Fig 5 - uploaded by Ani Derderian
Content may be subject to copyright.
Context in source publication
Context 1
... struggling students in RTI programs [64]. Using Multi-Sensory teaching strategy helps a child to learn through more than one of the senses. In fact, Multi-Sensory instruction is a technique that relies on the use of multiple senses, which will help children learn in a combination of visual, auditory and kinesthetic and tactile (VAKT) means. From Fig. 5 it is understood that incorporating these three components (VAKT, CRA and RTI) will lead to a better learning. ...
Similar publications
The purpose of this study was to describe occupational therapy practice pattern for Class-1 through Class-8 grade students with disabilities, within the age group of 6 to 14 years, and to examine occupational therapy practice in light of current education policy in India and published views of best practice worldwide.
This study intends to identify the factors and challenges of doctoral students enrolled in the degree Doctor of Philosophy major in Educational Management of Bulacan State University towards doctoral degree completion. The results of this study recommend strategies and techniques as inputs for best practices of doctoral degree completion as well as...
This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Selection of best practices was based on a synthesis of what both teachers and students reported...
The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP...
Citations
Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.
Abstract
Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.
