Burke Literature Review Practice Activity Points Rewrite

¶ … Burke Literature Review Practice Activity points Rewrite the following sections from literature reviews that can be improved. There is no ONE RIGHT answer, but REMEMBER these: 1) Do not use first person, 2) Paraphrase when possible, 3) Use quotes only if it makes your argument stronger and you cannot say it otherwise, and 4) Never say "in the article" or "in the book." To help you, you can write down in a sentence or two, or using bullet points why you revised it in the way you did.

These schools provide students the opportunity to take on responsibility and build relationships among their peers, teachers, and administrators; much like Vygotsky's idea of interaction. It also allows for students to interact with those within the community. It also touches base on the teacher being the facilitator of the classroom as opposed to an authoritative figure and lectures. It is important to keep in mind Gardner's multiple intelligences as well as Vygotsky's idea that individual interaction is essential to development (Webb et. al., 2010). Both very much separate ideas, but interrelated.

Gardner's (1983) idea behind his coined multiple intelligences is that every student requires different means of learning to which, we as educators, need to take into account when planning a lesson. As for Vygotsky (1978), it is his idea of interaction that is essential for the learning process to take place. It is crucial that teachers look at all sides of the spectrum when dealing with children; no one student is identical to another.

As a consequence, teachers need to get actively involved in trying to understand the way that their students think and to then focus on using channels these respective students are familiar with in order to connect with them and to make it possible for them to accumulate information more effectively.

Many teachers make the mistake to treat all students the same either because of the fact that they are reluctant to spend their time trying to understand each one or because they believe that they need to employ equitable attitudes as they attempt to put across their lessons. If something works for one student, it may not work for another. Therefore, we need to be prepared and have a backup plan or a variety of different types of instruction for students.

Offering various options for students to choose from regarding an assignment, allows students to choose an option that suits their unique learning style. Through providing students with a customized version of a curriculum, teachers are more probable to enable each individual to address particular lesson from points-of-view that they are well-acquainted with. This can eventually makes it possible for them to understand teachings more rapidly and to eventually concentrate on using their experience in learning more. 2. Patty Norton and Joseph Wiburg (2003, p.

40) say it best in their book, Teaching with Technology: Designing Opportunities to Lean by stating that, "Not allowing computers to serve as a trigger for the design of new learning environments, holding the environment constant and only changing the means of delivery, is a wasteful abuse of powerful technology, resulting in underwhelming yield." 3. Formative assessment helps three people; the student (as mentioned above), teachers, and parents.

When teachers use these types of assessment for learning as they are teaching, they can adjust how they teach based on particular results that they get. Since the teachers are constantly getting direct feedback from students, they are able to identify problems right away and work to fix them before it is too late. Teachers should be constantly asking themselves, "Am I going too fast? Too slow? Too far? What do these students need? How should I group my students?" (Stiggins, 2006).

As a consequence of understanding what exactly it is that they are doing wrong, teachers can alter their behaviors in order to reach out to students while also providing these respective people with the ability to process information in accordance with projected deadlines. Types of formative assessment are; selected response, extended written responses, performance assessment, and personal communication. Teachers that are constantly providing feedback are also talking to parents to inform them of student progress. This helps build a bridge of teamwork between home and school.

Parents who are receiving feedback from assessments should be asking themselves, "What can we do at home to.