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froseparker

The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School - 3 views

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    This article is a case study on how better teacher preparation for instruction and assessment of writing can lead to improved writing instruction.
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    (Week 4: Frances and Claudio) This article is accessible through the link given above. This article focus on teachers ability to improve their instruction skills by eliminating their weakness to overlook students needs by pretending the problem is non existent. It focus on the inconsistencies of teachers' techniques for class deliverance and the missed learning opportunities for students. The readings present that students are not always given the opportunities to write or be assessed in the context of classroom instruction by teachers who feel uneasy on how they deliver the class subject. Other areas of the article points out that students get low exposure to variety forms of writing and become in prepared when there is a change in writing format.(Graham & Perin, 2007; Hillocks, 2008). Through the SMART goal, Group#4 can utilize some of the examples by providing opportunities to students by offering different writing assignments that are more realistic to meet writing abilities of the students. Students will be more in line with the SMART goal if they are allowed to provide the feedback to the teacher once the assignment is complete so they can see their own improvements. Also, teachers can improve in the teaching efforts and will be able to provide the appropriate assignments to those students who extra help which will move the teachers' uneasiness about their preparation to teach and assess writing at different learning levels. Read, Sylvia and Landon-Hays, Melanie M. (2013) "The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2 : Iss. 2 , Article 3. Available at: http://scholarworks.wmich.edu/wte/vol2/iss2/3
trplm06

Standards In Practice: Instructional Gap Analysis Strategy - 24 views

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    This presentation talks about instructional gaps and how they relate to a cycle of low achievement. There is a tendency for assignments to fall further away from the appropriate grade level. Following the Standards in Practice (SIP) model, teachers will be able to close an instructional gap and make assignments more rigorous in order to provide students with the instruction they need to obtain proficiency.
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    This is FANTASTIC resource for teachers to use as a guide for addressing instructional gaps during a data cycle! Thank you for posting this!
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    I like the example assignments they gave from the grade 7 assignment to show that students can and will only perform to the level of the assignments they are given.
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    Great resource! I was part of the group who didn't realize the significance of the Instructional Gap. This presentation did a great job in showing the importance of understanding the Instructional Gap and how we can work in closing that gap.
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    This was a very interesting read. It reminded me of some of the changes we have put in place in my department as a result of the PARCC. We have definitely had to revisit how we teach and what we are teaching, as well as how it aligns to our standards. One issue we faced was that students could not make heads or tails of the grade level writing prompts. Our mentor teacher did a great series of professional developments for us that gave us some strategies for helping students unpack questions. It makes it much more manageable for the kids.
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    This resource is excellent for examining instructional gaps. In my program sometimes I feel as if there is no reason to the rhyme. I may use this method to determine exactly what I want to get out of each lesson. Since I am not the lesson planner (my curriculum specialist does it) It is hard to understand why some of the lessons are provided and what they need to know beforehand. This article provided a tool to use for that.
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    In this resource it states, "Students can do no better than the assignments they are given..and the instruction they receive." While analyzing my data, I found a instructional gap that I need to address in future lessons. This resource will be a great help to me.
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    This presentation is a great resource. I like how it gives specific examples on how to expand an assignment to help students become successful in the classroom. The graph showing the difference in a grade level assignment vs a grade level standard was very telling. If we fail to push our students inside the classroom, we are setting our students up to fail when they are given grade level material on a state assessment. It is important that material given in the classroom matches the standard they will be assessed on later.
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    This article provides an overview of instructional gaps and how to expand assignments to ensure we are teaching and assessing students in way that provides good instruction. It was a helpful overview that provided me with great thinking points and a clear structure on how to move forward.
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    The article was a lot of help. I typically gave lower level readings to my students that are ELL's so they can understand their concept as their reading levels are typically lower. I'm going to try more with the SIP model to see if students will rise to the occasion.
danicajustsen

Improving Student Writing Through E-mail Mentoring - 2 views

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    This article makes a very good argument for incorporating e-mail into the classroom to improve student writing. The author explains how students are often bored with traditional writing assignments and editing/revising sessions using Microsoft Word (even though this is technology, it is less interactive). The author explains how having a second party on the other end of the email who will be reading their work encourages students to carefully proofread and make edits/revisions as necessary on their own before sending the e-mails. Students were also more interesting in the authentic writing tasks that e-mail communication allowed (such as writing to professionals in their fields of study/interest and receiving real responses). The author gives a plethora of ideas for utilizing e-mail to improve student writing in various content classes, including Language Arts, Math, Foreign Language, and Social Studies. Kristine and I found this article and are hoping to work in this strategy/component into our Data Action Plan (although we previously did not list it as a strategy to help with our SMART goals). WEEK 7
taylie27

Using computers widens the achievement gap in writing - 5 views

"Low-performing fourth-graders do poorly in writing tests given by computer, but high-performing students do better" What if the reason why students are struggling with writing assignments is how ...

achievement gap writing computers paper tests EDTC 615

danicajustsen

Strategies to Improve Student Writing - 3 views

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    This article attempts to explain reasons why students' writing suffers, why this has become a crisis in our society, and ideas about activities which teachers can have students complete in order to improve their writing quality. The article explains that most of the writing students are asked does not require them to revisit it or lacks depth. The writing activities suggested by the author, such as having students read aloud their work to peers or having students write rhetorical questions, will not only engage students but also require their careful thought and result in improved final drafts. Kristine and I are considering some of these ideas for our Data Action Plan. WEEK 9
margarita_lp

Adapting Curriculum to Learners' Needs | EL Education - 11 views

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    My SMART Goal: "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." - This resource video on adapting curriculum to learners' needs could assist in differentiation the strategies and activities done in class for students with varying special needs to close their achievement gap since they are not currently receiving many of their needed accommodations.
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    The SMART Goal I will be using: "By the end of the four week close reading intervention, 80% of students will be able to demonstrate improvement in their writing ability by composing a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30 min session". Planning Protocol: I would evaluate this video as a Rigor and Relevance of 4 as each student has an opportunity to engage with the content through differentiated activities suited to their individual learning needs. I feel this particular video was very useful in demonstrating various strategies for differentiating the lesson content to make it accessible to learners of various levels of proficiency. These methods could be extremely helpful in differentiating the content of my SMART Goal to ensure that every student has a opportunity to improve their writing skills according their level of skill.
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    Planning Protocol: Impact on Learning would be a good reflection on this video because the instructor is differentiating the lesson based on the data she has to make sure each student has some type of impact on his or hers learning. I think differentiating the lesson will have a huge impact on each students learning. The SMART Goal that I will be using is "Students will be able to solve an on-grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period." I think this video will be a great instructional tactic because the lesson is differentiated based on the student. With the data the instructor has, the student will be able to receive more help that will help them respond and defend their work on grade level. With students that need more help with sentences.... a sentence starter can be used to help support them.
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    From the Planning Protocol Rubric I choose to relate this video to the dimension "Rigor and Relevance": At the Highest level-Students think and work. All students in this video are being challenged in very different ways this leading them to think and work independently and collaboratively. This teacher does a phenomenal job at differentiating her material on all levels. All students are doing the same work on the reading assignment however the avenue in which they give there response are different. She is able to give each student the support they need ahead of time so that students don't feel singled out. By doing this the students often feel empowered to be able to complete the assignment because they know the supports they need will be available to them. This also allows the teacher to go directly to the students who need extra support because the higher students have the challenges they need as well to not become board with the lesson. The SMART Goal I am focusing on this is one of my team members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Our team could defiantly translate the instructional tactic used in this video to the above SMART goal. The teacher in the video is targeting specific learning goals in her instruction by reaching students at their specific needs and helping guide them all in the same direction teaching the same topic just in different ways. The above SMART goal is all about targeting instruction for the PARCC assessment to improve students scores. All students will have to take the same assessment however the supports they need along the way will be different.
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    This video had some great ideas especially about differentiation that could be used for me to achieve my SMART goal of 100% pass rate for standardized English Language tests amount a targeted group. The teacher's method of pre-arranged assignments to prevent students from feeling singled out is very clever, and especially important for students in that age group. I could see myself adapting these strategies for use in many different classes. From the dimension of 'teacher friendliness' I do think these tactics are not necessarily teacher friendly, but they sure seem to be worth it if it means positive student outcomes.
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    EDTC615 Fall2018 Group 6 Dimension: Teacher Friendliness My SMART target goal is the percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%. The instructional tactic I will use from this video is teacher friendliness. In the video, the teacher displays high level of support, and maintenance with the students. She showed how she provided materials to the students and go over the materials in the class. She also does some great prep work as well. She was seen going around the students table to provide supported as needed. This is very relevant tactic that can be used by my team. The data we both presented covers teaching Microsoft suite-excel, access, word and powerpoint. The instructional style boarders greatly on simulation training, grader activities, grader projects and hands-on practice. In this regard, it is important for the instructor to provide high maintenance and support the students as needed. For instance, during simulation training, the instructor needs to go around the class to assist individual student as needed. The instructor should also provide students will relevant materials and resources to help them achieve success. For instance, in meeting this goal, during our review, we realized that we should teach the topics using 2016 applications as against 2013 applications. This guide of quest was born out of our desire to promote students friendly learning environment. EDTC615 Fall2018
mbnorthark

Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views

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    this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
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    Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates.
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    Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) My partner's SMART goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task.
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    Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
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    Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
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    Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion.
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    Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
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    This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually.
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    I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.
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    This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
froseparker

Why Are You so Worried about It? Struggles and Solutions toward Helping Students Improv... - 2 views

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    (Week 4: Frances and Claudio) This article is accessible through the link given above by accessing the UMUC library. This presents information on how to improve writing skills of students in an English class as well as discuss the strategies on how to improve writing skills, common errors and mistakes that are made by students and the importance of setting writing goals to accomplish improvements. This article can be very resourceful from a SMART goal prospective because there are some measurable tactics that are identified for student writing improvement through classroom activities and projects that are designed by a teacher. It offers detailed improvement processes that are also measurable to help sort out the errors students acquire in their writing assignments but identify ways to work toward improvement. This article would be an asset to Group#4 because it offers activities that are time bound and give a more realistic approach to identifying the weakness of students through a more energetic process. McBride, S. (2000). "Why Are You so Worried about It?" Struggles and Solutions toward Helping Students Improve as Writers. The English Journal, 89(6), 45-52. doi:10.2307/821262
donero37

Closing the Achievement Gap - Educational Leadership - 38 views

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    In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators.
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    Caryn, I like that this article not only realistically talks about the historic and growing achievement gap, but that it also provides potential solutions. Not surprisingly, most of the solutions whether they be standards, curriculum, or teacher-based are all easily manageable. The only trick is to actually get some forward momentum on this decade's old issue. Victoria
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    Caryn, I'm reminded of the old educational psychology experiment where teachers were given false information about student abilities. Teachers who were told that a class was full of 'high performing' pupils ended up doing more high end assignments and pushing the students to do better while teachers were told their pupils were 'low achieving' did remedial assignments and barely pushed them to improve. I teach in a very diverse and low SES school, but I always do my best to assume that all of my students are able to do the high level work I assign in Physics. I also agree whole heartedly when then article claimed that teachers have to give extra help to students who are already at a disadvantage. My students do quite well when they apply themselves, but often that means they have to see me during lunch, after school, or even on Saturdays (when I work at a Saturday school program). Many students have jobs to help out their families or need to be home right after school to babysit siblings or to cook supper, etc. I find that the more time I can devote to being available to students, the better my classes perform. I must say however I would like to see an update to this. When it was talking about the lack of progress of students in the 1990s and then discussed 'data in the last 5 years..' I had to scroll up to the date of the article. Being that it is almost 15 years old, I was sad to see how many of the gaps still exist in our schools...
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    Combining standards, high standards for all learners and highly qualified teachers helps to close the learning gap.
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    I was very interested in this article because I teach at a title 1 school in MCPS. Majority of my students are minorities or low income students. Our FARMS percentage is extremely high. I do not mean to repeat what Caryn had posted earlier but I mean to piggyback on her comment "To increase the achievement levels of minority and low-income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers." I know this to be true in my classroom. For my students I have to high expectations and structure. I have to present them with a challenging curriculum. I need to devote myself and give them all I can. But, progress has come to a halt, which happened around 1988, and since that time, the gaps have widened. To me that is frightening and it makes me want to act immediately. "Because if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." People need to not be afraid of talking about the data, addressing the data, conquering the data. But in order for none to take offense everyone needs to know the correct data. Before speaking, people need to be educated. There simply cannot be "downright wrong-notions about the whys beneath the achievement gap." This article is great and goes on to give us proper data. It informs us of what needs to happen in order to close the gap: standards are key, all students must have challenging curriculum, students need extra help, and teachers MATTER A LOT.
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    Looks into why the instructional gap has widened after 1988 after having been narrowed the previous 18 years.  Offers patterns and key concepts to look at when trying to understand how to close these gaps.
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    I thoroughly enjoyed reading this article as it relates to the student achievement gap. I currently teach at a Title 1 school in Prince George's County where majority of my students are working at a level below their perspective grade. This article does a great job breaking down the statistics and providing steps to move forward in solving this major issue. Lesson 1 spoke to me directly because the teaching and comprehension of standards are the building blocks of students growth. I reinforce the focus standard(s) of the week by way of intervention, homework, informal, and formal assessment. This article is very VALUABLE!!!
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    I love the lessons outlined in this resource. I especially like how Lesson 4 places a focus on the teachers and how they matter. In impoverished schools, many times the most qualified and effective teachers do not want to be there, therefore limiting the quality of teachers present. It is unfortunate that this happens but it is very common.
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    Helpful article on closing the gap with low income and minority students.
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    While this article came out too long ago to have up to date technological solutions, it still offers a brief, helpful framework for looking to improve classroom outcomes.
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    Excellent resource laying out the achievement gap problem (with data) and valuable solutions to close the gap.
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    This resource does an excellent job of breaking down and making sense of the achievement gap. When the numbers are presented in this way, it makes it clear just how wide that gap is and how worrying it is that the gap is once again increasing. The most interesting piece of the article was the stark contrast in the reasons for the gap between adult stakeholders and student stakeholders. The adults appear to place blame on factors beyond the classroom that are difficult to control, while the students highlight the growing concerns within the walls of the schools that are much more actionable.
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    The points in this article are personal to me as I teach adults at a Community College. In every cohort that I have 50% of my students have difficulty writing a cogent paragraph and 90% of them have never heard of an academic journal. While this is not part of my curriculum, I also teach these things. My students need to be sent into the workforce being able to participate in conversations in the workplace.
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    The article really breaks down what happens to students during high school where they fall behind to move forward in attending college. One thing they mention is test scores. To attend college students have to take and pass a standardized test that determines of they will get into college and what college they can get into. I believe community college is a great way to bridge the gap between high school and a university. There they can determine a major and may attend school part time while still working. This gives them the time to determine what they want to do in life while still being able to survive.
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    We should understand how race, poverty and the environment influences a child's potential in education before they even start Kindergarten. But like a disabilites or inequities there is diversity in the factors that cause these disparities and our solutions to remedies these gaps must offer a multifaceted approach. An approach that offers rigors instruction in the classrooms, access and guidance for continued learning at home and within our communities.
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    This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met.
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    This a great resource for every teacher.
melrichardson21

Exit Tickets | EL Education - 15 views

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    "At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
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    My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
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    This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
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    Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
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    SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
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    Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
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    Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
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    Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
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    I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
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    Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
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    I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
comaracopley

Vocabulary: Costa's Levels of Thinking - 0 views

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    This artifact is an AVID student handout with Costa's 3 Levels of Thinking. It includes key words to use in your questions to help guide you to create different levels of questions ranging from basic remembering and understanding to creating and evaluating. Students will use this handout to develop the questions they create for their class Cornell Notes, Essential Questions and Cornell Notes they write for their homework reading assignments.
Bruce Wilson

Free Online Idea Management and Collaboration Service | Wridea.com - 1 views

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    A teacher could use this in his or her classroom to help students brainstorm ideas in the writing process. I have used googledocs to insert a pre-writing template for students to complete prior to some writing assignments which fulfills a similar purpose. The resource could also be useful in helping you keep your agenda or priorities organized especially when working in a group.
Samantha Biskach

Kidblog - 1 views

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    As a goal for the next school year, I have decided to include a blog that would accompany my teaching and assignments my students would complete throughout the year. Through my searching, I discovered Kidblog. According to the site, "Kidblog is designed for K-12 teachers who want to provide each student with an individual blog. Students publish posts and participate in academic discussions within a secure classroom blogging community." For my language arts students, they would use this tool by completing and discussing discussion questions relating to a novel study (we complete at least 4 throughout the year). In regards to writing, their personal blog would be a great place to stay organized with their process of writing. I also like how this platform allows students to start an e-portfolio, especially for their writing and composition samples.
woodje

Praise, Question, Suggestion | EL Education - 4 views

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    This is a great resource for students to be able to work collaboratively to determine what they can do to make their writing better. The dimension I was focusing on was "impact on learning" from the protocol rubric. The SMART goal in our group is focused on students being able to complete a complex math assignment that requires multiple steps. Students also need to be able to explain their mathematics in written form to explain their thinking. This protocol of "praise, question, and suggestion" is a great resource that our students can use in order to make sure the writing aspect of their math makes sense and answers the question fully. I look forward to seeing the outcomes of utilizing this idea. Based on this, I would score the praise, question, suggestion tactic as a 3 or a 4.
evposey

Interactive Word Wall | EL Education - 12 views

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    "A word wall in the classroom is a powerful instructional tool to strengthen content vocabulary or concepts. A word wall can be an organized collection of words (and sometimes phrases) displayed on a wall or other space in the classroom."
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    My smart goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." By creating an interactive word wall using my spare whiteboard, I can post key questions and sentence starters continuously as we learn them during the week to support students during speaking and listening practice. Students who need additional accommodations with graphic organizers can refer to the word wall during speaking practice to increase their understanding and ability to participate.
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    My SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." This will allow students to move the words around on the wall/ board into different concepts or topics. This will help them categorize the words and review what they learned based on the topic.
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    My SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The rigor and relevance protocol directly connected to this video because the students did most of the thinking in this activity. I believe that this interactive word wall is a wonderful use of time in the classroom and allows students to share the connections they have made with the content. Most often, I find, that some students have made strong connections to prior knowledge while other students, struggle to see how a single concept can fit into the big picture. I love the idea of using a interactive word wall to help students build a deeper understanding of the content. I also believe that all members of my group could use this resource in the classroom. In particular, I believe that Eli could use this strategy with his AP students to help them understand and connect the readings which they complete at home to concepts they cover in class. I am looking forward to using this in my Tutorial class to help students in across all subjects. This upcoming week, I will work with at least 2 students to build a concept map using an "interactive word wall" that covers words in their math content class.
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    Dimension: Impact on Learning Rate: 4 My SMART Target Learning Goal is that 80 % of my Pre-kindergarten class will master their reading foundation skills by the 3rd trimester. Using an interactive word wall is a great idea to have students see the cause and effect relationship. The students will be able to see connections. This will allow them to scaffold the words in order to bring the vocabulary words to life. Once they can bring the words to life their writing will improve. The students essentially build upon each other ideas. For my students they are still learning to read. Therefore, I could use an interactive words wall with the words and pictures. This would help my students learn the words. I believe that this video has a high impact on learning that is why I gave it a four. The students will be able to share what they have learned about the content. EDTC 615 Spring 2018 Week 5
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    Dimension: Alighment to Standards Rate: 5 Group Members SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The word wall by design has to align with standereds. The whole idea behind using a word wall would be to enforce and teach students content specific vocabulary that created deeper understanding for students. My group memeber's students tend to struggle with remembering specific vocabulary, which leads to low standerdized test scores especially in work problems. A word wall is a good way to ensure students are comfortable with the content specific vocabulary.
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    Dimension: Student Engagement Rate: 4 SMART Target Learning Goal: By the end of the third quarter, 80% of first grade students will score 16-20 points (80%-100%) on the next Unit Test which covers all reading skills. The interactive word wall is very engaging for students because it forces students to use words that they have learned in class and make connections between the vocabulary words through explaining their reasoning. This activity is very hands-on and is also a great visual because the students are seeing how vocabulary words can connect and relate with one another. Also, students are collaborating and building upon each other's ideas which can also be very engaging.
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    Dimension: Rigor and Relevance Rate: 4 This word wall engages the students, and they are the ones doing the thinking and work to make connections between the concepts. The teacher does some work to prepare the words, but the students are the ones engaging with the material. This protocol could be used for our AP biology students to make and reinforce connections between the science vocab and topics being covered.
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    Dimension: Impact on Learning Rate: 4 (High-impact) Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading and math. Implementing an interactive word wall in your classroom is a great way to keep students engaged in their learning. An interactive word wall can have a high-impact on students learning. Students can refer to the word wall when completing a lesson to help remember what the word means. When students continuously refer back to a word, they are more likely to remember the word when taking a state assessment. An interactive word wall is a great way to help students increase in their STAR data in reading and in math. I have an interactive word wall in my class for students to use or refer to when working on practice assessments or completing assignments. I believe my team would benefit from having an interactive word wall in their classroom. All students can use an interactive word to help remember words they may not use on a daily basis. EDTC 615
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    EDTC615 FALL2018 GROUP1 Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. This tool is great for student engagement and impact on learning. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
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    Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
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    Watching this video gave me ideas on supporting my students. Word Walls are important supports for students in the classroom. They help students solidify their thinking process and content knowledge. Students in this video did the thinking required. This is also important as students tend to rely on teacher lead information. Our SMART goal is that 75% of students will increase their informational text reading comprehension by one grade level. The word wall in this video is a great strategy to make connections with my students.
Rich Agosta

Google Drive- EDTC 600 - 0 views

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    Google drive is a great online collaboration resource. I recently had the opportunity to participate in a training called "iPad pair share." At the training we collaborated with about 40 other educators through Google drive. Throughout the training we were able to write down our thoughts or questions on different online/iPad tools. This would be great tool for students to collaborate on class projects or assignments. The only problem with this is that you have to have an account, which requires all the students to have an account to use this.
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    Rich, We have started using Google Drive in our school and it has also been embraced countywide. It has really helped our teachers streamline forms and spreadsheets. It has also served as a great host for housing static information like our handbook and policies. Finally, the calendar option has made it a one stop shop for information. I am a fan of Google Drive, but like you said you need to have an account to use it.
jthurston

Raz-Kids - 0 views

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    I provided a description, but it is not showing in here. It said: This website is a resource for finding fiction and nonfiction books. It requires a paid subscription, but is not too expensive and can make your classroom library ten times as big. This would directly impact my smart learning goal: 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December. These books use the same level system and the teacher can assign specific texts for students to read to aid in the fluency and comprehension skills.
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    Smart Target Learning Goal: By the end of the four week close reading intervention, 80% of students will be able to write a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30min session. Planning Protocol Rubric Score: Rigor and Relevance:4 Reading A-Z provides a vast amount of reading support and resources for students. Activities on RAZ would be extremely useful in helping a teacher differentiate instruction in order to make the content accessible to learners of various levels of proficiency.
Barbara Lindsey

Take A Stand | EL Education - 5 views

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    This protocol helps students share their opinions by asking them to line up along a continuum based on their position on an issue.
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    Jason Caputo's Smart Target Learning Goal: 80% of students will be approaching advanced in their discussion ability (this means that they can follow along and actively participate (ask and respond to questions about what has been said) in a verbal conversation with peers on a complex topic). This activity would assist in working towards that goal as it allows students to discuss an idea while justifying their opinion and asking questions of others. In terms of the planning protocol, the Depth of Knowledge is 4/4 because students will need to explain themselves and ask questions of others.
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    Ericka Posey's Smart Target Learning Goal: By the end of April, 80% of the 10th grade LSN Government students will be able to analyze political cartoons and write accurate BCRs with 75% accuracy for historical content and meaning. This activity will assist my students achieve the goal as it gives students a verbal prompt, gives them a chance to analyze that prompt, take a stand and defend that stance with strong examples. The same skills used in the Take a Stand will assist my students in analyzing a political cartoon, take a stand on the written prompt and defend that prompt with evidence from the political cartoon. The only difference is in the Take A Stand everything is done verbally and in the analysis of the political cartoon and BCR is a written assignment.
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    My chosen dimension is student engagement, I would consider this activity to be highly engaged with a rating of 4 because of its participation requirement and discussion method among all students. The discussion tactic in this video forces students to share their various perspectives in an open environment. Also, the students can easily see each other's choice before going into detail about why they made that choice. The students learn to value different perspectives and methods from their peers. This tactic works with our SMART goal because it emphasizes critical thinking proof to resolve a real problem. This tactic allows students to know that it is not about having one right answer to the problem, but discovering many strategies and reasons to solve the problem. Also I like that students must use retained information to evaluate their decision and the decision of their peers.
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