Group items tagged

(Week 7: Cathy, Sheila and Suzanne) This journal article is accessible though the link given above by accessing the UMUC library. This journal article discussed the connection between metacognition and cognitive retention dependent on particular Biology teaching strategies. The article focused on four strategies, Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw and direct teaching. The article explained how PBL/Jigsaw leads to greater metacognition skills and therefore the students will be more successful learners. This article can help teachers identify student learning gaps and incorporate learning strategies that aid in metacognitive skills and also increase cognitive retention. It also examines how student motivation and leaning styles and cooperative learning strategies can help self-esteem and student achievement. Palennari wrote that metacognition makes students become independent learners that can manage and plan their learning process. "Self-regulated learners are responsible for their own learning progress and adapt their learning strategies reaching demands completely." (Palennari, 2016) Reference: Palennari, M. (2016). Exploring the correlation between metacognition and cognitive retention of students using some biology teaching strategies. Journal of Baltic Science Education. 15(5). Pp 617-629.

Week 8: Partner: Cecile Droz This article discusses a new way to give student's warm-up exercises. Instead of having them complete them at the beginning of class, the students will complete the warm ups up to 3 days before they are due. The warm-ups will prepare the students for the upcoming week of assignments. The best type of warm-up assignments give the students a scenario that they are familiar with. It is important for the educator to determine if there are any misconceptions by looking at the warm-ups to determine what concepts need to be addressed again.

Although not everything described in this article applies necessarily to all subjects, the idea that teachers need to be more aware of the prior knowledge students have before they present new materials is very interesting. In second language, for example teachers use students' oral and written productions to assess their command of grammar but before any cultural or historical unit, it would make sense to address prior knowledge and rectify what needs to be rectified before introducing new ideas/material.

The use of warm-ups as a combination of extension, priming, and pre-assessment is novel. This gives students time and mental space to make a prediction and then bring it to class, prepared and ready to learn. I will definitely be employing this in a class I am designing next year.

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.

I am a special educator at RHHS in Howard County. As a special educator, I have been tasked with teaching Tutorial classes that were created to help students with disabilities receive service hours in various goal areas. Last year, was the first year that I attempted to implement SMART Goals into my classroom. Most students struggle to determine their personal SMART Goal and use it to help them focus on improving specific skills. This year, one of my midyear assignments required students to develop a SMART Goal for the following quarter. Students were asked to read and annotate an article, then discuss what they learned with their peers through a classroom discussion. We are now in Quarter 3 and some students have already achieved their SMART Goals from Q2. I found it interesting that part of this week's assignment was to find articles to help support our data analyzing from Venables by developing SMART Goals based on our macro and micro data. I have never thought of using a SMART Goal to improve my professional practices. I think that this could be a wonderful idea, however, I am nervous to develop a SMART Goal because I do not have control over many of the aspects in the classrooms that I support. For the purpose of this class, I will be creating a SMART Goal that I believe would benefit my students. I will share it with my co-teachers and see what they think. The resource that I provided gives examples of professional and student SMART Goals. I found that no only did students struggle to determine what a SMART Goal should measure, but I am facing that same difficulty. I wanted to provide my peers a reference of some achievable and specific SMART Goals that they could use as a model when creating their own.

WEEK 4, Teacher: Heather - 2nd Grade Teacher SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. SUMMARY: This article offers ideas for effective vocabulary instruction for teachers, including word structure analysis and vocabulary words selection. The article discusses how student knowledge of deciphering vocabulary knowledge and reading comprehension can be reinforced, and how instructors can detect the difference between the vocabulary of good and weak readers. The vocabulary exercises are targeted for students in grades 4 through 12, but I believe that it can be used in all classrooms because the article emphasizes the integration of vocabulary instruction in any content area, such as social studies and science. This article also offers teaching strategies on how to enable students to determine word meaning, and how students can effectively use dictionaries.

This article gives a brief overview of vocabulary development and then offers many different instructional strategies to teach vocabulary in the classroom. Strategies include interactive word walls, word mapping, and self-selected vocabulary among many others.

This article strongly correlates with my instructional focuses. After viewing the article, I was able to see the different levels of vocabulary comprehension as well as the interventions that can be used to assist and assess the student's levels of comprehension. This article is a great source for any reading/language arts educator.

Vocabulary plays a vital role in my class with ELL students. This resource contains criteria that will help monitor students vocabulary progress as well as give different strategies such as Self correction, Mapping, Graphic Morphemic Analysis, Interactive word Walls and more for ELL students and students with special needs. This resource aids my groups' SMART Target learning goals by providing strategies for comprehending academic vocabulary.

("Week 8" Group Members: Beth and Ruchel) The article explores a study conducted to see the patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. The study can be used as a helpful resource to determine the relationships between early patterns of literacy performance and later reading achievement.

Meta-analysis was conducted on interventions used for mathematics with students with learning disabilities. There were four instructional components examine to determine their effectiveness and impact -- a) approached to instruction and/or curriculum design, b) formative assessment data and feedback to teachers, c) formative assessment data and feedback to students and d) peer-assisted mathematics instruction. The research indicates the positive impact of cognitive strategies and the direct instruction model for mathematics instruction. The information was beneficial. Direct instruction often used for reading instruction of students with disabilities so it only makes sense that is also works for math instruction. Research-based information helps me determine what instructional strategies and practices I will include in my classroom.

The authors of this study discuss an approach for solving word problems with equations.

The article references stats that involve demographics pertaining to elementary reading and math. High school graduation rates and dropout rates amongst minorities in a californian community. The author looks at closing the achievement gap by getting parents involved and placing more emphasis on pre-K programs. The article states that when it comes to intervention, the way to look at it is, the earlier the better. The author provides suggestions to closing the gap.

This study focuses on the stages of literacy development in Kindergarten up to 8th graders. The author states how children's minds do not learn by taking mental pictures or by memorizing but by constructing mental images over time. It also includes resources to engage students in word study at various levels.

This resource explains how children from grades K-8 develop their knowledge of words/vocabulary. It explains how teachers can instruct in a way that meets each learner's needs by expanding from what they already know, adding new content, but not too much where the teacher frustrates the learner. This resource helps with my groups SMART Target Learning goals because it meets everyone's grade level (K-8), and focuses on reading skills.

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.

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 article, by the Access Center, discusses how to implement differentiation effectively in the classroom. The method put forward states that one must access student readiness, determine student interest and identify learning styles to successfully differentiation. Multiple strategies are also presented for implementation in a math classroom setting.

This article provides developmentally appropriate strategies for supporting math instruction in the early childhood classroom. Strategies include how to set up a math rich classroom, as well as, how to children to engage in mathematical play.

In this article, the Florida department of education provides useful strategies, graphic organizers, and ideas for teachers to use when they teach word problems in the classroom setting. This resource is organized by four main ideas including understanding the problem, devising a plan to understand the problem, implementing a solution, and reflecting on the problem. Within each of these larger topics, the resource provides multiple strategies and resources that can be immediately incorporated into the classroom. The resource also contains an appendix that provides blank copies of many of the resources discussed.

#EDTC615 #Spring 2018

#EDTC615 #Spring2018