Example Literature Review given to me Literature Review Defining Active Engagem

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Example Literature Review given to me
Literature Review
Defining Active Engagement
Active engagement in education is very important. Motivating students’ curiosity, attention, interest and passion will boost their engagement in academic instructions. Research proves that active engagement can help to develop literacy skills (Ford, 2014). Through this case study, active engagement was used to support the focus learner with reading comprehension and decoding. Active engagement is beneficial for both teachers and students as “understanding how students learn to read and knowing there are different intelligences in which students learn helps the teacher find the best ways to teach reading for success” (Ford, 2014). Teaching with this level of understanding and respect for diverse learners and their individual learning needs to actively engage them, will guarantee literary success.
Active Engagement in the Classroom
Throughout this case study the special education edTPA was used to guide instructions and interventions for my focus learner. While conducting this case study a three day lesson was created and implemented to support and assess the focus learners reading comprehension skills, while providing on spot feedback and small group instruction. During small group instructions, I worked closely with my focus learner to decode multisyllabic words using VAKT strategies to scaffold on prior skill building. While working with my focus learner, a goal that was made for A.S is that when given instruction in reading comprehension strategies such as finding evidence in the text, A.S will be able to respond to written (multiple choice or short answer) reading comprehension questions. Through technology, this instruction was modified to accommodate the focus learner’s learning needs while incorporating creativity to accommodate her interests in the arts. Visual cues were used to assist in decoding words as the student was able to drag and drop and highlight parts of the words as she actively engaged in the task.
Another active engagement strategy I implemented to support my focus student and the diverse learners in the group was the ‘control the game.’ This strategy supported my focus student as she tends to be a shy reader and sometimes when she reads she doesn’t make sense of what she read. While using this strategy, I was able to really listen to how AS was able to take charge along with other shy readers in the group and read a paragraph out loud. I gave the focus student a silent cue that she would read next after a friend since she also needs on task prompting to keep focus. Giving her the heads up that she would read the 2nd paragraph really gave her the time to mentally prepare, focus herself and also to work her courage up. Control the game is about having students read out loud and have the other students track the reading and prepare to be called on to pick up the reading or answer questions.This keeps the students engaged and alert the students were as this method of actively engaging the students keep them on their toes as they prepare themselves if they were to be called on. I was able to observe and assess student’s expressiveness, accountability and engagement while they read out loud. I was able to stop and ask questions in between reading (monitoring) with the students answering effectively and occasionally modeling expressive reading, such as how to read when there is an exclamation or question mark at the end of the phrase and even pausing at the comma.This strategy supported AS initial goal as she was able to ask and answer questions about a text, while progressing towards finding the main idea. It is a very effective strategy to use with English Language Learners (ELL) and Students With Disability (SWD) especially those classified with an impairment similar to the focus learner, as it allows them to actively engage in the lesson, to expressive themselves through reading, it gives everyone a chance to interact with the lesson as well as it gave me the opportunity to assess their reading and decoding skills. It will also boost their confidence and motivate them to read more and understand that from reading we can acquire valuable information.
Having students learn by doing, by being a part of the lesson, sharing ideas and reflecting on their learning experiences inside and outside the classroom, will spark curiosity and interest in instruction. Studies have also shown that Generation Y, which the generation of our current teachers prefers “learning by doing, in the form of self- discovery with up-to-date technologies,” Chau & Cheung, 2017) this is the form of active engagement that will allow our students to construct their own thoughts and ideas and take control of their own learning experiences from the teacher.
Instructional Plans and Commentary
The objective of the lesson shown in Appendix 4 was “students will be able to identify the main idea of a nonfiction text using supporting details.” Throughout the lesson students practiced citing supporting details to help them arrive at the main idea of the text using strategies such as highlighting to organize their ideas. A graphic organizer was used to also assist with organization as students within the group requires organization tools, prompting and visual references. In Appendix 4 video clip I connected the lesson to my student’s prior learning (find key details) to our learning objective. I supported my focus student with this prior learning of finding key details in a text to help us understand the author’s point of view to then find the main idea of nonfiction text. At the beginning of the lesson I asked the students to think about how supporting and key details help us and what was the purpose of finding the main idea. Using this knowledge my learner was able to gather a better understanding of what the lesson’s objective was and what was expected of her.
The focus student tends to get off task a lot, for these lessons I reminded her of the importance of staying on task and that it is key to understanding the lesson’s objective. This prompt/ reminder works best for her as she was able to catch herself going off task with little or no prompting during the lesson. To challenge my focus learner throughout the lesson, she was tasked with staying on topic and not having side conversations during the lesson, this was evident in video (Appendix 4) clip [40:27] where I prompted and redirected the student to the task at hand. She often gets distracted by what’s happening around her and ideas she has, so holding her accountable was one way to keep her focused. I also challenged my focus learner by asking her to read aloud a passage (Appendix 4, clip 38:19), pushing her to tap out unfamiliar words using the strategies she’s been working on based on her IEP goals (Appendix 4, Clip 48:19). This allowed her to exercise her decoding skills and use prior knowledge to make progress towards being a fluent reader.
During Independent work, I connected the lesson’s objective to my focus student’s personal assets of interest in sea creatures as the passage was focused around animals in the ocean. This also connects with the focus learner’s family as she expressed multiple times that she loves visiting the aquariums with her family. Using this level of interest really motivated her to read and engage with the passage highlighting key details leading to the main idea. This strategy actively engages and supports my focus learner as she moves towards the objective of the lesson.
My resources
Alharbi, A., Hott, B. L., Jones, B. A., & Henry, H. R. (2015). AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES. The Journal of Special Education and Rehabilitation, 16(1), 55-67. https://www.proquest.com/scholarly-journals/evidence-based-analysis-self-regulated-strategy/docview/1674426623/se-2
Rouhani, Y., Nafchi, A. M., & Ziaee, S. M. (2016). Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study. Theory and Practice in Language Studies, 6(4), 733-741. https://doi.org/10.17507/tpls.0604.10

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