Research to Practice – Final Paper
Research to Practice Paper – (30 Points) –
1. Look for actual studies (empirical research). Please read and learn something new to apply to your current or future practice!
2. Share how you link your personal mission or vision to both your profession and your faith. You can do this as you describe how you will apply what you have learned and how you will practice the skills at your school.
3. Use APA format for your paper, including all of the items that were required for the IEP Strategies paper
4. The body of your paper must be a minimum of 8 pages. The cover page, abstract and reference page are in addition to those 8 pages.
5. Use the work that you have already done to support this effort to make things easier
6. You don’t have to complete this in one sitting. Give yourself grace, be diligent, keep your faith, and support each other
Pick one of the following topics:
Research to Practice – Literacy Strategies for K-12 (including reading, writing, and spoken language skills for all learners) — These are strategies that can be used in all subject areas and across grade levels to support literacy growth for all students. Remember to address the population of reading specialist and special education specifically with these strategies.
Research to Practice – Research-based Instructional Strategies/ Differentiated Instruction across Grade Levels — Remember to think K-12 and differentiating with the special needs, reading disorders, and at-risk populations in mind. You never know what level you might end up teaching. So, think the scope and sequence of K-12 and how differentiation may vary at different levels.
Research to Practice – Lifelong Learners — Think about how to promote self-directed, autonomous learning of academic and literacy skills to motivate and promote success that endures beyond graduation. Think about volition/self-determination, etc. How do we (in K-12) promote the love of learning so that our students become life-long learners? Our students who struggle to read or are in special education classes are especially in need of skills for lifelong learning.
Research to Practice – Instruction in the “Flipped Classroom” — Define and discuss the “Flipped Classroom”. What do you see as the positive and negative aspects of this technique? Even if you are not able to fully implement a “Flipped Classroom” at this time, what components of this model might you use to enhance instruction in any classroom setting? What does the literature /research say about using the “flipped classroom” for students who struggle to read or have an IEP?
Research to Practice – “Personalized Learning” — Start with research that supports the concept of personalized learning. Define and discuss “Personalized Learning”. How does this relate to special education and general education? How might you – as a reading specialist or special educator – support “personalized learning” in the general education classroom?
Research to Practice – “Brain -based Learning” – Start with the research on brain-based learning. What is brain-based learning and what does the research say about how this can help our students? Define and discuss brain-based learning. How might what you have learned impact your instruction and assessment as a Reading Specialist or a Special Education teacher?
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