Group items tagged

This article discusses the need to create a physical education program that is student-centered as well as standards based. The authors briefly discuss the Integrative Model for Learning and Motivation. This model focuses on three psychological that need to be present in the learning environment for students to achieve: autonomy; competence; relatedness. The thoughts expressed in this brief discussion can be used in all classes to help create an optimal learning environment that motivates students to learn.

Intrinsic motivation is clearly an issue with students in our data. The data shows that they often choose not to participate in assessments, which clearly demonstrates that there is no motivation from within to receive good grades. The models discussed in the article can be used in all classrooms, not just P.E.

This article describes the report of a 4 week study of the English reading comprehension of struggling readers. The research used technology to decrease achievement gaps in reading. Thirty 4th-grade students read narrative and informational hypertexts that contained vocabulary, comprehension strategy supports, and text to speech read aloud features. In the process, vocabulary and comprehension achievement was observed in the students. The results in this article suggest that struggling readers and Spanish-speaking ELLs used technology and beneficiated by learning vocabulary and effectively applying reading comprehension strategies.

In reading this article it was quite interesting to me the successes that occurred when the school incorporated the use of a technology based universal digital literacy (UDL) tool. The digital text coupled with vocabulary support was instrumental in the success of these students. It is also important to note that the stories given to the students to study were a blend of folktales that represented many different cultures rather than strictly from the US. It is important to note that when ELL students and struggling readers are given text or material that is relevant to their own culture they are able to access prior knowledge to make connections to the new material. The supports utilized in the study were the initial discussion of "power words" that are prominent in the text. The mid reading strategy is a support to develop comprehension by prompting students at the end of each page to stop, reflect and summarize/predict then being prompted to give a written or recorded response. These activities are able to be tracked using the technology thus furthering a teachers ability to interpret student needs and supplement with various strategies in the classroom. An important element to this programs success was the training of the teachers on the UDL technology.

This Edutopia post discusses arts education having intrinsic value and its effects on achievement gaps.

Art education can lessen the achievement gap, specifically with students from low socioeconomic backgrounds (SES). Unfortunately, an 'opportunity gap' exists with low-income students, which makes them less likely to have access to art education as compared to their higher-income peers.

This article discusses how professional development for teachers will help close the achievement gap. This blog centers on how the improvement of teaching practices will best assist students and that there should be universal teaching strategies. EDTC 615. k-12

Details 4 critical ways in which we can improve the quality of instruction by focusing on improvement as instructors. Standardizing practices, strategies, assessments, etc. Interesting read and turns the system around to look at instructors what we are able to change.

This article is great at recognizing necessary checks and balances for teachers. Changing standards will not along close all of the achievement gaps. The improved curriculum must come with a way for teachers to know they are delivering appropriately and sufficiently.

This article discusses academic vocabulary and how it can have an impact on the achievement gap.

This article discusses the relationship between achievement gaps and literacy gaps. As many students enter high school with low literacy skills, they become frustrated and struggle with the vocabulary needed to excel in math, science, social studies and other classes. As teachers, we need to help students to build the vocabulary needed to excel in all subject areas.

This article focuses on a potential root cause for the achievement gap, which the authors identified as the language and literacy gap. When students lack the language necessary to access the material in math, science, or other specialized classes; it can be difficult or overwhelming to try to bridge that gap in the classroom. Teachers need to do a better job of incorporating and explicitly teaching the academic language needed to be successful in the subject area in question. The process can start more general before leading to content specific "jargon," but the important thing is to expose students to the language frequently.

This article shows the success a group of schools have in teaching instruction when there is a purposeful, intimate focus on individual teachers. When teachers are given proper tools, instruction, and guidance, they will succeed in instructing students and therefore a greater percentage of students will have a better understanding of what is being taught.

Focused teacher development is needed to achieve student success! This is 100% true and this article talks about this in a great way. Great find!

I found this article helpful in the importance of providing individualized professional development to teachers so they are able to grow their practice around targeted skills students need to master.

I selected this article because I was curious to learn how the authors investigated the student achievement issue with their student centered (experiment) group and a teacher centered (control) group comparison study; all while being supported by the curriculum, teachers, and professional development. The student centered group engaged in the use of drill and practice of computation based on the school's mathematics curriculum, in addition to an introduction to the use of presentation software. Meanwhile the control group focused only on the teacher instruction. Moreover surprisingly based on the results of the study, the students involved in the Computer-Assisted Instruction (CAI) experiment group did not have a statistically significant positive influence on student achievement. Jennifer Smith

This resource provides three ways to help close the achievement gap for SPED students. Even though it is only three solutions, I think they are attainable and be be useful in our teams exploratory question. I specifically like the last one as it brings attentions to IEP goals being measurable and aligned with standards. This is extremely important because it takes collaboration, team teaching, and differentiation. Lowering standards is not acceptable and as educators we have to strive to meet the needs of all students. It even talks about ELL students!

This article talks about seeing all students as part of your classroom. I personally like how it lists things to think about when instructing students. Although some will think these are no brainers, its always good to reflect on yourself as an educator. Especially when it comes to students with IEPs and 504s. I also liked how it reminds educators to reflect on the whole student and think about forces outside the school that greatly affect the students performance in the classroom.

This article focuses on simple things that teachers should keep in mind when trying to close the achievement gap. It reminds teachers that they don't need to make grand, sweeping changes; just doing some small things can have a major impact in terms of both the instructional and achievement gaps. The steps include using data more effectively, reflecting on your own choices in the classroom with a purpose, staying open-minded and avoiding assumptions, ensuring that the class is academically and culturally relevant, and developing positive relationships with parents. These are not necessarily ground-breaking ideas, but they are small enough that they can be effectively implemented relatively quickly and then fostered more to help close those gaps for students.

I enjoyed this article as it gives very simple ways that teachers can do a better job. It also confirms what I've known to help by making more culturally friendly lessons that students are more accustomed to as we try to scaffold concepts that are foreign.

Explicit, intensive, persistent instructionTo become good readers, most students require explicit, intensive, and persistent instruction.[1] In explicit comprehension strategy instruction, the teacher chooses strategies that are closely aligned with the text students are reading.

(Week 7: Adiatu, Julie, and Heather) This journal article was found by Adiatu on Diigo, and is accessible through the link given above by accessing readingrockets.org. The journal article is focused on elements of effective reading comprehension instruction. The authors of the article state that effective comprehension instruction is when students "are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what they read." (readingrockets.org) The article discusses various instruction strategies that students can also use independently in their learning; for example - thinking aloud. This journal article is useful to teachers in that it provides useful information on how to select appropriate reading materials for students, and it suggests instruction practices that motivate students to read widely in order to reach higher literacy levels. This journal article is useful to our group because the teachers' artifacts are based on the reading comprehension and vocabulary gaps of their students, and they are currently implementing instruction techniques to achieve SMART learning goals. Reference: What is effective comprehension instruction? (2009, January 2). Retrieved from http://www.readingrockets.org/article/what-effective-comprehension-instruction

This article describes the need to address the cultural gap that exists in our society. The author focuses on a first grade teacher, Lauren Mead, in Kirkland Washington and her journey to connect with her students on a deeper level. The article goes on to highlight sentiments from other educators about cultural awareness. The remarks of one teacher were very profound: "First and foremost, let your students know that their lived experiences are valid and valued. They have every right to hold on to who they are, what they know, and what they live, even if sometimes they have to stop and work through differences," he says. "But you also have to show them how to navigate our school culture so they can succeed." Understanding that more than achievement gaps exists in our classrooms will help educators engage students and begin to see progress in closing the learning and instructional gaps that are present.

Wow, very interesting article. I agree with the article in that it is important to value your student's diversity. I have a melting pot of students in my class and I am trying to get to know each family on a deeper level. This will allow me to make connections with this student and hopefully understand any barriers that may be relevant to their learning.

Instructional and Learning Gaps aren't always attributable to pedagogy or technology. I find it's more often the teacher-student relationship.

(Week 7: Cathy, Sheila and Suzanne) This journal article is accessible though the link given above by accessing the UMUC library. This journal article discussed the connection between metacognition and cognitive retention dependent on particular Biology teaching strategies. The article focused on four strategies, Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw and direct teaching. The article explained how PBL/Jigsaw leads to greater metacognition skills and therefore the students will be more successful learners. This article can help teachers identify student learning gaps and incorporate learning strategies that aid in metacognitive skills and also increase cognitive retention. It also examines how student motivation and leaning styles and cooperative learning strategies can help self-esteem and student achievement. Palennari wrote that metacognition makes students become independent learners that can manage and plan their learning process. "Self-regulated learners are responsible for their own learning progress and adapt their learning strategies reaching demands completely." (Palennari, 2016) Reference: Palennari, M. (2016). Exploring the correlation between metacognition and cognitive retention of students using some biology teaching strategies. Journal of Baltic Science Education. 15(5). Pp 617-629.

Author Rebecca Alber shares six scaffolding strategies designed to provide successful learning experiences for our students. Teachers can use these to support our diverse learners.

(Week 7: Michele, Ericka and Spencer) This article is accessible through the link --> https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber. This article focuses on a learning technique called scaffolding. Used as a precursor to differentiated instruction (DI), scaffolding involves chunking the lesson into parts so a higher level of emphasis can be placed on information the teacher desires the students to learn. In the article, the author, Rebecca Alber, provides the reader with 6 strategies to use in their lessons that can incorporate the learning tool scaffolding. To determine the scaffolding strategy, the author emphasizes the use of the zone of proximal development (ZPD). "The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance." Some scaffolding strategies include pre-teaching vocabulary, fishbowl and use of visual aids. Teachers can use scaffolding in class to help encourage higher level thinking which allow students to better understand the information and skills learned in class. Additionally, teachers who do not have the resources to DI (space, time, additional teacher support) can use scaffolding strategies to aid in meeting the educational needs of all their students. Although one strategy does not work, the author emphasizes the importance of trying other. Reference: Alber, R. (2011). 6 scaffolding strategies to use with your students. Retrieved on October 23, 2018 from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber EDTC615 Fall2018

This article offers suggested ways for educational systems to mitigate the achievement gap among minority students. Th author suggest that schools should encourage teachers to engage in instructional practices that specifically accommodate their minority students. The author offers a methodological framework for this approach called Hierarchical Linear Modeling.His study investigated the instructional practices that reduce the achievement gap among the minority population. Findings revealed that even when taking student background into account, various instructional practices can made a significant difference in closing the achievement gap.

This article talks about Bloom's belief that differentiated instructional approaches blended with varied amounts of time for completion for each student individually will lead to higher achievement among students. Bloom referred to this instructional variation and differentiation as mastery learning. Mastery learning can lead to higher academic achievement, increase in student confidence and increased engagement in classroom settings.

(Week 7 Jason Caputo and Ericka Posey- Group 8) This article is available through the UMUC library through the permalink above. This article examines a teacher directed model for closing achievement gaps. It explains why administrator driven directives and extensive scripting of curriculum are not always successful in closing achievement gaps. It explains the "risk is that prescriptive, bureaucratic approaches will drive talented and thoughtful teachers out of specific schools or the entire profession"(Levine and Marcus, 2007) However, it also points out potential flaws in systems without some oversight of teachers. In the case study presented, teachers avoid asking tough questions about instructional challenges, methods, and expectations/standards. Despite their good intentions and implementation of some effective strategies, during their team meeting/PLC time, "requests for help occurred around specific students or parents; teachers did not use this particular forum as a site for seeking help with core instructional challenges" (Levine and Marcus, 2007). While they are able to reduce some of the achievement gap, there is significant room for growth in their professional practice. The protocols discussed in our course address this, as they provide a professional and polite way to ask challenging questions about professional practice. References Levine, T. H., & Marcus, A. S. (2007). Closing the Achievement Gap through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning. Journal Of Advanced Academics, 19(1), 116-138.