Group items tagged

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

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.

This article looks at the importance of technology use in the classrooms in the 21st century and how this technology can be used to help close learning gaps. It specifically looks at students who are "at-risk". This article addresses great points but also cautions that in order for technology to be effective, it needs to be accompanied by professional development.

This article highlights a report completed by the Alliance for Excellent Education and the Staford Center for Opportunity Policy in Education in 2014. The article notes that students can make significant increases in learning and engagement through the use of technology. However, students from poor socio economic backgrounds may not have the same instruction or access to technology as those from more affluent neighborhoods. The auther then presents a list of solutions.

I like that this article encourages a blended learning approach with technology. I think that tech is a powerful tool that needs to be paired with hands on activities for the early learners.

Great article explaining learning gaps in students and that the gaps cannot alway be filled in schools. It is not solely the responsibility of the teacher to teach, there are other resources/people that can help end/lower gaps.

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!

The first source I found appears to be useful for educators who may not be certified in ESOL, but have ELL students. It breaks down the different types of ELL learners and this could be important when planning and implementing activities. It also helps the teacher get to know the student better and show empathy and compassion. This article is related to "older" ELL students and our data is from a high school class, so therefore some of the solutions for success offered could help these students if implemented. I also like that it emphasizes teaching language through content. This is important because students might understand the general idea, but cannot make certain connections due to language barriers. Therefore, breaking through those barriers might be all the student need to make the connection desired. I also like that it provides questions with answers! This could be very helpful for our group!

"The Think-Pair-Share protocol is a simple way for all students to get a chance to think, talk, and learn from others. "

Think-pair-share is a great way to get students talking about information that is being taught. This is a great way to help students think about the topic that is being taught from a peer's point of view. Dimension: Student learning Rating: 2 This would work towards my fellow teammate's SMART goal,"By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. This allows students to talk about what they are understanding about theme and gain new understandings.

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. (Heather's goal) Dimension: Impact on Learning Impact: 4 Reason: Think-Pair-Share is a strategy where students have a discussion with a partner to solve a problem or answer a question posed by their teacher. After which, the students individually share their ideas/solutions with the entire class. I believe that this strategy will be useful in Heather's attempt in eliminating the reading comprehension gap in her class because asking varying levels of question encourages students to discuss new ideas that deepen their understanding. This strategy will also give Heather the opportunity to assess student understanding by monitoring their discussions. It also has the bonus factor of stimulating student engagement

This blog post explains the way to close the achievement gap in a mathematics classroom. The article touches upon stereotypes and ethnic and racial disparities, and other ways for educators to close the gap for their mathematics students.

Wow, what an interesting article! I'd never really considered racial inequality in math instruction before, but after reading the article, something to consider. One of the suggestions was to remove homework from math instruction due to some studetns unstable living situations. This makes sense and I think as teachers we often forget what some of our students are dealing with at home.

I really liked this article and the ideas in it. I try to celebrate the mistakes in my classroom, using them as a lesson within a lesson. I understand the point about homework, however I will continue to give my students homework. We are supposed to be preparing them for college. I don't remember one college class where most of my grade didn't come from work outside of class.

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.

Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goals: By the end of the unit, 50% of students will score 70% or higher on the assessment. By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment In this activity, students take a gallery walk to view the multiple ways of solving a math problem and representing their math thinking. This type of activity allows for students to display their work in a non-threatening way. The students will be checking their understanding and learning other solutions for a given math problem. This activity could also meet the Math and Social Studies goals of my group because gallery walks can foster discussions where students explain their thinking and teach each other in the process.

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 thought that this was an interesting article because it touched on the social aspect of learning and achievement gaps and not so much on the academic.

"a Chalk Talk protocol allows students to have non-verbal "discussion.""

My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around.

EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. 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. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an