learning levels?
As a future physical education and health teacher, I would like to reach all students at different learning levels within my classroom. During my literature review I have started to gather information from journals, websites, books, and classroom data. All of these sources will support my findings on the different types of strategies that can benefit all students who are at different learning levels. I will be putting more emphasis on the urban school communities, for we are focusing on these schools in our class. In particular, our class is visiting Arts High School located in Newark, New Jersey. I will be collecting and analyzing more data during my observations, community services, and field visits.
In my annotated bibliography I have gathered some resources which will help support my topic question and help me towards becoming a teacher. The article that I would like to stress upon is entitled, Creating Highly Qualified Teachers for Urban Schools, written by Susan Thompson. She mentions in her article that there are five categories that contribute towards highly qualified teachers: (1) experience, (2) preparation programs and degrees, (3) type of certification, (4) coursework taken in preparation for the profession, and (5) teachers’ own test scores. The demand of highly qualified teachers especially in urban communities is vital for there are many factors to consider. Many students come from diverse economically disadvantaged families, and about 90 percent or higher are African Americans. Teachers who are employed in these schools should be well prepared and educated by having hands on experience. This article stresses the importance of preparing teachers for urban classrooms. After reading the article, I do agree that interns who did their observation work at urban schools received working experience and a better understanding of the students cultures and learning skills.
As a future physical education teacher, while visiting Arts High School I will be gathering data and charting my findings for my topic inquiry question. I have interview questions that will be addressed and I am looking forward to working with these students during my community service visits. I will keep in mind the three basic learning styles which are visual, kinesthetic, and auditory during my observation.
Annotated Bibliography
Lavoie, Richard. (2007). The Motivation Breakthrough. Implementing the 6 P’s in
Classroom. New York: Simon & Schuster, Inc., 251-255.
There are six effective teaching strategies which promote and maintain student motivation. (1) Teach enthusiastically, put energy into your teaching, it inspires students to learn. It also reflects the teacher’s self assurance and skill. (2) Focus on strengths. (3) Recognize, reinforce, and celebrate success, effort, and progress. (4) Encourage and promote creativity in the classroom. (5) Promote cooperation – not competition within your classroom. (6) Establish long term and short term goals; monitor and assess.
Moore, Kimberly B. (2002). Helping Teachers Build a Challenging but Achievable Curriculum,
There are six effective teaching strategies which promote and maintain student motivation. (1) Teach enthusiastically, put energy into your teaching, it inspires students to learn. It also reflects the teacher’s self assurance and skill. (2) Focus on strengths. (3) Recognize, reinforce, and celebrate success, effort, and progress. (4) Encourage and promote creativity in the classroom. (5) Promote cooperation – not competition within your classroom. (6) Establish long term and short term goals; monitor and assess.
Moore, Kimberly B. (2002). Helping Teachers Build a Challenging but Achievable Curriculum,
Early Childhood Today, Retrieved March 2002, from MasterFILE Premier database
(6355789).
The strategy for creating a challenging but achievable curriculum depends on the teacher looking closely at their classroom and focusing on want is going on. Observe and watch how students participate in activities. Watch if they are involved and working together in a group. Continue to observe for appropriate and inappropriate use of materials. By creating topics of interest from books they read in class, this will promote creative learning. Promoting creative learning explores student’s minds.
Nguyen, Diep. (2008). From ELL to School Leader: A Tribute to My First American
The strategy for creating a challenging but achievable curriculum depends on the teacher looking closely at their classroom and focusing on want is going on. Observe and watch how students participate in activities. Watch if they are involved and working together in a group. Continue to observe for appropriate and inappropriate use of materials. By creating topics of interest from books they read in class, this will promote creative learning. Promoting creative learning explores student’s minds.
Nguyen, Diep. (2008). From ELL to School Leader: A Tribute to My First American
Teachers. School Administrator, 65, 12-13. Retrieved November 2008, from
Professional Development Collection database (34939378).
This is a personal narrative story of the author’s experiences as an English language learner (ELL). Diep Nguyen emigrated from Vietnam during her senior year in high school. Through her struggles of transitioning her education to English she received help from her teachers through her ESL lessons. Much credit goes to her teacher, Miss Vehar. She designed an individual academic plan for her and coordinated this instruction for other teachers to follow. Further, she had a peer buddy to help her socially with her English.
O’Brien, Leigh M. (2003). Teacher Education for a Democratic Society. Childhood
This is a personal narrative story of the author’s experiences as an English language learner (ELL). Diep Nguyen emigrated from Vietnam during her senior year in high school. Through her struggles of transitioning her education to English she received help from her teachers through her ESL lessons. Much credit goes to her teacher, Miss Vehar. She designed an individual academic plan for her and coordinated this instruction for other teachers to follow. Further, she had a peer buddy to help her socially with her English.
O’Brien, Leigh M. (2003). Teacher Education for a Democratic Society. Childhood
Education, Retrieved 2003, from http://findarticles.com
In a democratic education system, we all have rights, freedoms, and responsibilities. Democratic citizens must be able to make informed decisions, analyze, and debate.
Teachers should try to know every student, by knowing their interests, strengths, and areas of weakness. All students should be able to construct their understanding of content work. Teachers need to give students the tools for success. Teachers must be willing to take a stand.
Thompson, Susan. (2005). Creating Highly Qualified Teachers for Urban Schools. San
In a democratic education system, we all have rights, freedoms, and responsibilities. Democratic citizens must be able to make informed decisions, analyze, and debate.
Teachers should try to know every student, by knowing their interests, strengths, and areas of weakness. All students should be able to construct their understanding of content work. Teachers need to give students the tools for success. Teachers must be willing to take a stand.
Thompson, Susan. (2005). Creating Highly Qualified Teachers for Urban Schools. San
Francisco: Jossey-Bass, 73-88.
Five categories that contribute to a highly qualified teacher: (1) experience, (2) preparation programs and degrees, (3) type of certification, (4) coursework taken in preparation for the profession, and (5) teachers’ own test scores. A contributing factor towards student achievement is the above five characteristics of effective teachers. As mentioned in the No Child Left Behind Act the demand of highly qualified teachers who can teach in urban schools intensifies the traditional structures and approaches to teacher preparation programs. Urban teachers educate students who have diverse needs, come from economically disadvantaged families, and about 93.6% are African Americans. The Integrative Studies Major Program is designed to prepare teachers primarily for urban classrooms. Teachers who have mastered this program are more knowledgeable and marketable for teaching positions in the urban community. The interns who did their observation and hands on experience in this study found working in the urban school district very helpful. As reported, the student teachers responded positive, for they felt they had a better understanding of student’s cultures in an urban school district.
Five categories that contribute to a highly qualified teacher: (1) experience, (2) preparation programs and degrees, (3) type of certification, (4) coursework taken in preparation for the profession, and (5) teachers’ own test scores. A contributing factor towards student achievement is the above five characteristics of effective teachers. As mentioned in the No Child Left Behind Act the demand of highly qualified teachers who can teach in urban schools intensifies the traditional structures and approaches to teacher preparation programs. Urban teachers educate students who have diverse needs, come from economically disadvantaged families, and about 93.6% are African Americans. The Integrative Studies Major Program is designed to prepare teachers primarily for urban classrooms. Teachers who have mastered this program are more knowledgeable and marketable for teaching positions in the urban community. The interns who did their observation and hands on experience in this study found working in the urban school district very helpful. As reported, the student teachers responded positive, for they felt they had a better understanding of student’s cultures in an urban school district.
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