Group items tagged

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.,

This blog addresses professional practices and critical learning issues of our day. Members of PLCs can select a blog post for text-based discussions to deepen professional practice.

Week 7: The site provides a colorful, engaging environment for mastering math skills. You can sign up for an account or 30 day trail. Educators can sign up for full account benefits with (e.g. student progress tracking and reports; and an awards system for learners for completing certain goals). *Very good site for remedial students learning math and language arts. This site also includes a page in Language arts for 2nd to 10th graders.Practice math online with IXL. The site offers thousands of online math practice skills covering pre-K to high school, with questions that adapt to a student's individual proficiency.

I used to use IXL with my students for reinforcement, the only problem I had when using it was it locks students out after a specific number of questions. There was only so much practice for allotted topics which sometimes was not enough extra practice.

Free users I believe get 10 questions a day, but what I like most about this is that when a student gets a question wrong, it provides a pretty in depth explanation. Great resource.

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

(Week 7: Ruchel and Beth) This journal article is accessible through the link given above by accessing the UMUC library. This journal article discuss practical strategies to help with teaching the alphabet. The importance of the alphabet for early literacy skills is discussed in the article. The article stresses the flaw with the popular "letter of the week" way of teaching the alphabet including the fact that this method takes 26 weeks just to cover the alphabet as well as the fact that if students know a number of letters those weeks are a waste of valuable class time. Teachers can use this article to further their instructional practices in the early childhood classroom by focusing on EAK (Enhanced Alphabet Knowledge Instruction) which "emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge" (Jones, Clark & Reutzel, 2013). "Rather than the traditional method of one cycle of massed instruction, EAK instruction advocates teaching letters through multiple, distributed instructional cycles which allows for letters to be introduced, practiced, and revisited several times, as needed, during the school year" (Jones et al., 2013). References Jones, C., Clark, S., & Reutzel, D. (2013). Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators. Early Childhood Education Journal, 41(2), 81-89. doi:10.1007/s10643-012-0534-9

This article offers suggested ways for educational systems to mitigate the achievement gap among minority students. Th author suggest that schools should encourage teachers to engage in instructional practices that specifically accommodate their minority students. The author offers a methodological framework for this approach called Hierarchical Linear Modeling.His study investigated the instructional practices that reduce the achievement gap among the minority population. Findings revealed that even when taking student background into account, various instructional practices can made a significant difference in closing the achievement gap.

This tool provides teachers with the data needed to track students' progress on solving word problems. IXL gives students different word problems to solve. These problems could be solved in a small-group rotation. This would help students identify the steps and method they are using. Also, students would be able to take their time to solve these problems in their elementary school classroom.

This tool provides pre-k to 12 additional support/practice with math concepts. Teachers are able to assign a skill to practice in class or at home. Teachers are able to access reports by concept and time spent. Down side is the cost of IXL.

I use this website for fluency practice and lesson extensions with my small group math instruction. My first graders enjoy the games.

Nuffield Foundation " Practical Physics " > Electric circuits and fields " Simple electric circuits. Practical activities designed for use in the classroom with 11- to 19-year-olds. Have also developed resources and approaches that underpin effective educational practice. These are freely available via our teachers page.

I found this video to help with the dimension of 'Rigor and Relevance.' It explores the practice of 'language dives', something I was previously unfamiliar with. This video deals with them in the primary setting, but I think it could be easily adapted to secondary education, and can especially have a place in the music classroom. I do believe implementing these strategies could help me achieve my SMART goal of 100% passing rate on state and county standardized tests among my target SLO group.

This page from EL Education offers a list of student-centered protocols and strategies, including detailed guides for each on how to use them with students.

My SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The dimension I choose to evaluate this resource with is Student Engagement. I believe that many students get distracted during lecture and worksheet practice because they are not fully engaged, therefore they do not receive adequate time to practice their skills. This resource provided me with many different activities that I could implement in my classroom to mix up note taking and worksheet practice. Also, many of the artifacts on my connecting gaps sheet referred to students lack of understanding of the word problem. I believe that an activity like the Tea Party could be used in my classroom for students to practice understanding what specific phrases mean to help them be more successful when solving and in turn improve their assessment performance. I also think that the Dance card protocol could be easily used to partner students together randomly and allow them to work on problems together. Many of the resources linked here however, have a direct English and Social Studies connection, therefore one of my group members who teaches Government could use many of these resources to have students work together to review their own independent work. Thanks for sharing this resource! Noelle :)

Abstract: This study investigated teachers' uses of research on the identification and instruction of students at risk for reading disabilities (RD). It identified obstacles to teachers' uses of RD research and methods to bridge RD research and teachers' practices...

This article provides a variety of ELL terminology and instructional guidance for early childhood educators who are looking to support children who are ELL's. The articles focus is on language and literacy content approaches and best practices that should be included in ELL educational practice programs. Along with instructional practices, this article offers essential materials, The Early English Language Development Standards, and developmentally appropriate academic language all in guidance for supporting early ELL's.

Two prominent methods for closing achievement gaps are discussed in this article: 1. increase district control over teaching and curriculum, and "minimum standard of instruction", 2. using teacher teams to develop curriculum and teaching methods. Because district control leads to set curriculum, methods, and assessments across schools, progress is easily measured. However, talented and creative teachers tend to feel less valued as educators, and more like tools of implementation. This could cause less effectiveness for having to fit lessons within such a strict construct. Teacher teams, or Professional Learning Networks, empower teachers for contributing to development of effective lessons. Educators tend to enjoy this approach, since it is more natural to teaching and learning, though it is difficult to measure what is being learned. Under district control, the focus can be on research based interventions, where measurement relies on teachers not straying from the mandated processes. Alternatively, it can focus on teacher learning, which would output teachers with similar goals, but who can draw from their own experience and knowledge. Mountain High School in Pleasantville, California, was divided into "learning communities" of around 80 students. Teachers were to serve as advisors, regularly contact families, collaborate with colleagues, and ELL and Special education students were divided amongst the communities. The teacher lack of experience with PDs showed, as they were more focused on student problems rather than ways to improve instruction. Teachers were also not used to contacting parents outside of problematic situations. It was also necessary to provide accommodations that help struggling students to strengthen the lacking skills that are preventing further growth. The proposed methods seemed sound, though implementation in the case study, was still problematic. The lack of success was potentially due to lack of understanding of what compris

(Week 9: Amber, Angela, And Kenneth) This article is accessible through the link given by accessing Diigo. This article discusses two methods for closing the achievement gap due to teacher collaboration. The article discusses how teachers can collectively have discussion that may identify and address the structural issues that are built into the school system. Teachers can use this article to begin to understand how their instructional practices can be hampered by systematic inequalities. The idea of all of this is for these "Collaborations to require and build trust, routines and skills for further collaboration efforts. This also means that the collaborators will need training in order to help them talk about issues of teaching and learning and critique each other's practice (Levine and Marcus, 2007). This would be useful for our practicing teacher because (1) They teach in different districts so there will be some disparities, (2) critiquing each other can be more helpful and a great learning experience. References Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: facilitating multiple trajectories of teacher learning. Journal Of Advanced Academics, 19(1), 116-138. From http://files.eric.ed.gov/fulltext/EJ786607.pdf

"A word wall in the classroom is a powerful instructional tool to strengthen content vocabulary or concepts. A word wall can be an organized collection of words (and sometimes phrases) displayed on a wall or other space in the classroom."

Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.

Watching this video gave me ideas on supporting my students. Word Walls are important supports for students in the classroom. They help students solidify their thinking process and content knowledge. Students in this video did the thinking required. This is also important as students tend to rely on teacher lead information. Our SMART goal is that 75% of students will increase their informational text reading comprehension by one grade level. The word wall in this video is a great strategy to make connections with my students.

This article focuses on closing the achievement gap with a focus on fluency. First, it discusses the wide range of readers many teachers receive in their classroom each year. Within these classrooms there are always students who are considered "struggling readers" and need extensive support that will help them to succeed. The article provides multiple ways teachers can work with these readers in order to close gaps. First, looking at student data and classroom instruction to determine what's going on with the student. Then, practicing and strengthening fluency skills. Willemina Mostert & Kathryn Glasswell mention four key components in building fluency skills; model good oral reading, provide oral support and assistance, offer many opportunities for practice, and encourage through paraphrasing. Additionally, they include four powerful practices for diverse learners.

(Week 8: Jennifer and Ashleigh) This article is accessible through the link above using the UMUC library database. This article analyzes data from an early childhood survey to determine how various instructional strategies in math impact students of diverse racial/ethnic backgrounds, socioeconomic statuses, and varying readiness levels. The results of the study indicate differing exposure to instructional strategies to support students in math. For example, the study shows that students with high socioeconomic status and higher readiness levels have more exposure to the use of manipulatives, while students with lower socioeconomic statuses and lower readiness level have more exposure to music and movement to learn math. Additionally, the study found that only some instructional strategies have an impact on student achievement in math. This study is beneficial for teachers as they reflect on their current instructional practices in relation to student achievement. The results of the study express the need for differentiated math instruction for various communities of learners within the classroom. This is useful as we examine Ashleigh's Data Action Plan and how the use of manipulatives for measurement may or may not support achievement for all students. As strategies are implemented, Ashleigh can take note of which strategies are most beneficial for different subgroups within her classroom. References Bottia, M. C., Moller, S., Mickelson, R. A., & Stearns, E. (2014). Foundations of mathematics achievement: instructional practices and diverse kindergarten students. The Elementary School Journal, 115(1), 124-150.

This article details an instructional model called Interactive Learning (IL), which contains ten best practices for educators to follow that must be implemented in all lessons. Using these practices can help student achievement tremendously, as evidenced by the example school, which doubled student achievement in three years using these practices.

This is a informative article about 10 strategies for engaging underperforming students. Since my SMART goal is all about giving additional resources for success to my lowest performing students (students who previously took Biology I) this fits perfectly. This will help me create a plan to reach out and engage each student and write up resources for each of them.

I think these ideas have come a long way and are being implemented in many classrooms. This seems like a norm for my school or even my classroom. Although, I say that and I think it is hard to incorporate all components every day. Especially when I think of student movement. I think this is an excellent article to pinpoint instructional strategies.

(Week 7: Amber, Angela, and Kenneth) This article is accessible through the link given above. The article discuss a research method that is based on student centered teaching rather than teacher centered teaching. The article displays the changes for a teacher design where the teacher leads every activity and shift the focus to the teacher become the facilitator. Instead of having large number in classes, small groups scenarios are shown to be more effective with students learning from their experiences rather than the teacher teaching all the knowledge and content. This shift looks as though it was a two year time span and shows some effective result where student centered teaching where student are active learners. Teachers can use this article to design and implement a different approach to teaching by empowering themselves to switch up the way they teach in the classroom. Instead of lecturing information, they should try to work with their student and create exercises where the student learn from each others and their experiences where the teachers are the facilitator. Barraket (2005) states that student centered approach promotes small group activities that will improve the response of pedagogical challenges of teaching social research methods (Barraket (2005). Reference Barraket, J. (2005). Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice. Journal Of University Teaching And Learning Practice, 2(2), Retreived from http://www.eric.ed.gov.ezproxy.umuc.edu/contentdelivery/servlet/ERICServlet?accno=EJ1059434

This article studies the "Detect, Practice and Repair" strategy used in a fourth grade classroom with mathematical facts of subtraction, multiplication and division. The DPR method allows teachers to identify students that are having problems with certain concepts. The teacher can then differentiation individual assignments for those students to practice, thereby repairing a deficit of learning that might exist. This form of differentiation shows a marked improvement in student performance.