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That the learning process is different for each student. Their prior knowledge and personal experiences influence their learning process.

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Strategies to reach each student in the classroom, no matter their level coming into the class.

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Strategies to activate prior knowledge.

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Scaffolding is important so that each students can deepen their understanding and analysis on a topic

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Must introduce new vocabulary at the beginning of the lesson so that students could build background knowl

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ELLs, SPED students, and students who are struggling need slower paced lessons, more scaffolding, booster lessons, and modeling.

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How to create fun and engaging lessons while making sure to incorporate all CSCS.

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Students learn best when there is group interaction, hands-on activities, meaningful content, and whole class engagement.

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Students learn best when there is group interaction, hands-on activities, meaningful content, and whole class engagement.

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Strategies to make math meaningful and fun.

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Strategies to make math meaningful and fun.

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Students learn by having a connection or deep interest in what they are learning. By connecting new knowledge to what students have already learned they are able to better understand the new information making the lesson and teaching far more valuable.

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Strategies to work with struggling students, ELL's and students with disabilities.

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Students learn by the teacher explaining the new information, modeling it, and then having the students try.

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Each student has a different way of learning and it's important to support that.

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How to keep learning constant while scaffolding onto prior knowledge, despite learning levels.

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Scaffolding strategies to use with students.

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Every student learns differently, and at different speeds. What technique and pace works for one student may not work for another. 

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Every student learns differently, and at different speeds. What technique and pace works for one student may not work for another. 

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Just because one learning strategy works for a student in one subject, doesn't mean the same strategy will work in another. 

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Just because one learning strategy works for a student in one subject, doesn't mean the same strategy will work in another. 

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I want to learn more background building strategies. 

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I want to learn more background building strategies. 

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I want to learn strategies to help students enjoy learning. I also would like to learn how to use those strategies effectively amongst students

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I know students learn best in their preferred learning style (Audio,Visual, Kinesthetic, etc). The way for them to best comprehend what is being taught in that preferred learning style (Audio,Visual, Kinesthetic, etc).

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Students

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If students feel like their teacher cares about them as people, they'll be more tuned into the lesson, and learning will come easier to them

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How to help the students who aren't ELLs or students with learning disabilities, but are just struggling a little bit

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schema is the term used to refer to the background information we already have.  learning becomes relevant and meaningful when we connect to schema.

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schema is the term used to refer to the background information we already have.  learning becomes relevant and meaningful when we connect to schema.

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I learned about the development of number sense from utilizing number talk strategies. This method created self awareness in students, built academic conversation, and strengthened the development of number sense and strategies to problem solving.

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Children learn so much through talking out loud with others and through teachers modeling good critical thinking skills.  I have learned how important academic language is, especially tier 2 words.  I had never heard of tier 1, 2, or 3 words before.  Tier 2 words are words that come up often in various texts for more mature readers.  Some examples would be; ‘merchant’, ‘performed’, and ‘sinister’.  These can be taught using prior knowledge of more basic words.  Tier two words that are good to teach to children will be ones that can be explained in simple terms at their age level.  ‘Haunting’ would be an example for fourth graders because children typically have the association of that word with scary things.  I really enjoyed the article explaining how to pick out tier two words to explain to children and use as vocabulary words.  I felt the article gave a wide range of examples and reasoning for many words.  It also gave a range of words across many grade levels.

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Scaffolding is only effective when the concept the child is learning is within their cognitive stage of development

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strategies that make learning even the subject a child is not very interested in engaging and fun

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If we want our teaching to be meaningful to students we must first try and make connections to what the students already know

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If we want our teaching to be meaningful to students we must first try and make connections to what the students already know

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How can I scaffold a topic if the students don't seem to know much on the topic? 

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How can I scaffold a topic if the students don't seem to know much on the topic? 

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I know that students learn at different paces and levels even if they are all the same age/grade.

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What are some ways to indicate fast or slower learners? What should we as teachers look for?

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I know that if students feel negatively about the environment that they are in, it can impede their learning (affective filter hypothesis). So part of our jobs as educators to be mindful of this and actively create environments for learning.

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I'd like to learn how to create differentiated lesson plans so that I can challenge gifted students while also taking a slower pace for students that need it.

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Students learn better when they are engaged at the top of Bloom's Taxonomy where they are using their critical thinking skills.

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How do you activate prior knowledge when not all students have the same background information on a topic? What are some strategies for that?

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That there are many different ways that students learn; no two students have the same learning experience.

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That teachers must provide VTAK learning aids for their students so that they can learn the way that works best for them.

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How instruction can me done to accommodate all students, including those with learning disabilities.

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Connecting new concepts to students' prior knowledge makes learning more relevant and meaningful. In order to comprehend new learning objectives, scaffolding is necessary. If scaffolding is NOT used then students will NOT reach the desired learning objective. Once the learning objective is reached, scaffolding comes down (just like a building) and the student is able to perform the skill on his/her own. Ways in which teachers can scaffold are: show and tell, tap into prior knowledge,  give time to talk, pre-teach vocabulary, use visual aids, and 'pause, ask questions, pause review'.

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Students learn best when they know exactly what is expected of them and they are given different choices (modalities) to achieve those expectations.

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I want to learn general strategies to modify lessons to reach the students that didn't quite understand the lesson the first time or achieve the learning objectives.

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Students learn best if they are able to make a personal connection with a lesson. Whether that be bring people in to talk about expereinces they have had that children can relate to or have children bring items from home that pertain to the lesson, if a child is able to connect with a lesson on a personal level, they will understand the content to a fuller extent and retain said content for longer.

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How to create students who want to learn beyond my classroom and continue to grow into life-long learners.

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Students benefit from being taught using different learning styles. Such as visual, auditory, kinesthetic

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Where to find credible and useful resources.

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I've learned that there are many different ways to provide scaffolding for students and that it is a good idea to combine multiple methods within a lesson. For example, while teaching a lesson, you might use visual aids, do a think-pair-share activity, and demonstrate how to do an activity with a think aloud.

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Activating prior knowledge is important for students to be able to make connections as well as make learning meaningful.

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Other ways in which we can activate prior knowledge

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What are strategies we as teachers can implement to help students who have difficult encoding information into their long-term memory?

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It is important to stay within a student's Zone of Proximal Development in order to optimize their learning.

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I learned that it is important to allow ELL's to use their home language when learning math if they need to. It is also important to communicate with them in English and encourage them to share their ideas in English.

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Students need to be able to relate the content to their own lives. We need to know our students well so we can help them to make meaningful connections.

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I want to learn how to incorporate as many components of a good strategy to a lesson plan.

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Students are more engaged with learning when they are able to draw upon previous learning or shared experiences.

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Students' learning is deepened when they learn about the same material (math task, short story, etc.) using multiple modalities and methods, rather than briefly covering a quantity of problems.

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I want to learn how to differentiate the material for students without limiting the structure to ability grouping.

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I want to learn how to make learning meaningful.

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One thing I learned from this module is that scaffolding is more than just learning about students prior knowledge, that is just one component. Scaffolding is taking a lesson and breaking it down into smaller chunks so that students can learn better.

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Through this module I learned that scaffolding includes many strategies such as thinking out loud, modeling, and tapping in to prior knowledge. Scaffolding is like a guide for the students to be able to reach their learning objectives.

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Students learn in engaging lessons. Also lessons that are memorable so incorporating different teaching strategies that cater to different students needs and learning types.

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I want to learn how to make learning fun and memorable for each student. Also, how engage students especially ones who easily get distracted or ones with disabilities or ELLs.

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I learned what academic language and how to use to to scaffold with students. I am sure I've heard of the term academic language before I never realized how important it was or how it could be used to scaffold. I learned that reviewing the academic language in a new book gives the students some prior knowledge when they read it, say the next day. This makes the reading more digestible for the students and thus allows them to be more engaged.

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I know that students learn differently from one another. They need different ways to approach the same material. I also know that some students may have more prior knowledge than others and that affects their learning too.

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I want to learn how to make learning content matter relevant to students who may not be motivated to learn.

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Students learn best from the teacher and their peers. Having them turn to a partner and talk and teach their partner what they just learned is a great way for students to reinforce what they learned.

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I want to learn how to make learning a priority for my students. Learning doesn't happen just in the classroom but also on their own time at home.

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I learned that students learn best when teachers bring in background knowledge and real life examples. Students can better understand new concepts when they can connect them to prior knowledge. Students, especially ELLs, also learn best by working/talking with their peers. This allows students to be more engaged, involved in their learning, and to communicate with minds that think like them. Scaffolding is essential for the success of students and scaffolding can be preformed by students to other students. Also, modeling is a great way to scaffold for students because they can see exactly what is expected of them and how it is done.

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I learned a lot about the importance of scaffolding and how connecting to prior knowledge is so important. When students are able to make connections, it is easier for them to see the importance in what they are learning and how it relates to each individual and their experiences. I also would imagine that breaking a lesson into smaller chunks is great for younger students considering their attention span.

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In this module, I learned a lot about how scaffolding and differentiation are key components to students understanding the concepts being taught. I realize how important it is to know each student and how they think in order to scaffold and guide them correctly. I also learned about so many different strategies I can do to scaffold with my students and how to check for understanding. I believe learning all these different strategies is important because what works for one group isn't going to work for another.

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Learning about Tier 2 words was interesting.  I learned about the strategy of front loading a reading assignment with vocabulary.  I learned how to choose words from the text so that they will benefit the student beyond the particular assignment, and become part of their used language.
I also enjoyed learning about how to engage ELLs or shy students to feel comfortable speaking in class. I feel that I'm building a bag of tricks!

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I know that every student comes in with prior knowledge and it is very important for teachers to use this prior knowledge to their advantage as a base for the students when teaching the lessons.

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I want to learn how to adapt these strategies to my students and to know which strategies work best with my students.

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I learned in this module more about academic language. I knew what it was, but did not know that there are different tiers the words fall under. Through this module I learned how to figure out which words belong in which tier and simply how to go through a text and pick which words are considered academic language.

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I learned a lot in this module, especially about academic language and how to pick and choose important vocabulary words. I learned that words can be categorized into 3 different tiers. Words in tier 1 are basic vocabulary words like sight words. Words in tier 2 are high frequency words and words that have multiple meanings. Words in tier 3 are words that are content specific and usually only used when learning about that specific subject. I also learned that words in tier two are the ones to focus on teaching at the beginning of the lesson as well as come tier 3 words that are will be important for students to know so they understand the lesson.

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I have learned a lot about the different tiers of words, and academic language. I didn't realize there was an actual method to figuring out which words go in each tier, I thought that the teacher just guessed based on how he or she thought each word sounded.

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I learned that it's important to know your students reading and comprehension level in order to use the correct academic language and scaffolding during lessons. I found the video about tier levels very helpful.

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Students do not learn in one single or uniform way.

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I want to learn how to get parents to really be a part of their learning in helping them and supporting them.

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Students are more receptive and open to learning when the experience is positive and engaging.

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I want to learn how to choose learning activities that address the standards as well as the interest of the students to optimize their learning process, whatever that is.

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I learned about the actual parts of the brain that spark or work when we are learning or using different areas of our brains and how not one student learns the same as another they are as unique as a fingerprint and our lessons should engage all and have something for everyone to be able to learn.

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I learned that in order for students to get the most out of the lessons it is important for teachers to incorporate different scaffolding strategies.  Academic language is necessary to learn and participate in classroom discussions and learning. There's many ways to incorporate it into the classroom. I can be done through oral, written, auditory, and visual form to make sure students are getting the opportunity to demonstrate their knowledge. Providing students with the necessary vocabulary from the three tiers will ensure students feel comfortable understanding the text and expressing their ideas. These strategies will be useful for both regular and ELL students.

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I would like to address my own question, as I am always looking to find ways to create life-long learners in my classroom. I believe that considering the variablity among children will assist me in creating an environment and curriculum that will encourage exploration, questions, strategizing, and energizing minds to continue to expand and push the limits. Scaffolding allows for a classroom that allows for variability through individualizing curriculum for children and allowing peer-to-peer, student-to-teacher, and individual work, and I beleive that this would be incredibly important to employ in my own classroom not only to support students, but also to motivate them. Children learn best through being treated as individuals. This expands to children learning academic language. Simply telling the students in your class the definition isn't always helpful. Telling students the definition, explaining the definion, writing the definition out, asking students hwo they beleive the word is defined, allowing students to look up the definition themselves, and rienforcing the word through many different readings and writing assignments cover a greater amount of bases and expands to fit in the variability of many children. This also gives children the chance to be active in their learning which will solidify content taught in the classroom to a greater degree.

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I took a class on learning, cognition and perception, so I have a decent understanding of the science behind the importance of making authentic connections to prior knowledge. Children's brains are going through processes of pruning away and simultaneously strengthening different pathways. By building on prior knowledge and connecting to personal experience, we are strengthening connections in the brain and increasing the chance  they'll be able to access the pathways in the future.

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I want to learn practical ways to increase the chance learning occurs, and not even just learning but long term storage of that learning.

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In this module I learned a lot of practical strategies for scaffolding. The graphic organizers on Scholastic are easily accessibly and could be used for a wide variety of lessons, I learned about simple ways to check for understanding like hand signals, white boards, partner talk, and more. I also learned strategies to help ELL's in the classroom, from ways to facilitate participation with things like participation chips, and ways to prompt elaboration. All of these strategies will help me find students ZPD, so I can better scaffold and provide opportunities for learning. I also more clearly learned the difference between scaffolding and differentiation. Scaffolding being the first step, with differentiation being more extensive intervention to meet a students needs.

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I have learned what scaffolding is and how to use it. scaffolding looks like a lot of extra support to ensure success for students. Academic language can be scaffold. As a teacher you can go through a text and categorize words into tiers of academic language. You can front load students with these words so that when they read the text they have a much better knowledge of what is happening. The google slide decks that we put together can be vocabulary flash cards that students have access to. they have a definition, sentence, synonym, part of speech and a visual. They are the perfect way to present vocabulary. I also learned that talking is very important. Usually teachers think of the perfect class as the class that never speaks out of term and is never loud. Little did we know, talking means that something is happening in their brains. They are reasoning and grasping concepts! Not to forget that speaking is also beneficial for their oral skills.

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Learning should be transferable. Knowledge and skills should be reinforced and reintroduced in other contexts.

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I would like to learn more about how to create lessons that will engage unmotivated students.

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I learned more about academic language. I had heard of it before, but it was nice to have it broken down into Tiers. I hadn't really considered how "easy" words (Tier 1) might also be confusing to some readers.

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Learning should be fun and engaging. Lectures, and worksheets do not work for every student.

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Engaging students in the learning process increases their focus, motivates them to practice critical thinking skills, and creates meaningful learning experiences.

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How can we make learning engaging for every student?  What are the best methods of engagement  for each subject?

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How could we create fun and standard appropriate activities that would keep students motivated at all times?