Group items tagged

In this study, researchers are looking at the impact of Math Snacks on student achievement in Mathematics. Nine teachers in 2 districts took part in this research. The results showed that when teachers used Math Snacks and the materials in the program, there was a positive impact on student achievement. However, because of the small sample size, the results cannot be generalized.

You can't have a conversation about education reform without the words "achievement gap" coming in at some point, along with specific plans on how to close it. But are policymakers attempting to close it in an effective way? James Boutin, a veteran high school teacher just south of Seattle, Washington, answers in the following post.

This blog post really focuses on ways interactive learning can reduce the achievement gap with technology. When learning is steered away from memorization from the "drill and kill" method, students are able to become more interactive in what they are learning, rather than just memorizing. That is what our county has been stressing with the new Curriculum 2.0 in learning really why behind each concept or equation, rather than memorizing.

This article by Sunday Cummins focuses on teaching students how to self-monitor while reading difficult texts. It suggests teaching students the coding method to help them learn how to self-monitor. Using meaningful symbols to mark up a text students learn how to evaluate what they understand and what they still need to comprehend as well how to go about achieving that deeper comprehension. (Week 7)

This article addresses aspects of my groups exploration of student reading level ability and achievement on state tests on critical reading. In this article, the author suggests the implementation of a coding method while reading in order to teach students how to self-inform their reading in order to improve upon the student's ability to conduct close readings of informational text. This is just the sort of strategy that could assist IEP and ESOL students (2 subset groups of struggling readers) to improve the learning gap when it comes to reading for meaning.

This interesting article provides in depth research on retrieving an unbiased estimate of the causal effect of the Technical Support to Failing Schools (TSFS) Program on students' academic achievement. After reading this article I have a better understanding of the meaning of what TSFS is/does in efforts to estimate its program effect on students' academic achievement. The TSFS program can be applied throughout the world in various school systems by first training teachers thoroughly with the use of incorporating technology. The results in this article are noteworthy as it superseded the academic results the U.S. Title I program approach. Jennifer Smith

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

This article is spot on in suggesting that blended learning can help close the achievement gap. I worked in a high school with a very large population of ESL students and always felt as though I was not getting through to many of them. I would try many different strategies but not often successful. Using blended learning strategies, I feel as though I could start to really connect with my students and raise the success rate and confidence especially with my ESL students.

The 5 check for understanding strategies in this video really support our goal of : By the end of the month, give practice tests the day before exams with at least 75% scoring at least 75%.Checking for understanding is an important step in the teaching and learning process. The background knowledge that students bring into the classroom influences how they understand the material you share and the lessons or learning opportunities you provide. Unless you check for understanding, it is difficult to know exactly what students are getting out of the lesson. In the Planning protocol rubric, student engagement is high for most students. This goes far beyond just asking your students "do you get it?" and I really like the ones that involve movement! Being crammed in a desk all day is no fun at all.

My SMART goal is to achieve a 100% passing rate amount my target group of students for all county and state standardized English Language exams. This video does have techniques I can use to achieve this goal. I think the focus and techniques using for 'checking of understanding' can help achieve the protocols of 'rigor and relevance' as well as 'depth of knowledge.' I love the idea of debriefs, and 'catch-and-release' at the end of classes and would like to keep myself more honest at doing this, and tightening up my lessons to allow time at the end of my classes for debriefing and to avoid running lessons right up into the bell.

From the planning protocol rubric the other area I would relate this style of teaching to besides the ones listed above would be "impact on learning"- In which there would be a very high impact on learning. The strategies used in this video focus on student rigor. The principle breaks their instructional tactics into 5 different areas. The SMART target learning goal that these strategies could be used for would be one of my group 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" Looking at this learning goal you can see where the following strategies would be very helpful. As well as how we can use them to address the above SMART learning goal in our group. 1. Constantly checking the learning target. (are the students constantly working toward building their skills using PARCC like questions). 2. Guided practice ( The teacher will help lead students in instruction that will help mimic items that might be seen on the PARCC test. 3. Catch and release (The teacher will frequently bring everyone back to a large group to discuss trends or similarities he or she is seeing as students work independently) 4. Cold Calling ( making sure that each student is contributing and assessing that each student understands what is being taught) 5. Derbies ( doing things like exit tickets in the form of a PARCC question as the students leave as well as discussions to see where students are at.) All of these steps could be used for as an instructional tactic for the SMART learning goal in our group as mentioned in examples in the parentheses above. Great video and clearly a very high impact on student learning.

The NEA published this wonderful compilation of "research-based instructional strategies, school change activities, and family/school engagement efforts for closing the achievement gaps." Within its pages, the acronym C.A.R.E. - Culture, Abilities, Resilience, and Effort -- is referenced and connected to strategies for teachers to employ in order to make improvements in their classrooms. Teacher checklists, lesson plans, and student worksheets are included for each of these areas, which is great! The chapter on abilities is very interesting. It references the 8 different learning styles and challenges teachers to consider incorporating activities that touch on all. Overall, this booklet of sorts contains a lot of information that provokes much thought and reflection.

This research article describes how CRI is characterized by well-established best practices that ground the curriculum in the lives of its students, their families, and their communities in order to close the achievement gap.

This article discusses achievement gap and students' perceptions within the learning environment. These ideas and understandings are necessary as the teacher develops the classroom environment for learning and finds solutions for learning and instructional gaps.

Classroom management is a huge factor in closing the achievement gap. If there is no classroom management then the students will not be able to learn in the classroom. Students need their basic needs met in order to succeed in school, which includes having a teacher that gives them their full undivided attention and respect, and wants to build a relationship with them.

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.

Edutopia is a phenomenal resource for instructors. They are ahead in breaking down barriers and presenting innovative ideas. This article addresses the stigma that poor children/students have of being poor learners. Poor children can learn just as well as children who live in better areas. As instructors we need to figure out how to teach them.

This article focuses on the fact that all children despite their ability level and/or background have the potential to learn, and educational systems are responsible for meeting the needs of all students.

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

This article speaks of how implementing the framework known as Environment as a Integrating Context (EIC) can help close the achievement gap for students and lead to deeper connections through all subjects. The framework focuses on using the surroundings, and community around the school as a basis for the education. Understanding that if students can connect knowledge to visual cues and surroundings that they see everyday, it will help in the long term memory of those lessons and a higher mastery rate. This framework in my opinion should be used for secondary education. I believe this because that particular age group will be able to connect what they are learning in other subjects through this framework and it would be extremely beneficial when it comes to the standardized testing.

By pretty much any measure, Cupertino High School in northern California is a successful place. Perched in the heart of Silicon Valley, Cupertino sent 85 percent of its senior class to college in 2009. Hundreds of its students choose among a dozen advanced placement classes each year.