JWT2 Task One 0715.docx JWT2, Instructional Theory, Task One Western Governors University JWT2, Instructional Theory, Task One The lesson plan attach instructional setting takes place in a third grade classroom that
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JWT2 Task One 0715.docx JWT2, Instructional Theory, Task One Western Governors University JWT2, Instructional Theory, Task One The lesson plan attach instructional setting takes place in a third grade classroom that is full of diverse learners. There are 12 boys and 8 girls. There are no ELL students, but there are 2 students who are SPED. The classroom has four computers and a smartboard. There are 6 tables with 3 to 4 students at each table. There is also a carpet area, where students are able to sit and work. Students have diverse needs and are motivated to learn in many different styles. For example, some students are visual learners, auditory learners, kinesthetic learners, or they could learn better through collaboration. It is important for teachers to know the learning styles of all of their students in order to ignite the learning process within students. Learning Style and Motivational Challenges in the Instructional Setting Since students have many different learning styles and things that motivate them, these challenges must be addressed when creating a lesson plan. In my classroom setting I may face students who learn best visually. Therefore, in my lesson I must provide charts, graphic organizers, pictures, or maps. Students who are visual learners also learn from drawing pictures or watching videos to accompany information learned in the classroom. Another challenge that I might face is students who are auditory learners. Students who are auditory learners learn best through he. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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