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kwashington904

Library | EL Education - 20 views

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    Videos: EL Education provides a variety of educational resources for teachers across the world. This bookmarked section includes videos of teachers and students engaged in a variety of strategies for learning. One or more of these videos could be helpful as a strategy to include in your data action plan.
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    A great educational site with video and resources for teacher to help enhance teaching and learning across difference disciplines.
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    EDTC615 Fall2018 Group 6 Dimension: Student Engagement. The video EL Education- Policing in America: Using Powerful Topics and Tasks to Challenge, Engage, and Empower Students. Student Engagement. My SMART Learning goal is that "The percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%.". The dimension is Student Engagement. The video is appropriate for grade 9-12 and it covers social studies literacy. Moreover, the video provides strategies that educators can employ to challenge, engage and empower students. This is done by introducing students to topics that affect them every day. This is a good instructional tactics that can be employed by my team. During our review, we realized the important of student's engagement and team work to learning and understating the topics in the assessment data that we reviewed. Having students work in groups and on projects goes a long way to improve collaboration, team building and learning among students. In addition, students were given complex topics to explore and they were introduced to research paper. Educators can use the protocol to determine the level of engagements, design innovative curriculum and instructions, and increase students strategic reasoning skills. For instance, we may use some assessment tool like quizlet live to build collaborative learning and engagement among students. Student can become innovative through learning from the real-world related concepts or hands-on activities. The protocol can serve as blue print in this regard. EDTC615 Fall2018
bhamolia

Best Practice Strategies for Effective Use of Questions as a Teaching Tool - 5 views

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    This article appeared in the American Journal of Pharmaceutical Education so at first I was worried that it would not be applicable; however, I quickly found that it is a fantastic resource for teachers of all ages. My goal is to learn more instructional strategies to facilitate an increase in the frequency of higher-level questioning that I use in the classroom to support the learning gaps that I have identified with my students. This article highlights very important concepts related to my search. I have learned that questioning strategies and using various levels should be done with appropriate timing, as it relates to the depth of instruction, to avoid confusion or discouraging students. It was also emphasized that all levels of questioning should be incorporated into learning situations, but suggested questioning methods to ensure that all levels are utilized. The article provides great detail about facilitating the Socratic method, Question Circles, and Student-generated questions. All of these methods will produce higher-level questioning opportunities to increase student exposure to critical thinking tasks. I would highly recommend this article for review for all levels of educators. I am now hoping to learn more about the Socratic method to incorporate this into my own classroom.
tricia1022

The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 19 views

  • goals
  • These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning.
  • Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
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    • tricia1022
       
      I do aspire to coach students through their difficulties. This articles gives teachers a lot to live up to. I like how it condenses unit planning.
  • podcast or a Prezi
  • learning
  • I want to make sure that all of my students succeed, so I must know those goals for all students.
  • "Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content." "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." "Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."
  • Whether those are Common Core State Standards or other important district- or school-level objectives and outcomes, we must make sure that our units of instruction are aligned to them.
  • I began with the end in mind when I planned this unit
    • tricia1022
       
      Having a picture in mind of what product I want students to create is easy. Mapping out all the skills that students will need to create the product I am still working on but very possible.
    • tricia1022
       
      These standards have to be incorporated into your entire school year for students to receive enough practice to master them. Feedback on the little things like warm up responses should have impact on the larger pieces of writing. LIGHT BULB IDEA have students rewrite responses from warm-ups and read them out loud to a partner. Have them do it the old way once, then the new way.
    • tricia1022
       
      Explaining a concept in writting is a higher-order thinking skill. A student can demostrate learning through writing an explanation. teachers have to give students enough sustenance to build knowlegde upon to own the concept.
  • . Student Ownership of Assessment Process
  • "How do advertisers trick us?"
  • Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
  • Portfolio
  • In fact, students were able to show some of their content knowledge as well as speaking and listening standards around collaboration and effective presentation.
  • Performance assessments like these allow us to check not only for engagement, but also for deeper learning through 21st-century skills.
  • Feedback
  • differentiation decisions
  • Students were also given specific, timely, and actionable feedback through the formative assessment process, with peer critique, teacher critique, and even outside expert critique on their performance assessments.
  • the power of media.
  • the rubrics
  • ments
  • learning
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    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.
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    point 4 - Formative assessment and feedback along the way - "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." In the video it is mentioned that we often grade students on a paper, tell them what they have done wrong, but do not let them go back and rewrite the paper. Students should be able to experiment and fail... but need to be able to take these failures as lessons to go forward and succeed!
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    Linda Darling-Hammond, professor of education at Stanford University "A false distinction has cropped up in the United States which seems to suggests that it is ok for outside summative assessments to just be multiple choice." She goes on to mention other countries that use project based summative assessments as well as essays, performance and oral examination to allow students to show understanding or learning im more real world methods.
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    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.
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    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?
scarey11

Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All S... - 1 views

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    (Week7: Jim, Sabrina, Jennifer) This Journal article is accessible through the link given above through the UMUC Library The focus of this article is small group alternative lessons that will help with differentiated reading instruction. The article itself identifies how students in the elementary grades struggle with Phonemic Awareness. Specifically in kindergarten and First grade and continuously miss the benchmark when being assessed. The article also Identifies what differentiated instruction looks like in this setting as well as many example activities on guided reading and other strategies to help address students who are struggling. Teachers are able to use this article as a reference for activities that they can incorporate into the classroom during their reading or guided reading block. The 3 members in our team all work in a secondary school and noticed that many of the activities or lessons were really geared toward elementary students. However when reflecting on the struggling students in our own classes on this topic we quickly realized that those students were indeed on an elementary reading level. Therefore we might not use the exact same strategies but rather adapt them as they do in the article to fit the needs of our learners and make them more age appropriate. Reference: Kosanovich, M, Ladinsky, K, Nelson, L, Torgesen, J,. (2007) Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All Students. Guidance Document for Florida "Reading First" Schools. Florida Center for Reading Research ERIC Journal. pp. 11, Retrieved from: https://files.eric.ed.gov/fulltext/ED498777.pdf
bbrady8

Spanish-Speaking English Language Learners | RTI Action Network - 3 views

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    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.
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    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.
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    (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
dottererkat

The Creative Classroom: Student Goal Setting and Data Tracking Transformed My Classroom - 4 views

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    One of the biggest pushes in education today is letting students take control of tracking their own data and setting their own goals. To many teachers this task may be overwhelming and leave you trying to figure out the easiest way to implement this in your classroom.
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    (Week 9: Sarah, Mary and Jessica) This article is accessible through the link provided above. The main focus of this article is the importance of setting goals in the classroom. The teacher who wrote this article wanted to take her students' portfolios and turn them into a student data folder. Within the data folder there are "long term goals (the entire school year), short term goals (monthly, quarterly, weekly), goal reflections, and tracking charts (bar graphs, tables, charts, etc.)" (Harpole, 2013-2015). According to Harpole (2013-2015), "Each assessment would be based on the text we were reading that week in class. It contained four multiple choice questions with an answer justification required and a constructed response question. Students would take their weekly assessments on Friday. During the first ten minutes of class on Mondays, we would pass out data folders and students would record their scores." This allows students to set goals based on their score. Her research did show that the students were focused more on the number grade than any other grade. In turn, "My students set goals during Quarter Four that did not contain letter grades or words like "basic" and "unsatisfactory"( Harpole, 2013-2015). This implementation was very successful in her classroom. The article shows the process that Harpole took to improve her student's data folder. It took her a lot of time to perfect it in order to be able to share with other teachers. This article is a great lesson for all teachers. Every teacher wants to show data in their own way. Sometimes it's hard for teachers in different grade levels to show the data. This teacher came up with a packet that other teachers can use as a guide to help their fellow educators. I know that I would use this data folder for my students and just revamp it so that it's age appropriate for my students. The teachers in my group can use this article as a guide to help their students set goals. At the end, of t
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    This article is a great way to showcase the student's classroom goals and track student data. It gives the students the responsibility to track their own work and it would be a great tool to send home for their parents to view. The students have ownership of their work and their grade. Having weekly assessments on the content presented allows the students to see what they need to study and to ask the teacher for any help. I personally would keep the student's progress monitoring sheet in their own personal notebooks where they will have a copy of their progress monitoring sheet for them to fill out daily or weekly and their goals taped to the inside of their binder. This way the students can see if they have mastered their goals.
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.
Mary Babiarz

Flocabulary - EDTC 610 - 3 views

http://www.flocabulary.com/ This website offers educational rap songs and rap videos. You can start a free trial that lasts 30 days, but there is a fee for individuals and better pricing for sch...

video audio social studies mathematics science music EDTC 610

started by Mary Babiarz on 16 Oct 13 no follow-up yet
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.
vciany8

Teacher Development Is Key to Closing the Achievement Gap - 1 views

This article discussed the importance for teachers to have appropriate, specialized trainings and development in order to close the achievement gap. It discussed 4 key elements, they think, need to...

Achievement Gap Teachers Development

Julian King

Improving Comprehension in Middle School Math by Incorporating Children's Literature in... - 0 views

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    This is a great article that delivers insight about how incorporating children's literature in middle school math can improve literacy amongst students and overall improve mathematical comprehension. These literatures if used appropriately can reduce math testing anxiety and increase confidence amongst students in math.
vgosselin

What They Don't Know Can Hurt Them: The Role of Prior Knowledge in Learning - 0 views

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    Prior knowledge, or background knowledge, is the information someone already knows about a topic. Sounds great, right? If you are teaching someone it has to be a good thing for that person to already know some things about the subject, right? Not always. Maybe that person's prior knowledge is biased, wrong, or full of misconceptions- that would leave that person at a disadvantage. Teachers, who know that proper prior knowledge help students make connections with the information, must ensure they use their student's prior knowledge appropriately. This essay explains how a student's prior knowledge can affect their learning and how teachers can use prior knowledge to their advantage in instruction.
brady_g

Teacher Development Is Key to Closing the Achievement Gap - 4 views

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    This article discusses how professional development for teachers will help close the achievement gap. This blog centers on how the improvement of teaching practices will best assist students and that there should be universal teaching strategies. EDTC 615. k-12
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    615: This articles feels that providing the teachers with the professional development and resources they need to be more effective teachers which will in end help close the learning gaps of their students.
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    This article describes the importance of teachers continuing to work to improve their teaching in closing achievement gaps. The article states that there are 4 important elements in creating a system for teacher development. As teachers work to continue to develop their teaching and instruction styles the students will then benefit which will show in the data.
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    Details 4 critical ways in which we can improve the quality of instruction by focusing on improvement as instructors. Standardizing practices, strategies, assessments, etc. Interesting read and turns the system around to look at instructors what we are able to change.
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    This article is great at recognizing necessary checks and balances for teachers. Changing standards will not along close all of the achievement gaps. The improved curriculum must come with a way for teachers to know they are delivering appropriately and sufficiently.
sdonahey37

Classroom Protocols in Action: Back-to-Back and Face-to-Face | EL Education - 7 views

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    "a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back"
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    Dimension: Student Engagement Impact: 3 Moderate engagement for most students I think this is a fun way for student to try to learn math problems also. It would be a challenge to try especially with my team members 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: Student Learning Impact: 5 I could use this in my classroom to make sure students have enough think time to plan our their responses. In the beginner levels of Spanish, students struggle with thinking of responses "on the spot" so this could provide a low risk way for them to do so but still engage in a discussion with their peers in the target language.
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    This video shows individuals how to use a technique called back to back and face to face. I could use this technique in my classroom for my SMART goals. This would give me a better understanding of my student's ability to hear the sounds of letters. For example, I can say a word like "cat"; then, they can use the back to back and face to face technique to tell each other the first sound they hear in "cat". This would also be a wonderful tool to use for reading comprehension and answering questions during a story.
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    My SMART goal is by the end of Marking Period 3, English Language Learner (ELL) students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy. The back-to-back and face-to-face strategy is an excellent method for allowing students appropriate wait time to think through their responses, as well as an opportunity to hear model responses from their peers. This might help students develop language skills needed for their mathematical explanations. This could be used during a lesson to have students explain how they would solve an equation with a missing number. Using the planning protocol rubric, this is an effective strategy to increase student engagement during a lesson. I would rate this strategy a four on the rubric because it consists of high engagement for most students. All students have an opportunity to share their thoughts and hear a response from a peer. Rather than calling on one or two students to respond, this is an equitable strategy which involves all learners in the classroom.
semassie0

Early Childhood Mathematics: Promote Good Beginnings [National Association for the Educ... - 1 views

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    This is the position statement developed by the National Association for the Education of Young Children related to mathematics in early childhood education. This document outlines 10 strategies for high quality math instruction in the early childhood classroom, as well as, 4 strategies for educational institutions, program developers and policy makers. I found the 10 strategies for teachers to be particularly beneficial in my own reflective practice.
jthurston

Give Struggling Readers the Specific Kinds of Support They Need | Adolescent Literacy 1... - 2 views

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    This short article discusses strategies for helping adolescents who are reading at low levels.
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    This article provides information on helping older students who struggle with reading and Word study for adolescents who read at a very low level. It also provides next steps for these students. Even though it is geared toward older students, the strategies can be applied to younger ones as well. My Smart goal, 80% of students will reach level K in reading (lowest grade-appropriate reading level for second grade) by the beginning of the December, can be aided by this strategy. Word Study support can aid in decoding skills, which in turn helps students to become better readers. And once students can decode successfully, they can really focus in on the comprehension skills.
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
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