Group items tagged

While a bit long (10 pages, including the reference list), this article provides ideas and strategies to help students with learning differences (LD) be more successful in Spanish classrooms. It references recent brain research and also reminds readers that students with LD do not have diminished intellectual capacity. The first part of the article gives background on LD, latter sections give suggestions about things Spanish teachers can do to help their students with LD be more successful in their classes.

(Week 8: Margarita, Erika, Frances) Article originally posted in Diigo. An additional source is here: http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0502225234/64 This article describes "multi-sensory approaches" and the kind of instructional strategies, informed by brain-based research, that can help students with learning disabilities succeed in learning Spanish or another second language. The article focuses on how to create meaningful inclusion and skill building in Spanish courses through general accommodations, existing resources, and learning strategies. The article also references the relative lack of scholarly research on this topic and how that negatively impacts wider knowledge of ways to help students with learning disabilities learn a foreign language. This article was of interest to our group because the SMART goal is directly tied to improving the performance of special education students in Spanish class. In some schools, special education students are often pulled from language classes to get reading support, so implementing strategies that might keep the students in language class are of interest to the Spanish teachers. While several of the strategies discussed were already known, there were a couple that reinforced practices that have already been implemented as a result of our group's data action plan and at least one new idea that our practicing teacher would like to try. Reference Tolbert, J. B., Killu, K., & Lazarus, B. D. (2015). A framework for supporting students with learning disabilities in Spanish courses: connecting learning characteristics and instructional methods. Theory and Practice in Language Studies, 5(2), 225-234. https://doi.org/10.17507/tpls.0502.01

(I tried to edit my previous comment with some corrected info, but the changes wouldn't stick, so I am just reposting again) (Week 8: Margarita, Erika, Frances) The original link for this article was to a standalone PDF link. An additional source is here: http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0502225234/64 Students with learning disabilities commonly either avoided or have been discouraged from taking World Language classes. This article describes "multi-sensory approaches" and the kind of instructional strategies, informed by brain-based research, that can help students with learning disabilities succeed in learning Spanish or another second language. The article focuses on how to create meaningful inclusion and skill building in Spanish courses through general accommodations, existing resources, and learning strategies. The article also references the relative lack of scholarly research on this topic and how that negatively impacts wider knowledge of ways to help students with learning disabilities learn a foreign language. This article was of interest to our group because the SMART goal is directly tied to improving the performance of special education students in Spanish class. The goal of the world languages department is for every student to learn one of the languages taught, yet that is not always possible since special education students who are not meeting the reading goals are frequently pulled from language classes to get reading support. Implementing strategies and other instructional moves that might keep the students in language class, are of interest to the teachers. While several of the multisensory strategies discussed were already known, there were a couple that reinforced practices that have already been implemented as a result of our gr

This is a scholarly article on the students perceptions of the climate in the gym and how it enhances their goals in physical education. It is interesting because there are times that we all have bad days, but we can't let that effect the climate of the gym if we want our students to be and feel successful!

Numerous innovations in the education technology space are beginning to show potential in improving education and helping address skills gaps. Some of these advancements include Khan academy and Read 180 (self paced instruction for students). Professional development of digital resources is imperative to help close instructional gaps. EDTC 615 - instructional gap solutions

I love that this resource provides multiple examples of tools that we can use within our instruction. The categorization of each example also provides a clear explanation of how it can be incorporated. I think that one important point that was discussed within this page was how students can develop 21st Century Skills through implementing these tools. As 21st Century Skills are becoming a major focus in instruction, this shows how it can be addressed.

This was a great tool that shared tons of tools that teachers can use in our instruction. Some really great resources I have found to use were Khan Academy, Google Apps for Education, and One Note. This article has a lot of great visuals to help understand more about how we, as educators, can use technology to help close the skills gaps.

Learning theories evolve as educational goals and cultural influences change. This article discusses classroom learning theories and their practice in schools.

Week 8: It's been called the fourth "R" of education: reading, writing, arithmetic and now, aerobics. But the gym class of generation Wii isn't the same one you probably remember from school. "You hear sometimes the old stories ... where you roll the ball out and students just played the game," says Hanna Vaandering, president of the Oregon Education Association.

Many schools struggle when it comes to promoting adequate parental involvement in furnishing early literacy and the emergent reading skills of their youngest students. This is especially the case in many Title I schools, in which much of the student population represents portions of both the low-income and at-risk demographic. In order to help bridge this gap, the San Antonio Public School System has enacted their own Title I "Even Start" initiative, in which parents are better prepared to help instill and cultivate early literacy in their children, through their own education. Through this initiative, the school system is providing parents and students with joint: adult education, early childhood education, parent education, and literacy activities. By strengthening the literacy, parenting, and reading skills of parents, San Antonio is wagering that their student population will soon positively reflect this greater emphasis on emergent reading, early literacy, and family involvement.

This resource discusses the strategy of Total Physical Response (TPR) used in physical education classes. This strategy will help me reach my SMART target learning goal as students develop vocabulary through integration of words and movement through my implementation of the TPR strategy.

A useful module that explains how tiering can provide help learners learn better and has videos of examples. This can help improve Smart Goals for improvement in assessments, and homework and classroom performance.

I enjoyed the video on Tiering. Our teams' SMART goal 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 an important concept to note, is that this activity has a high Impact on Learning because it differentiates for the particular needs of each student. This process also encourages Student Engagement, which allows for the students to work comfortably in a peer environment. By having more time to plan differentiated work to meet simultaneous goals between students, the teacher is also scaffolding. The teacher is giving support to students who need it and to also challenge those students to maintain interest or to continue the work of those who have mastered a specific skill but may need more advanced strategies to continue the upward curve of learning. EDTC 615 Fall2018

With the video, the topic of towering the lesson is shown. With my SMART goal focusing on the 11th graders in my health education classes, it I'm important for me to address all the educational needs of my students. Currently, I use DI in my classes and I found a piece of information from the video that can I can begin to implement. The teacher had her students raise their hand with chosen number of fingers in the air. The number represents the level that each student feels they are on in regards to understanding the topic. While the exact way this strategy is used is not something I think will be effective with my high school students, the number system is. I can have my students write and post their perceived number and explain why they chose that number. Then, I can see the comfortability each student has with the topic. THey would have to apply extended reasoning which is a respresentation of depth of knowledge from the planning protocol rubric. EDTC Fall2018 EL

"Blended Learning Research Yields Limited Results - Education Week"

WEEK 4, Name: Julie - 2ND Grade Teacher SMART Goal: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. SUMMARY: This article focuses on reading instruction, and discusses why it is important for parents and educators to familiarize ourselves with what scientific-based research tells us about teaching reading comprehension. The topics covered in the article includes scientific research on phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and text comprehension instruction. The article determines that there is not a one size fits all solution in reading comprehension intervention. For instance, the article states that students that have underlying decoding or fluency weaknesses would most likely also need instruction in vocabulary and comprehension strategies.

SMART Goal: Given one month, students in below grade level reading groups will be able to increase their reading level by at least one level. This resource is useful for teachers looking to improve the reading abilities of young students. When discussing phonics instruction, this article aides educators in articulating the significant relationship between letters of written language and sounds of spoken language to developing readers. In addition to addressing the fundamentals of phonics, this resource offers methods for fluency instruction, such as repeated oral reading.

Week 8: In our Data Action meeting we discussed intructional strategies involving simulation and games. This article explain some advantages and fears for educators implementing games into their lesson plans. Matthew Farber Social Studies Teacher, Ed Tech Leadership EdD Candidate, Author In the fall of 2014, the Joan Ganz Cooney Center at Sesame Workshop (a nonprofit founded by Sesame Street creator Joan Ganz Cooney) assessed the impact of the gaming in school settings.

Initially, I was very hesitant to buy into learning through online games. I know that children today spend so much time in front of screens, and I didn't want to contribute to this obsession (for some children it does border on that). I did see that BrainPop, a site which I use frequently, introduced GameUp and Spotify. I figured if BrainPop was okay with gaming for learning, then I had to give it a try. Well, my students will now beg for BrainPop and will do evey activity, quiz and graphic organizer associated with a lesson in order to get to sortify. What a great tool. I am now a firm believer.

I too see the benefits of using these online games within instruction. The games provide students with a means of engagement that we often struggle to provide students. With the growth of technology, students are becoming more in-tune with new technology and are using it more often at home. By connecting technology to instruction, we are able to meet them in the middle. There are so many tools available online that it's a shame not to use them!

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 highlights the realization of Seymour Papert that electronic devices could increase education in isolated geographical regions facing poverty. Although we don't have school districts living in isolation in the United States, we do have poverty stricken districts with little to no technology available to the students. Seymour Papert had a vision "of a digitally enhanced learning experience [helping] close some of the gap that exists among urban and rural, well-resourced and poor schools."

This article details how Open Educational Resources (OERs) have helped certain districts close the achievement gap, and it provides a list of "how-to's" for implementing OERs into the school system.

This article addresses the deeper connections between music education and bigger literacy goals. It especially discusses applications for improving literacy outcomes in secondary education students.

A 21-page study of Milton Public Schools addressing the achievement gap of special education students.

I find this interesting, considering we never question the tests. Teachers, Schools, Families, and School districts have been trying for years to close achievement gaps, yet the gap remains. I think it is time to stop discussing what we need to do and start looking at standardized tests as inappropriate.

This study suggests that policy makers need to re-examine how they view the educational gaps of students with disabilities, in that they are diverse in the range of disabilities that create these disparaties. Decision making to lessen the gap cannot look at a one size fits all solution when dealing with a heterogeneous sub-group.

I selected this article as it serves as a reminder that as educators we need to look at our instructional techniques and designs to figure out what we can do better in helping our students learn. Sometimes, we get so comfortable with a particular strategy, that we fail to see how it impacts student learning. This article is a reminder that we must vary instruction to promote student learning. Abstract: The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes.

Group 3: Erika Eason, Margarita Lugo, Frances Parker Week 8: This journal article is accessible through the link given above by accessing the UMUC library. Description: Students with learning disabilities commonly either avoided or have been discouraged from taking World Language classes. This article describes "multi-sensory approaches" and the kind of instructional strategies, informed by brain-based research, that can help students with learning disabilities succeed in learning Spanish or another second language. The article focuses on how to create meaningful inclusion and skill building in Spanish courses through general accommodations, existing resources, and learning strategies. The article also references the relative lack of scholarly research on this topic and how that negatively impacts wider knowledge of ways to help students with learning disabilities learn a foreign language. This article was of interest to our group because the SMART goal is directly tied to improving the performance of special education students in Spanish class. The goal of the world languages department is for every student to learn one of the languages taught, yet that is not always possible since special education students who are not meeting the reading goals are frequently pulled from language classes to get reading support. Implementing strategies and other instructional moves that might keep the students in language class, are of interest to the teachers. While several of the multisensory strategies discussed were already known, there were a couple that reinforced practices that have already been implemented as a result of our group's data action plan and at least one new idea that our practicing teacher would like to try. This article would be particularly useful for Spanish teachers who are learning to differentiate their instruction and assessment for the first time and who need ideas about how to involve more Citation: Tolbert, J. B.,

Week 7 This reading is discussing the use of rewards in teaching and education. It discusses the effects on motivation and if the behavior being rewarded will continue if the reward is removed. Depending on how you interpret this article, you can use rewards in the most effective way to change the targeted behavior or remind yourself that that you can aid students in discovering self motivation by rewarding them with praise.

Teachers often offer rewards for good work, but Willingham speaks of their potential dangers. Rewards must be used with care, only if necessary, for a specific reason, not as a constant. In an attempt to encourage desired behaviors, they could produce the opposite effect if an expected reward is outside of reach. Rewarding a student for the act of producing rather than for producing a quality product, can also lead to lack of motivation and interest in learning. The system can also backfire is the offered incentive is not a desired reward. Though it seems intuitive and effective short term to offer rewards, this article presents some great points for the thoughtful educator in pointing out that rewards can be used effectively, but may also be more trouble than they are worth.

I like the idea presented in the article that grades can be construed as rewards for students. At first I sort of rolled my eyes (internally) at the idea, but the way the article described rewards actually made it meaningful to me. The article says that rewards (when used) should be "Desirable, Certain, and Prompt" to be effective. For grades to motivate students, they should be desirable (i.e. the intrinsic reward of good grades should already be ingrained), the grades need to be Certain (that is, the students need to have clear ideas of what it takes to earn an "A" or "B" etc) and must be Prompt (students tend to fail to see the correlation between effort and grades if they are given feedback on work days or weeks after the assignment is performed). The idea of promptness really stood out to me because contractually, I am required to update grades for students every 2 weeks. I always found that to be woefully inadequate for students to learn from their assessed work. I want students to be able to learn from mistakes they make on their assignments, but often seeing a grade value weeks after the attempt is made is similar to the 'ice cream' example in the article. Having a grade with feedback a day after they make an attempt will make the student feel more 'attached' to that grade and be more likely to fix it. For a graded assignment that was done long ago, students may see it as a more detached product and less likely to care about making corrections.