Wait and a flower will bloom…

Wait and a flower will Wait and a flower will bloom…bloom…

Linda LindseyREAD655

Development does not always happen at the same time for everyone….

People are social beings…all knowledge that is People are social beings…all knowledge that is

constructed “begins in social interaction”constructed “begins in social interaction” Vygotsky (1978) Vygotsky (1978)

The teacher should tap the multiple The teacher should tap the multiple intelligences of the students. There have intelligences of the students. There have been many great accomplishments made in been many great accomplishments made in my classroom when a student could write a my classroom when a student could write a song or create a visual instead of writing a song or create a visual instead of writing a report to exhibit their knowledge of the report to exhibit their knowledge of the material material

Teachers need to engage students in cooperative learning activities that are at the students’ level of ability, interest and readiness. In addition, the teacher needs to consider cultural, linguistic and socioeconomic backgrounds as well as prior knowledge of the students.

A stakeholder advocates for peer A stakeholder advocates for peer tutoring. She states, “Student tutoring. She states, “Student motivation is linked to how successful motivation is linked to how successful they feel”. The need to communicate to they feel”. The need to communicate to a less knowledgeable other, such as a a less knowledgeable other, such as a peer, motivates the process (Forman & peer, motivates the process (Forman & Cazden, 2004). Cazden, 2004).

My ultimate vision is for all My ultimate vision is for all learners to be successful, no learners to be successful, no

matter the road they must matter the road they must take to get there. It is not a take to get there. It is not a

race, but a journey.race, but a journey.

ReferencesReferencesAlexander P. A. & Fox, E. (2004). A historical perspective on reading research Alexander P. A. & Fox, E. (2004). A historical perspective on reading research and practice. In R. B. Rudell, & N.J. Unrau (Eds.), and practice. In R. B. Rudell, & N.J. Unrau (Eds.), Theoretical models Theoretical models

and processes of reading- and processes of reading- (5th ed., pp. 33- 68). Newark, DE: (5th ed., pp. 33- 68). Newark, DE: International Reading Association. International Reading Association.

Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in Forman, E. A., & Cazden, C. B. (2004). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In R. B. Rudell, & education: The cognitive value of peer interaction. In R. B. Rudell, & N.J. Unrau (Eds.), N.J. Unrau (Eds.), Theoretical models and processes of reading- Theoretical models and processes of reading- (5th (5th ed., pp. 163 -186). Newark, DE: International Reading Association. ed., pp. 163 -186). Newark, DE: International Reading Association.

Harris, T. L. & Hodges, R. E. (Eds.), (1995). Harris, T. L. & Hodges, R. E. (Eds.), (1995). The literacy dictionary The The literacy dictionary The vocabulary of reading and writing vocabulary of reading and writing Newark, DE: International Reading Newark, DE: International Reading Association. Association.