A Conceptual Model of Adolescent Literacy

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Perceptions

Climate is the learning environment established at the classroom, school, and commune levels. Climate is impacted past relationships established inside the organization, the goals of individuals also as the group, and the systems that are adult for both maintenance and change.

Trust is the reliance on others. It includes both teacher–student trust and student–pupil trust. Trust creates an expectation and conventionalities in success. Trusting relationships, between students and between students and teachers, create environments for risk taking with out fearfulness of penalty, expose, or failure.

Investment is a commitment of time and back up for learning. Both teachers and students make an investment in the learning procedure. The delivery or investment of fourth dimension and back up holds the expectation of return. The return on investment for learning can include growth equally a learner, higher levels of accomplishment, or personal satisfaction.

Motivation is both intrinsic and extrinsic. Intrinsically motivated students are engaged for the sake of learning, and for the sense of enjoyment and accomplishment with the learning tasks. Extrinsically motivated students are engaged to either obtain some type of reward or avert some grade of punishment. These rewards and punishments may non be straight related to the learning.

Engagement involves students' identification with and participation in both bookish and nonacademic activities inside an educational environment. Engaged students have a sense of belonging and develop positive relationships with teachers and other students.

Programs

Patterns for learning include grouping practices used in classrooms that are dynamic and flexible. Grouping may be whole, small, pairs, triads, cooperative, heterogeneous, homogeneous, self paced, individualized or interest based. Decisions on grouping students depend on the purpose for learning and the needs of the learners.

Instructional management is the system established within a classroom to facilitate maximum learning. Components of a management system tin can include constructive use of time, use instructional resources, and expectations for behavior. A well–managed classroom is not devoid of energy. However, the excitement and vigor, are focused on learning, and the classroom has a high level of efficiency.

Instructional techniques encompass the strategies and skills that are taught to all students for the purpose of improving accomplishment. A range of activities can be used to provide admission to both strategies and skills. The commitment organization for these techniques includes instructor modeling, guided practice, peer coaching, and independent practice.

Instructional materials include any materials that may exist mandated past a school or district, too equally any supplemental materials that are used to heighten and expand learning. Instructional materials are not limited to text books. Trade books, magazines, newspapers, multi media, primary sources, and the internet are but some examples of appropriate instructional materials.

Evaluation is the continual exam of programs to determine their efficacy for all learners. The examination of programs uses a variety of data sources, including only not limited to student test scores, fidelity and integrity of instructional materials as they relate to educatee needs, and the knowledge level and preparedness of teachers who deliver the programs of instruction.

Achievement

Standards correspond what students are expected to know, understand, and be able to do. Standards–led teaching brings what is to be learned into focus and holds learning as a abiding while treating other traditional constants (e.k., time, location, instructional materials) as variables. With standards, the focus is always on student learning. Expectations for learning are the aforementioned for all students, fifty-fifty those who accept traditionally performed at low levels.

Assessment provides teachers with information they need to better student learning. There is a dynamic relationship between assessment, curriculum, and instruction. Assessment is diagnostic, determinative, and summative. In some cases, assessment serves as a screening device. There also are multiple sources of data for cess. Formal and informal observations, daily piece of work, curriculum–based assessments and standardized test scores can all be used be used as data points for assessing student operation.

Relevance pertains to the logical connections betwixt what is being taught and how students are learning. Relevant learning is connected to the real world and prepares students to be members of a global society. Instruction is timely, and students are able to utilize what they are learning to their world.

Organization for learning applies to the organization operating beyond the classroom level. How the day, week, and yr is organized at the school level and the grade level to best meet the needs of all students has an impact on accomplishment. Block scheduling, departmentalization, and schedules for art, music, and physical teaching all play a role in the effective organization for learning.

Demographics

English language language learners (ELLs) are students whose first language is other than English. Their inability to speak, read, encompass, or write fluently in English language affects their performance and accomplishment. ELL students may be in self–contained classrooms, served past resource teachers on a pull out or push in basis, or placed in regular classrooms with or without arrangements for English language as a 2nd language (ESL) back up.

Individualized teaching program (IEP) students are those who have been formally identified and placed in a special didactics program of instruction. Students with IEP'south tin can have a range of disorders that impact and interfere with the acquisition and use of listening, speaking, reading, comprehension, and writing skills. These students may be in cocky–independent classrooms for all or role of the day. They as well may be in regular pedagogy classrooms and receive special education resource on a push in or pull out basis.

Socio–economical status (SES) of students relates to the income level, occupation, and/or education level of the child'southward family. There is a correlation, not causation, between depression SES and lower reading abilities, limitations with vocabulary, and inability to attend to the demands of the schoolhouse twenty-four hours.

Ethnicity and race refer to the common background and traits that are based on a specific cultural heritage. Ethnicity is more than just language; information technology includes the traditions, customs, values, and beliefs of a particular group. Inside any given classroom, a range of ethnicities will be nowadays.

Source

http://www.learningpt.org/literacy/adolescent/model.pdf

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Source: https://www.adlit.org/conceptual-model-adolescent-literacy

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