Rationales for the use of research-based methods when delivering instruction to students with EBD are embedded. Why should one strive to use research-based methods when delivering instruction to students with EBD?© BrainMass Inc. brainmass.com October 25, 2018, 5:06 am ad1c9bdddf
First, as you briefly validate why teachers should strive to use more research-based methods when delivering instruction to students with EBD, I feel that it is definitely important for instructors to remain logical when working with this target population. Since these kids will definitely challenge a teacher's cognitive as well as emotional states, it is highly important for educators to employ more research-based mythologies and strategies, rather than simply "firing from one's hip" so to speak in terms of trying different ...
The value of research-based methods when delivering instruction to students with EBD is emphasized from a personal teacher's standpoin in 307 words with one reference.
Describe the SIOP model and includes example strategies and activities for each component listed below. Address the eight components of SIOP by providing examples of ideas and strategies:
Preparation - content-area standards, English Language Proficiency standards, content objective, language objective
Building Background - activities for linking
Comprehensible Input - instructional strategies that make content comprehensible
Strategies - learning strategies appropriate to a lesson's objectives
Interaction - activities that promote interaction with content and language
Practice and Application - activities to enhance learning through hands on practice
Lesson Delivery - pacing, engagement, aligning activities with standards and objectives
Review and Assessment - techniques for reviewing key concepts and assessment techniques for before, during, and after the lesson.