Week Five

Mastery and Backward Design

Have you ever had a moment where you ask your students a question in referencing a previous lesson in order to start a new lesson and the classroom is silent? You give them prompts but the vocabulary you are looking for from them does not seem to exist. You eventually give them the answer to move on. You then ask yourself was I effective at teaching them the material? Did I not do a good job? What activities did I do? What could I had done differently? Should I reteach the lesson or redo some activities that could enhance the material so that it could be permanently imprinted on their minds? This week we read two articles that gave insight onto similar situations like this and offered some solutions that would enhance students’ comprehension of material and “master” their skills. The articles were Classroom Assessment and Grading to Assure Mastery by James P. Lalley and J. Ronald Gentile, and Backward Design: Targeting Depth of Understanding for All Learners by Amy Childre, Jennifer R. Sands, and Saundra Tanner Pope. This synthesis will analyze the material within each article and address how it applies to teachers within their classroom.

You learn new material by applying it to past experiences and skills. Memory plays a big part in learning but comprehending what you learned to teach others enables you to fully grasp the material. In the article, Classroom Assessment and Grading to Assure Mastery, introduces the concept of mastery learning. Mastery learning requires that each student achieve a pre-established standard of performance on a specified set of instructional objectives in a criterion referenced manner… (Lalley and Gentile, 2013, p123) Through this concept of learning students’ performance and assessment will be conducted through enriched lessons based upon prior knowledge to build strong objectives and to build on and apply those skills using formative assessments and feedback. This is known to be criterion-referenced. In order to ensure mastery, Lalley and Gentile suggests setting a standard for tests, providing clear objectives drive the unit, using various forms of activities to enhance the lesson, and creating modes within the class for grading such as tutoring a classmate or pair and or group work. Tests offers teachers the opportunity to assess their students on the material that was taught. This could be done by assigning a project in relation to the subject, using class discussions as feedback assessments, and open ended tests to identify the if and why of the subject. Every student learns differently, as a teacher it is your job to understand how your students learn and to provide enrichment lessons that would apply the subject to ‘real life’ for them to fully grasp and comprehend the material.

Scaffolding allows students and teachers to build upon prior knowledge in order to understand new information and skills. Through this approach, in inclusive classrooms, teachers are able to step away from the textbook and expand lessons through activities that would benefit them. “…backward design planning focuses on learning outcomes, and standards, and the assessments for accomplishing those standards. These assessments then guide the development of the learning activities. (Wiggins and Mc Tighe, 2006) (Childre, Sands, and Tanner Pope, 2013, p. 128) In the article, Backward Design, it discusses the backward design approach in which teachers create enhancive activities that would span through numerous academias that would help students with and without learning disabilities comprehend the material and learn. In order for this approach to be successful, teachers should recognize students’ strengths and weaknesses, student experiences, identify standards that associate with the lesson, ask thought provoking questions that encourage discussion, and conduct a wide range of assessments such as observations. Each lesson should be sequenced so that each expands on a new skill learned. Learning activities should encourage students apply information, make interpretive judgments, and/ or synthesize information to generate knowledge and gain understanding of the larger issue (Bulgren et al., 2007; Scruggs & Mastropieri, 1994; Childre, Sands, and Tanner Pope, 2013, p. 131). Changing the way we teach, changes the outcome of learning for our students.

We want our students to be successful, but we have to be successful at teaching all of them.

References:

 Childre, A., Sands, J.R., and Saundra Tanner Pope. (2013). Article 27: Backward Design: Targeting Depth of Understanding for All Learners.  In Annual Editions: Educational Psychology 12/13, 127-135.

Lalley, J. P. and J. Ronald Gentile. (2013). Article 26: Classroom Assessment and Grading to Assure Mastery. In Annual Editions: Educational Psychology 12/13, 122-126.

Further Information:

Assessment, Evaluation, and Curriculum Redesign. Retrieved from: http://www.thirteen.org/edonline/concept2class/assessment/

Halverson, E., (2009)The “Backward Design” Process. Retrieved from: https://tle.wisc.edu/solutions/lecturing/%E2%80%9Cbackward-design%E2%80%9D-process

Using Curriculum and Assessment to Strengthen Classroom Practice. Retrieved from: http://www.pakeys.org/docs/PKC%20Curriculum%20Doc.pdf

Wiggins, G., McTighe, J. (2005) Understanding by Design, Expanded 2nd Edition. Retrieved from: http://www.ubdexchange.org/resources/backwards.html

Technology in the Classroom

Week Four

 

            This week we had the opportunity to read several articles that discussed technology, education, and how it affects our students and their learning. The articles that will be discussed are: Article 33: What is technology Education? A Review of the Official Curriculum by Ryan A. Brown and Joshua W. Brown; Article 34: Plagiarism in the Internet Age by Rebecca Moore Howard and Laura J. Davies; Article 35: Transforming Education with Technology: A conversation with Karen Cator by Marge Scherer; and Article 36: Assessing Middle School Students Knowledge of Conduct and Consequences and their Behavior Regarding the Use of Social Networking Sites by Kite, Gable, and Filippelli. This synthesis will analyze each article as it relates to present classrooms and our students.

            In the article, What is Technology Education? It discusses the concept of technology education, how to approach the concept in the classroom (its curriculum) and what standards would be sufficient to its goals that need to be met. Technology education is to produce students with a more conceptual understand of t4echnology and its place in society, who can thus grasp and evaluative new bits of technology that they might never have seen before (ITEA, 2000, 4) (Brown and Brown, 2013, 170). The overall goal of technology education is to obtain technological literacy. There are several documents that offers definition for technological literacy but the one I prefer that is the International Technology Education Associations’ which defines it as the ability to use, manage, evaluates, and understand technology (ITEA 2006) (Brown and Brown, 2013, pg. 171).

Why should students be taught technology? Understanding technology and becoming technologically literate are believed to help students achieve a better understanding of the technological society in which they live, not through vocational or specific job training. (Seemann 2003; Brown and Brown, 2013, pg. 173) When I was in middle and high school, technology education was in the form of “computer class”. In this class, that was offered once then twice a week, taught student how to type, how to use a webcam, the internet, basic presentations. Students learn visually, cognitively, and kinetically. Computer class allows students to prepare for a curriculum that no longer requires a typewriter but information, comprehensions, and being interactive.

            In the article, Plagiarism in the Internet Age written by Howard and Davies. It discussed how students use internet sources improperly and thus at times not citing at all. Students who cannot summarize are the students most likely to plagiarize (Howard and Davies, 2013, pg. 175). The article argues that students are given projects and research activities but are ill equipped (not taught) to properly summarize and cite sources within their assignments. To help resolve this issue the article suggests teachers produce lessons and assignments that will teach them how to summarize, correctly cite, and how to evaluate sources to be found credible. The best activity that that comes to mind, in my opinion is for students to select a newspaper article, summarize it, cite the source, and then turn it in with the article to assess its validity and the comprehension of the activity. Through this assignment, teachers are able to assess students understanding on how to summarize and thus evaluate and evolve their methods to increase their students understanding and the significance at correctly using sources.

            The classroom environment changes from district to district. Today, a district can have smart boards, while others still have dry erase board. The use of technology in the classroom enables students to use various means to learn, comprehend, and practice skills being taught. They will be able to perform sufficiently in today’s society. The article, Transforming Education with Technology: A conversation with Karen Cator (the director the Office of Educational Technology of the United States Department of Education). Scherer conducted an informative interview on the purpose and methods of using technology with in the classroom. She suggests that such a classroom should consists of engagement from both students and teachers, the assignment is relevant to the material and theme, and that students have their own personal touch as to what and how they at are being taught. As we transition to a digital learning environment and each learner has his or her own device; we will be able to facilitate personalization, participation, interaction and collaboration… (Karen Cator; Scherer, 2013, pg. 178). I found this interview to be informative because it provided background information as well as reasoning to how change can happen as it pertains to technology use in education. For example, Cator was asked about professional development for teachers; her response was “…the technologies we focus on need to improve teachers opportunity to be successful. If a product requires a chunk of time for professional development just to know how to use it, then it may not be well-designed. (Scherer, 2013, 179)

            How can we protect our children on the internet? In Article 36, it discusses the negative uses of the internet such as cyber bulling, and social networks. The article also discusses a survey (the Survey of Internet Risk and Behavior) that was conducted to assess students’ knowledge and behavior on the internet. During the survey, five hundred and eighty-eight students in grades seventh and eighth grade completed as series of thirty three items. Its results raised questions and assessed that teachers, administrators, and parents need to do more to protect and inform students on how to handle cyber bulling and possible dangers. Cyber bulling removes all of the social cues that are learned through face to face interactions, and the bully and victim are left with caustic words being exchanged without and other interactions. (Kite, Gable, Filippelli, 2013, p 181) “…Students of all ages are posting personal information, conversation threads, blogs, and inappropriate pictures…” (Kite, Gable, Filippelli, 2013, p 182). But in the age of smart phones, tablets, lab tops and other smart devices, how to we get through to students? Provide information and acknowledgement of the consequences for their actions. This can only be done by teachers and parents. I have been in schools, where these devices were not being allowed within the classroom, let alone the school. It provides a distraction from academics and an open opportunity for bullying and social networking updates. Educating students on the risks they may encounter through social networking sites is paramount. (Kite, Gable, Filippelli, 2013, p 183).

            Technology in education provides both a positive and negative in terms of educating students, but it is through well-developed professional developments, education programs, and a comprehensive curriculum that students will be able to move forward and be prepared for our evolving society.

           

References:

 Brown, R. A and Joshua W. Brown (2013). Article 33: What is Technology Education? A Review of the Official Curriculum. In Annual Editions Educational Psychology 12/13, 170-173.  

Moore Howard and Laura J. Davies (2013). Article 34: Plagiarism in the Internet Age. In Annual Editions Educational Psychology 12/13, 175-177.

Scherer, M (2013) Article 35: Transforming Education with Technology: A Conversation with Karen Cator. In Annual Editions Educational Psychology 12/13, 178-180.

 Kite, S.L., Gable, R. and Lawrence Filippelli (2013) Article 36: Assessing Middle School Students’ Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites. In Annual Editions Educational Psychology 12/13, 181-185.

Further Informational Links:

John Hopkins School of Education The Center for Technology in Education (CTE) http://education.jhu.edu/research/CTE/

International Society for Technology in Education https://www.iste.org/

Individual Differences among Learners

  Individual Differences among Learners

Week Three

                As teachers, we are faced with challenges that may hinder us or make us stronger educators. This week, we had an opportunity to read articles in relation to individual differences among learners. I read the following articles, Improving the Way We Think about Students with Emotional and/or Behavioral Disorders by Kelley S. Regan; Social and Emotional Development of Gifted Children: Straight Talk by Tracy L. Cross; and Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference by Hani Morgan. I chose those articles because I felt these topics served as great resources to use within my classroom. My school is very diverse. Families come from different economic and cultural backgrounds. I have nineteen students, two of which have IEP’s and four that are in observation in order to receive services. This school year has had its challenges but with an exceptional co teacher, school administration, and parents’ support and partnerships, we were able to move forward to provide a more positive, safe, and fun classroom environment.

               Have you ever come into your classroom in the morning, and that one child will run up to you grabbing your legs trying to hug you all the while your purse in one hand and coffee in the other, inside you are screaming “Why did you have to come to school today?”.  But you are able to find the words to say, “Good Morning! I am so happy to see you!” I trust that many teachers have had those same mornings. It’s ironic to think that although it is a new day, something, one little line, during the course of the day will create an episode. In the article, Improving the Way We Think about Students with Emotional and or Behavioral Disorders, Regan describes four ‘considerations’ reflection, relationships, roles, and resources, that will help to improve how teachers may manage their own mental thinking when working with students with emotional and or behavioral disorders (EBD) to have effective classroom management. As Regan (2013) stated, “when struggling to manage the behaviors of a particular student or class, reflecting on our own perceptions and skills is necessary” (p. 61). More importantly, watch your ego! As teachers, we feel that if we can’t manage one student how we will manage the rest. No one can control another individual’s behavior. However we as teachers can attempt to manage student behaviors. (Reagan, 2013, p. 61). Power is being tested and to save face our voice tone may rise and adverse reciprocal dialogue with the student will take place with an audience (the class). I found that it is not the best route to take with a student. Have them sit by themselves until they calm down, after then talk to him calmly and ask questions so that they may come up with solutions to fix the problem. The article also suggested observing the student to see what interactions may cause disruptive behavior. Students may also be acting out due to issues at home. It is best to provide individual behavior plans, collaborate with other teachers, and talk to parents to helps manage behavior. But most importantly, to move forward a relationship must be established with the student so that they know you are there for them. Students with EBD should be given step by step instructions of how the day will go, and rehearse routines within the classroom to set them up for success. Give them constant feedback during lessons and transitions, doing so will increase their self-confidence and provides a clear sense of achievement.

           In the article, Social and Emotional Development of Gifted Children: Straight Talk by Tracy L. Cross, it discusses the topic of gifted students. Who are gifted students, why do we put so much emphasis on them, and are we supplying them with suitable resources to grow. At the age of three, my daughter was able to plug up her DVD player to the television. Watching her attach the three color coded cords in the back of the player to the three color prongs in front of the television correctly, amazed me, does this mean my child is gifted? No. According to Cross (2013), gifted or talented students are identified on the basis of their achievement in a specific domain. (p. 87). Educators have an important job to influence students and help them discover and develop their potential through engaging conversations that are thoughtful and require critical thinking. The attempt to get to know students through meaningful interactions helps to establish a trusting relationship.

In the preschool class, there is a student, she is Hungarian. She does not speak much at all but was informed that at home she speaks fluently in her native tongue. Her parents just moved to Philadelphia and wish for their children to be immersed in the culture and be taught the language. When she is comfortable, she speaks just a few words. Through non-verbal cues, she is able to answer questions by simply pointing or demonstrating a task. She will be transitioned into my class in August and I am wondering what methods that I could do that will make her more comfortable to speak and that she is grasping and retaining the information that is being taught. In, Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference by Hani Morgan, it discusses possible conflicts that could arise while culturally diverse students are learning and collaborating with others. I always found it best in the beginning of the school year to send out a getting to know you packet in which students are able to talk about family activities, traditions, language, and foods in their household. Also it gives them an opportunity to present their assignment in front of the class so that members of the class can get to know their classmate and their family. It allows the opportunity to build community, respect, and tolerance in the classroom.

Teachers wear many hats. It is up to us to use each one efficiently and effectively to create safe, healthy learning environments for our students and their families.

References:
Cross, T. (2013). Social and Emotional Development of Gifted Children: Straight Talk. Educational    Psycology, 87-88.

Morgan, H. (2013). Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference. Educational Psycology, 93-95.

Regan, K. (2013). Improving the Way We Think about Students with Emotional and/or Behavioral Disorders. Educational Psycology, 60-65.

Inspiration from the Little Things
 Week Two

 

Have you ever had that moment when you are teaching a lesson and that one student blurts aloud “This is boring!” You are at a standstill, you think of something nice to say but the only words that come to mind is ‘How?’ As teachers, we learn that not all children are the same. They do not learn the same. They have their own way of learning. I had a four year old student, a couple of years ago that the only way that I found effective to teach him colors was through cars. He loved them wore them in some degree every day. Carried his special red convertible in his pocket just to keep him calm throughout the day. He spent his learning center time in the block center to make a car track. But in one on one and small groups he was not able to identify colors for me except red. One day, I brought in a race car pack filled with various colors and sizes of cars. That morning, I worked with him in blocks and we played with each car. I also had the color poster for him to look at and compare. Each time before he got another car to play with he was asked to find the color on the poster and say it aloud. I then pointed to a color on the poster and had him find a car that has the same color. Working with him individually for nearly a week and a half, he was able to identify nearly all primary and secondary colors.

Teachers are not robots. We cannot expect students to learn just based on information from a textbook. We have to individualize learning in order for our students to learn, comprehend, and demonstrate the information given. A worm found in a play yard can inspire a whole lesson of worms and decomposition. Or a hawk in a tree, could inspire a week long lesson of bird watching. Or a student asking why do we use sun tan lotion in the middle of circle, could inspire you to spray a half of a piece of construction paper with suntan spray and have the other piece (control)  beside it outside and see any changes within a few hours. If a teacher is not inspired by their own inquires let alone their students, then why be a teacher? The greatest teachers learn from everyone in their world. (Cauley and Pannozzo, 2011, p. 4).

 

 

Cauley, K and Gina Pannozzo. (2011). Inspired Responses. Annual Editions: Education Psychology, 2-4.

 Eggleton, P. J. Motivation: A Key to Effective Teaching. The Mathematics Volume 3 Number 2

 Retrieved from: http://math.coe.uga.edu/TME/Issues/v03n2/Eggleton.pdf

Inspiration for Teachers. Retrieved from: http://www.squidoo.com/inpirationalteacherquotes

 

Molding Our Future
Week One

Are You Being Effective?

 

When you become a teacher, you are no longer just a member of society but a vessel of information and reform. Influencing and mentoring young minds to become productive, respectful citizens of society. Students look not just to their families but to their teachers to understand and develop their interdependence, social, emotional, morale and empathy skills. Adolescents seek guidance and nurturing not just from their parents but from teachers as well. That bond of trust and dedication between the two parties enables developmental success for both persons.

While reading the articles, within the unit, all have a common message- as educators we have a lot of work to do and our students are effected from our efforts and lack thereof. Moral and character education needs to engage students in activities that help them acquire regular habits of various behavior. (Damon, W. 2013, p. 56). In my classroom, during morning meeting, we discuss negative behavior in the classroom that have caused some distress such as hitting, name calling, not sharing, lack of patience, and tattling. I ask students what would be a good way to handle these situations. Some responses may to be walking away by saying how they feel, and or discussing each action that occurred to understand both sides to a conflict. After students are randomly selected to “act out” conflict situations by first showing the wrong way on how to do something then the correct way in order to resolve the issue. Through this methods, we are able to observe and help eradicate forms of bullying and misconduct within our classroom. It is thus important to teach tolerance for differences and appreciation of diversity and the value of multiple social norms and ands social identities cohabiting the same school environment. The effects of teaching tolerance may last a lifetime. (Graham, S. 2013, p. 52).

As a teacher, my number one job is to keep my students safe. Providing a safe learning environment where they can grow cognitively, socially, emotionally inert to be prepared for societies’ challenges.

 

Cauley, K and Gina Pannozzo. (2011). Inspired Responses. Annual Editions: Education Psychology, 50-57.

Pacer’s National Bullying Prevention Center: The End of Bullying Begins with You.

Retrieved from: http://www.pacer.org/bullying/?gclid=CND_pdLv2rcCFY-Y4Aod9xQAWQ

Swearer, S. (2010). Bullying: What Parents and Teachers Can do to Stop It?

Retrieved from: http://www.apa.org/news/press/releases/2010/04/bullying.aspx

Week One (Substitution) 

Traumas Impact in the Classroom

 

                 It was an average sunny day during recess, students running, riding bikes, and having “clubhouse” meetings under the play set equipment. A group of students came up to me and asked to play tag. It turned out they wanted me to be “it”. Luckily, my co teacher and I had a small group that day. I proceeded to chase and I caught several students. As I went to catch another, I touched the student’s shoulder; big mistake. “Get off of me, you b@#%*h!” The whole school yard was at a standstill. My jaw was nearly on the floor. A wonderful six year old, with a foul mouth. As I started to redirect her, she began running around the yard, yelling at the top of her lungs “stupid!”, “c@#$t!”, “a$$&#@~!” to name a few. My co teacher and I had to chase her around the playground and thankfully her mother walked into the playground to see what had occurred. Her mother was calmed but wanted to know what triggered it. I explained to her the game and how I touched her shoulder. Her mother asked me if I knew the story of what happened to the little girl. I was then informed that this student had been sexually abuse for many years and was receiving treatment for the incident. I can only imagine what she could have done if it was a student that touched her instead of me.

Obstacles in the classroom takes many shapes and forms. In forms of language barriers, cultural differences, environment, and trauma. Trauma can be produced through several events: child neglect, abuse, school and community violence, domestic violence, homelessness, bullying, traumatic loss, medical trauma, natural disasters, terrorism, and war. (Curtin, 2008; Internet) As a result of these traumatic events, students behavior may suffer and will be evident through language and communication difficulties, decline in academic performance, social and interpersonal skills halted and or decreased, lack of focus, and lack of self-esteem to name a few. But due to these behaviors, some teachers tend to quickly label a child rather than take the time to get to know the student as an individual.

“Creating Trauma- Sensitive Schools: Reducing the Impact of Trauma as a Barrier to Student Learning” is an article that addresses the importance of proper methods to teach students that may have suffered through pain or lost in order for them to be effective learners and determined teachers. Through acknowledgment, respect, proper trainings for teachers, collaboration with outside support services and a mutual understanding of the issue at hand. This approach is agreeable because teachers are able to identify “signs” of abuse, use resources to make assessments, and discuss the issue privately. In my experience, a hug will not always resolve the issue of misbehavior, but rather talking to the student and not at them. Effective communication and informative education is the key to succeed with students and their peers in the classroom.

Curtin, Jenny C., (2008) Creating Trauma-Sensitive Schools: Reducing the Impact of Trauma as a Barrier for Student Learning. Retrieved from http://www.istss.org/source/stresspoints/index.cfm?fuseaction=Newsletter.show

National Child Traumatic Stress Network-Child Trauma (2013) The Effects of Trauma on Schools and Learning. Retrieved from: http://www.ncstn.org/print/80

(Still awaiting for textbook)