Group items tagged

This article discusses strategies of detracking students, working with families (i.e. community schools), and better ways of working with students of diverse backgrounds and how these strategies worked to close the achievement gaps.

(Week 9): Jenn, Jim and Sabrina Source: This journal article is accessible through the link given above by accessing the UMUC library. Focus: This journal article focuses on the need for preparing an increasingly diverse student population for life in the 21st century. In addition to addressing differentiation, our classrooms "will be heterogeneous in nature, (as well as) learner-centered, knowledge-centered, assessment-centered, instruction-centered, and community-centered." Teachers in these classrooms "will need to be proficient in 'teaching up,' or planning learning experiences at a high level of challenge." (Tomlinson, article abstract) Why the article is useful: Teachers in our group work with students from very diverse socioeconomic, linguistic and cultural backgrounds. Many of these students come to us from homes where English is not spoken, where their families may be disadvantaged with issues relating to poverty and social isolation, and who often have a variety of special needs (SPED, ESL/ELL, etc.). Reference: Tomlinson, C. (2015, April 14). Teaching for Excellence in Academically Diverse Classrooms. Society, 52(3), 203-209. Retrieved from http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=9&sid=d8e836f2-a403-4b8f-a484-e5e63f248a74%40pdc-v-sessmgr05

This is an article about the RTI program and how students who are English Language Learners can benefit from using certain strategies and what areas they might struggle in. Teachers could use this resource as a guide to how to implement their own interventions for their students.

This website gives a good overview of what RTI is, as well as a background and makeup of ESOL learners in the United States. The article also provides teachers with strategies on how to teach certain skills to ESOL students, such as using a table that includes a picture and the word in both English and Spanish. As a user of RTI at my own school, I have seen the positive effects of this tool.

(Week 8: Michele, Ericka and Spencer) This article was retrieved using a search on Diigo. It can be accessed using this link http://www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish-speaking-english-language-learners In the article, Elsa Hagan provides the reader with insight into ways ELA teachers can improve reading levels of their Spanish-Speaking ELL students. Currently, there is a 29% gap in reading level with Spanish-Speaking ELL students when compared to other ELL students. To help bridge the gap, strategies need to be utilized. One involves the use of Response-to-Intervention (RTI) model to aid in monitoring the individual progress of all ELL students with an extra emphasis placed on the Spanish-Speaking students in the program. This will involve continuous monitoring of the Spanish-Speaking ELL students to ensure they are receiving the appropriate intervention strategies for their current level. Along with using RTI, the author indicates that a Phonological Awareness is needed. By aiding the ELL students ability to "process and manipulate" the sounds of the English language, their ability to read and comprehend information in English will improve. While this article was intended more for ESOL course teachers, the information provided can be utilized with all educators who have an ELL student in their class. The article identified that the Spanish language only has approximately 22 sounds where the English language has double the number of sounds. To aid in the improvement of reading in ELL students, we as non-ESOL class teachers, can exchange text that will be a lower reading level but still mean the same. Reference: Hagan, E. (2010) Response to intervention: implications for spanish-speaking english language learners. Retrieved on October 30, 2018 from http://www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish- speaking-english-language-learn

(Week 8: Jennifer and Ashleigh) This article is accessible through the link above using the UMUC library database. This article analyzes data from an early childhood survey to determine how various instructional strategies in math impact students of diverse racial/ethnic backgrounds, socioeconomic statuses, and varying readiness levels. The results of the study indicate differing exposure to instructional strategies to support students in math. For example, the study shows that students with high socioeconomic status and higher readiness levels have more exposure to the use of manipulatives, while students with lower socioeconomic statuses and lower readiness level have more exposure to music and movement to learn math. Additionally, the study found that only some instructional strategies have an impact on student achievement in math. This study is beneficial for teachers as they reflect on their current instructional practices in relation to student achievement. The results of the study express the need for differentiated math instruction for various communities of learners within the classroom. This is useful as we examine Ashleigh's Data Action Plan and how the use of manipulatives for measurement may or may not support achievement for all students. As strategies are implemented, Ashleigh can take note of which strategies are most beneficial for different subgroups within her classroom. References Bottia, M. C., Moller, S., Mickelson, R. A., & Stearns, E. (2014). Foundations of mathematics achievement: instructional practices and diverse kindergarten students. The Elementary School Journal, 115(1), 124-150.

This article shows that through reflective teaching and coaching, diverse struggling readers can beneficiate from different strategies and will help to close instructional gaps.

I like the ideas presented here, they elaborate on the need for ELL students to have word association and phonetic instruction to further their understanding of content. This is particularly stressed in the elementary grades, however having a teaching coach for ELL learners in the higher grades could assist students that did not have phonetic instruction in the lower grades. One particular item of interest was the comment made that data results from assessment is not analyzed until later in the year and as a result does not benefit the students that took the assessment. Due to this the author stresses the need for collaboration of the teaching team to identify skills and strategies needed and subsequently develop ways to address the skill or strategy needed that will enhance learning.

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

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.

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.

This a great resource for every teacher.

The B20 Health Initiative has published its final policy paper. The paper is the outcome of five months of intense discussions and hard work among almost 100 taskforce members from 24 countries and diverse economic sectors.

The Teaching Channel is "a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow." This module includes videos and handouts that you can view on your own or present to others. Objectives are to "develop an understanding of how to use multiple data sources, analyze data to trace the causes of low achievement and find solutions, and articulate how to support teachers' use of data to improve instruction."

A critical perspective into the reality of multi-cultural student populations and the ill-preparedness of the average instructor to be able to cater towards their students in an equal manner by looking at many factors that affect their students lives outside of the classroom.

This article by Doug Fisher and Nancy Frey gives suggestions for meaningful vocabulary instruction. In order for this to occur students need to have opportunities to interact with the words, to make personal connections to the vocabulary and to consolidate their knowledge. Because all teachers, no matter their content area, have to teach vocabulary this article has value for all teachers looking to improve the way they approach vocabulary instruction. (Week 8)

This article presents a Texas district's plan on closing the science instructional gap in ethnically diverse students in 2 low socioeconomic elementary schools. Teachers set up a multisensory interactive word walls to teach vocabulary, and designed inquiry science lessons that were aligned with standards and the Texas school district's curriculum framework and pacing guides for science instruction. Purposeful planning gave teachers a chance to become familiar with the progression of instructional goals, and provided time to create activities that fit within the framework and that addressed essential vocabulary. The inquiry science lessons incorporated 5-E: Engage, Explore, Explain, Elaboate, and Evaluate, where Engagement is meant to activate prior knowledge, Exploration is hands on inquiry, Explanation involves teacher-guided questions, Elaboration gives students the chance to "solidify" understandin, and Evaluation involves formative and summative assessments. Vocabulary development was achieved with the use of word walls and visuals, sometimes provided by the student to develop familiarity and fluency. Studies showed significant improvement in student achievement. Students reported recognizing science concepts in everyday life, a good sign of true learning. It even benefited the teachers, who reported having "refined" and strengthened science knowledge and teaching strategies as a result of professional development. A balance of focused district standards and teacher-designed interactive lessons using effective research based strategies, seems to have a powerful effect on closing learning and instructional gaps.

The article from Response To Intervention (RTI) focuses on ELLs and how we can support them with learning a new language. Some key points highlighted in the article that align to our teams EQ and would support ELL learners include: monitoring student progress 3 or more times a year, review a 3 tier system RTI outlines, and encourage general educators to participate in ESL/ESOL professional developments focused on meeting the needs of the ELLs in their classroom.

This paper focuses on the critical issue of using technology as a tool to enrich classroom practices for LEP students. When instructional technology is integrated in a competent and effective manner, students have control over their learning by being able to control their time, speed of learning, choice of topics, and it gives LEP learners prompt feedback. Data is cited from various authors; along with research from two diverse schools (El Paso, TX & Schaumburg, IL) where technology was used to successfully support LEP students. Information from ISTE is included curriculum instruction is defined and the NCLB is discussed throughout the paper. A great deal of information is included to help support the LEP student, family, and teacher.

(Week 8: Amber, Angela, and Kenneth) The journal article is accessible through the link given above by accessing the UMUC Library. The journal article discusses the draw on the accumulated research to provide a framework for differentiating instruction. REACH is used a mnemonic device and is the type of framework that two teachers have developed which includes a comprehensive inventory and several practical strategies for using it. Teacher can use differentiating instruction to fundamentally find different ways to teach students with diverse and behavioral needs. REACH is an acronym for a charted course of action for developing the use of differentiated instruction. It means and highlights each as follows: "(a) reflect on will and skill, (b) evaluate the curriculum, (c) analyze the learners, (d) craft research based lessons, and (e) hone in on the data." (Rock, Gregg, Ellis, & Gable, 2008). It literally gives you "a step by step approach to introducing strategies and procedures for student with disabilities or general student the cognitive access to achieve their educational outcomes." (Rock et al, 2008). Both participating teachers have various needs and both need different strategies to differentiate their lessons. References Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47. doi:10.3200/psfl.52.2.31-47 Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=4&sid=0161de11-17f9-4ba4-86d0-eff88604e5e5%40sessionmgr4009

(Week 8: Tolulope Oladipo and Michelle Bear) This is a journal article available in UMUC library. The link to the article is also provided below: REACH: A Framework for Differentiating: Classroom Instruction. Retrieved from https://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/900/diffedframeworkreach.pdf This article explores how educators can improve their teaching methods to achieve individualized instructions, educational standards, outcomes and academic achievement. The article discusses strategies for not just meeting the diverse needs of all students but for ensuring standard educational outcomes. The author examines the plight of two teachers: one general and one special education-the authors offer a rationale for differentiating instruction. They went further to conduct literature review of differentiated instruction, highlighting the myths, models, and evidence to support it. They employ the acronyms / mnemonic called REACH to develop a framework that includes a comprehensive inventory and several practical strategies for using it. This article is useful to my team to enable us determine how we can teach application software such as excel, PowerPoint, access, word using differentiated instructions. Through this article, we will come across those strategies that can be used to address our SMART Targeted Learning Goals, Instructional gaps and Learning gaps. The article swill equips us with skills needed to provide individualized instructions to students regardless of their needs, learning styles, learning pattern. The principles presented provide us with skills of becoming effective teacher, accommodating both special and general education students. References Racia, M.L., Gregg, M., Ellis, E., & Gable, R.A. (2008). REACH: A Framework for Differentiating: Classroom Instruction. Preventing School Failure. Winter2008, Vol. 52 Issue 2.

This article focuses on closing the achievement gap with a focus on fluency. First, it discusses the wide range of readers many teachers receive in their classroom each year. Within these classrooms there are always students who are considered "struggling readers" and need extensive support that will help them to succeed. The article provides multiple ways teachers can work with these readers in order to close gaps. First, looking at student data and classroom instruction to determine what's going on with the student. Then, practicing and strengthening fluency skills. Willemina Mostert & Kathryn Glasswell mention four key components in building fluency skills; model good oral reading, provide oral support and assistance, offer many opportunities for practice, and encourage through paraphrasing. Additionally, they include four powerful practices for diverse learners.

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.

When looking for information about learning and instructional gaps in language classes, I found this paper about encouraging communication with second language learners through creating information gaps. The concept is that students use language in authentic ways by answering questions that are open ended and relevant or by doing other activities that encourage communication and discussion rather than very set and inauthentic uses of language. As a language teacher, it gave me ideas for games or activities to do with my students as well as a reminder to use open-ended questioning in order to promote more diverse student responses. It seems a little dated based on the reference materials, but is still relevant in the modern World Language classroom.