JXT2 Task 3.docx (2) JXT2 Task 3: LEARNER-CENTERED APPROACHES The instructional setting in my room is based on cognitive ability for general education and honors education students. I teach two different 10th grade
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JXT2 Task 3.docx (2) JXT2 Task 3: LEARNER-CENTERED APPROACHES The instructional setting in my room is based on cognitive ability for general education and honors education students. I teach two different 10th grade courses to six classes of students split between four general English 2 courses and two Honors English 2 courses. One of my general English 2 courses is a co-taught course that consists of both general education students and students who are a part of the special education curriculum. While these students are on my roster, they are co-taught in my classroom with a specialist who is the room every day and assists with their needs as individuals and modifications that need to be made for them at any time. In all of my classes, I have to develop a rapport with my students in order for a mutual trust to be built so that they can be successful in this environment. Given this time, during the stage in a teenagers life when they are beginning to drive, work, and gain a larger sense of responsibility, learning and teaching in the traditional approach can be difficult. Curriculum Content Strategy In learner-centered environments, the needs and interests of the students are what determine the lessons, activities, and modifications. In this environment, the focus is shifted from the teachers and administrators onto the students in order to promote independent problem-solving and enable life-long learning. There are several learner-centered curriculum content strategies that can be added . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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