As a culminating task for this course, reflect on your own beliefs, expectations, and practices. Are the objectives I set specific without being restrictive? How do I know this?What steps do I take to

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As a culminating task for this course, reflect on your own beliefs, expectations, and practices.

  • Are the objectives I set specific without being restrictive? How do I know this?
  • What steps do I take to ensure the objectives are connected to previous and future learning?
  • When I provide feedback, oral or written, is it corrective in nature, timely, and specific to the objectives?
  • Does the feedback I give allow for and invite student input?
  • How often do I use nonlinguistic representations in the classroom?
  • How often do the representations used in my class focus on critical information?
  • How can I plan enough free time for students to create their own representations?
  • In what subjects can I best implement comparing and classifying strategies? How will I evaluate the implementation of these strategies in my classroom?
  • In what subjects can I best implement strategies for using metaphors and analogies? How will I evaluate the implementation of these strategies in my classroom?
  • How often do I use note taking as a topic in my classroom instruction?
  • How could the use of a specific note-taking format help the students in my classroom?
  • How often do I use summarizing in my classroom?
  • How could the use of summary frames help the students in my classroom?
  • Which of the strategies in this course will be of most practical use right away in my classroom? How?

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