Group items tagged

This article looks at the importance of technology use in the classrooms in the 21st century and how this technology can be used to help close learning gaps. It specifically looks at students who are "at-risk". This article addresses great points but also cautions that in order for technology to be effective, it needs to be accompanied by professional development.

This article highlights a report completed by the Alliance for Excellent Education and the Staford Center for Opportunity Policy in Education in 2014. The article notes that students can make significant increases in learning and engagement through the use of technology. However, students from poor socio economic backgrounds may not have the same instruction or access to technology as those from more affluent neighborhoods. The auther then presents a list of solutions.

I like that this article encourages a blended learning approach with technology. I think that tech is a powerful tool that needs to be paired with hands on activities for the early learners.

WEEK 8 - (Chris Baugher, Patricia Bankis and A. Burns) Assessment is the key to good instruction. It shows us what students know and allows us to adjust our instruction. Assessment is tied to learning goals and standards, but students must own the assessment process as well, as they must be able to articulate what and how they are being assessed -- and its value.

This article provides five useful strategies to help students improve and to improve assessments. There are two key factors in this article which ring true for me. The first is "formative assessment and feedback along the way" (Miller 2015) where students are given specific feedback on their assessment on how to improve and continue forward (Miller 2015). "Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success." (Miller 2015). What this entails if differentiated instruction; something my district and school are pushing for. The second is "student ownership of assessment process" (Miller 2015). Giving students choice, options, and freedom allows students to take ownership and responsibility for doing something all while doing their best on it. In addition, students will know more about what is being asked of them or what they're supposed to do in order to earn a higher grade or preform the task more effectively. "These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning" (Miller 2015). Hopefully with these implementations and integration, students can feel the focus from assessment scores to learning content and gaining understanding.

This article is useful when considering big picture assessment objectives. In my own experiences, I have touched upon each of these strategies when conducting an assessment, but I've never built each of them into one assessment. The (5) strategies mentioned in this article include: Aligning Essential questions at the beginning of a unit to standars, building in written assessment components for students to describe/explain in writing, creating performance and project-based assessments to demonstrate understanding and application of concepts taught, regular and on-going formative assessments and feeback to help teachers to better tailor instruction to meet each learner's needs, and involving students in the decision-making process when choosing activities and when determining diagnostic measurement tools. As a World Language teacher, I think that these tasks which are challenging in themselves to build into curriculum, become extremely difficult in the L2 setting. I'm wondering how L2 instructors find themselves doing each of these things on a regular basis. Do they conduct all of it in L2, as it is suggested that L2 teachers do, or does some of this end up being done in English?

The National Foundation for Educational Research (UK) conducted a review of research since 2006. Findings of the study were split on the impact of game-based learning, found positive impact on engagement in the short term, and that no studies looked at their impact on learning and achievement.

(Week 7: Jeremy, Kelly, Patience and Sherita) This article is originally a Diigo share from 2015. This journal article is accessible in the link given above. This journal article discusses how here in America, there is a pervasive fear surrounding teaching and learning math. The author suggests that the American public suffers from innumeracy. Through discussing the article, the group agrees that many countries have mastered the use of American mathematical principles. The article discussed that by utilizing and engaging in clear mathematical methods of learning for students and by creating valuable conversations, making the learning process more viable, the students consequently, learn. "Instead of having students memorize and then practice endless lists of equations - which Takahashi remembered from his own days in school - Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math's procedures, properties and proofs for themselves. One day, for example, the young students would derive the formula for finding the area of a rectangle; the next, they would use what they learned to do the same for parallelograms. Taught this new way, math itself seemed transformed. It was not dull misery but challenging, stimulating and even fun." (Green, 2014) Teachers can use this article to further their instructional practices by utilizing math in a real world format, in a conversational and hands on applicable manner, making learning math fun and interesting for their students. In some instances, math classes may be seen as boring and monotonous tools that serve to be an overtly unloved subject area here in America. The simple truth, is that many teachers love to learn and teach math here in America, and there is a realization for teachers, that all nations compete mathematically. In technology, industry, trade, consumerism and capitalism, numbers and mathematical data maintain a lot of the privile

This site provided an article that looked into what the organization, Partners in School Innovations is doing to "not just close the achievement gap, but the teaching gap." Results from a survey are shared regarding average class sizes and the time spent teaching versus the time spent planning. The article provides a case study of a school that focused on instructional gaps and its results. This is a great read for administrators, policymakers and other stakeholders.

I realize this has more to do with achievement gaps than specific gaps within a single classroom, but it has been my experience that targeted instruction to support a few helps every learner in the room.

In this article John Albert discusses ways to close the achievement gap through the blended learning approach. With this new learning approach growing more and more popular each school year, it is important to recognize how it can close gaps, if utilized correctly. John talks about five key points in implementing the blended learning approach successfully that will in return close achievement gaps; choosing the right tools, training staff, creating a data team, engaging parents, and highlighting success.

This is a game that I introduced to my A & P class. Memorizing the bones can be a difficult task to students. This game helps them learn with colorful interaction. There are 4 different types of games so this can help engage learners who struggle with reading a text book to acquire their knowledge

This article highlights the benefits of engaging in school partnerships to enrich student learning. With high-art experiences, underprivileged students can improve their performance in various subjects and strengthen the connection with community and learning.

In this article, the authors describe why it is important to develop number sense rather than rote memorization with math facts. The article lists why number sense, reasoning, and deep understanding of numbers leads to more efficient problem solvers and higher achieving math mathematicians. A few engaging activities are listed to replace rote memorization of addition and multiplication math facts. A heavy emphasis on speed leads to anxiety and a distaste of mathematics in many young learners. Educators should be focusing on teaching students how to be flexible thinkers when faced with unknown math facts.

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 8 - Posted by Katie, Bonnie, and Malkie. The author explains the importance of spending 25% of teaching time, teaching the specific phonics skills and the rest of the time engaging students in actually reading and phonics related activities. There are quite a few suggestions for activities.

Group 9: Claire and Melissa This journal article is accessible thought the link given above by accessing the UMUC library Friedman and Garcia describe a qualitative study wherein they taught a lesson on the 9-11 attacks either through asking them to read transcribed oral history interviews or listen to them with an interactive iPad app called "Explore 9-11." The students who used the "Explore 9-11" app reported greater emotional engagement with the historical actors, leading one student to describe the app as depicting "people with real experiences." Students who used the app reported an overall positive experience of interacting with the various sources and greater historical empathy than students who did not use the app. Resources: "People with Real Experiences:" Using Mobile Devices in High School Social Studies Adam M Friedman & Emily R Garcia ISSN 1933-5415

Week 9: Claire and Melissa This article is accessible though Diigo using the link above This article provides instructional strategies for language arts teachers trying to teach writing to their students. While it is well-known that teaching by example is an effective strategy for writing instruction, this article provides steps for teaching students through mentor texts in a way that mitigates frustration and maintains engagement. Resource: 8 Tips for Teaching with Mentor Texts Edutopia

This is a great read for our SMART goal. An assessment is a great way to figure out what the students know, what they want to know, and what interests them the most so we are able to improve and adjust our teaching.

Week 9 Melissa and Claire: This article is accessible using the link above though Diigo Well crafted formative and performance assessments which include setting meaningful goals, and giving students ownership over the process can powerfully and positively affect teaching and learning. The key to good instruction is assessments. Assessments show what students know, what they want to know, it allows us to adjust our instruction to cater to each student. There are 5 keys to an effective assessment: Meaningful unit goals and questions, summative assessment through writing, performance assessment through presentation and portfolio, formative assessment and feedback along the way, and student ownership of assessment process. These methods of assessments are to be done with the students putting a focus on the student and their learning. Resource: The 5 Keys to Successful Comprehensive Assessment in Action By: Andrew Miller

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.

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.

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