Study knowledge of student learning: Linear or curvilinear effects

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classrooms more than ever and becoming an effective co-teaching partner is a
teaching essential. With the onset of a new school year right around the
corner, meanwhile, it's imperative to begin devising and building positive co-teaching strategies.
A
co-teaching team typically includes a general and a special educator who teach
the general education curriculum to all students as well as important study. Both educators on the co-teaching team are responsible for
differentiating the instructional planning and delivery, assessment of student
achievement, and classroom management.
Several collaborative
teaching approaches have proven to be successful to guide educators who work
together in co-teaching partnerships to differentiate instruction. I
thought about these questions in a vague way for months, and was often anxious and
uncertain about the amount I was studying. The anxiety meant that often I
didn't really enjoy my 'relaxation time'. When I realised that it was affecting
most of my weekends and evenings, I decided to do things differently.
Now I had to decide what to do with my study time! What was
I expected to do? What was I expected to read? I found the answers to these
questions in my module handbooks and assignment briefs. They gave me,
effectively, a list of tasks.
The trouble with big tasks is that their scope and shape is
unclear, so you can keep putting them off. If you can define your work as
small, discrete, concrete tasks, you have more control over it. The tasks
become realistic targets, against which you can check your progress and gain a
sense of achievement.
When would I do these tasks? Some needed intense
concentration so I'd plan them for a prime time of day, when I was at my best
and had time to spare. Others could be fitted in when I was tired, or as 'warm
up' activities at the start of a session. Some had to be done straight away.
Now that I had a clear sense of what to do in the time available, I became more
focussed. I discovered that I could achieve a great deal from close reading of
selected sections of a text, and that taking notes could sometimes be very
satisfying and at other times not necessary. The trick was to take control - to
decide what I wanted to find out, and then work at it until I'd taken in enough
for the time being.
I regularly checked my time management. Essentially I had to
keep circling around a self-monitoring loop - plan an approach to a task, try
it out, reflect on my success in achieving what I'd intended, then revise my
strategy.
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