E-education is learning built on delineated teaching, which has modernized the student’s know-how, accessed globally online anywhere and at any time. With the aid of electronic resources, e-learning, sometimes web-based training has become beneficial to teachers. It engages with learners through interaction and giving instructions, enabling them to understand and apply knowledge, concepts, and processes constructively. E-learning has become an individual-dependent tool to gain knowledge for various purposes, whether for businesses, medicine, or teaching, with 63% of US students as the highest users, and it has maintained its growth rate at 20% over the years. E- Education aims to intensify the standards of learning and teaching by permitting learners to study anytime and anywhere by inspiring students to interact with each other, exchange ideas, and respect different points of view.
As the urban district school teacher, it is better to devise an all-round and differentiated learning climate that harmonizes the students’ diverse necessities and capabilities since it is known that some get distracted easily, like Amanda. Others need help understanding Spanish, like Elena. At the same time, some cannot remember the letters well, like Marguerite; by providing Multilanguage resources and backing to help them link the language gap between them, the students will find it an interactive class that can accommodate them all, including children with IEPs that has some little knowledge about education as has been told in the case study. Again, to cover a variety of teaching strategies, like the use of blocks and counters to route different learning ways and levels of preparedness since each child has different abilities and skills, by endowing a standard that includes activities that can develop both English language, art skills, and math skills which can line up with the common core standards, the students who cannot understand English will find it easy to learn and speak. At the same time, those who can read, like Logan and Gabe, will favor free reading and start developing comprehension skills when allowed to decode and discuss books by them, helping them summarize and share their understanding of the story.
Teaching strategies. Use strategies like hands-on manipulation, visual aids, group activities, storytelling, technology integration, one-on-one support, and assessment and feedback. In hands-on manipulation, objects like beads and small toys represent numbers by creating two groups and physically comparing the objects to see if one group has more or fewer objects than the other. Visual aids such as pictures and number cards will aid the children in pointing to the correct symbol when illustrating the concept of greater than or equal. Again, group activities, ordering a group where the students are divided among each other to work together to analyze the given set of objects using equal or not equal to make their learning simple and easy to remember and even more engaging( Jung & Latchem, 2011). When using stories, the creation of simple stories is required where there are objects and characters with different quantities; after telling them the stories, ask them to decide which group has fewer objects or which characters are greater than the other. Technology integration can also help the easily distracted children by drawing their attention whenever educational apps are used to compare numbers, as it has immediate feedback. For children struggling, one-on-one support with extra practice can help them simplify their problems in grasping the concept (Orlich et al., 2012). Assessment and feedback: Continuous assessment of each child’s progress, whether manual or informal observation with quizzes, will give valuable feedback and reinforcement when they make the correct analogies of children, helping each child to be at par with each other without being left out or behind.
The strategy for a child. There are different strategies for each child to help them boost their abilities and skills in class. Elena needs metalinguistic resources to help her learn languages like Spanish, which will bring her closer and even, make her learn with her fellow students when she can understand Spanish. To Lucy, creating personalize materials to cater to her needs, such as books with family photos and words, while encouraging her to find letters in her name, will help boost her cognitive ability easily without struggles, again by watching over independent reading and comprehension skills to Logan and Gabe, they will know how to figure out something difficult to interpret while discussing books hence encouraging them to share their understanding of the story (Samantharai, 2018). Visual aids like name tags with highlighted letters will help Marguerite remember the order of letters of her name after practicing repeatedly. To Tommy, providing direct instruction and guidance on forming letters will help him know and learn letter formation without assumption. Implying letter-learning apps and interactive tablet activities to Amanda will keep her engaged in letter recognition and writing practices, making her less distracted when learning (Fu & Dai, 2018).
In conclusion, teaching strategies like storytelling, technology integrations, one-on-one support, group activity, and hands-on manipulation have been approved; they matter depending on the specific learning goal, subject matter, and the student since they demonstrate an understanding of the interrelationships between language models. As teaching is an important calling and not a job well fitted to everyone, the teacher has the freedom to make a change in the lives of children, consequently needs to be resolute to developing essential knowledge in helping the children with different skills and abilities by cherishing this important role.
References
Jung, I., & Latchem, C. (2011). A model for e‐education: Extended teaching spaces and extended learning spaces. British Journal of Educational Technology, 42(1), 6-18.
Fu, W., Liu, S., & Dai, J. (2018). E-learning, e-education, and online training.
Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38.
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