Group items tagged

(Week 7: Dave and Kristina) This journal article is accessible through the link given above by accessing the UMUC library. This journal article discusses the challenges that nearly all teachers face in classes where there they encounter students of mixed abilities. The article provides solutions such as 'provided specific activities for varying students', and notes that teachers with a 'positive attitude toward mixed abilities' correlate to more positive outcomes within their classrooms (Al-Subaiei, 2017). Teachers in our team can use this information because the problem of having students of mixed abilities is a ubiquitous one. It enlightens the reader that many teachers have not received adequate training regarding differentiation to provide effective lessons to classes that contain learners of mixed abilities. While Al-Subaiei (2017) doesn't offer solutions specific to any particular subject area, it certainly does shine a light and help teachers reflect on an issue that we all face to varying degrees. References Al-Subaiei, M. S. (2017). Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope with Them. English Language Teaching, 10(6), 182-189. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ1143456&site=eds-live&scope=site

(Week 7: Michelle and Tolu) http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=537ab470-df86-45e4-b0e1-6a514e8ff2f5%40pdc-v-sessmgr05 This journal article is accessible through the link given above by accessing the UMUC library. This article reviews the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. The article indicates that simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioral, and affective. This article can further instructional practices by providing g rationale for integrating simulations in academic curricula. Among the many reasons for including simulations in the classroom: they facilitate the transfer of knowledge, stimulate greater student engagement, and strengthen social development of students (Vlachopoulos & Makri, 2017). The article helps to ensure that the simulation is thoughtfully and deliberately introduced to minimize confusion and demonstrate how the simulation will reinforce course goals or objectives. References Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review [Entire issue]. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0062-1

(Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc

(Week 9): Jenn, Jim and Sabrina Source: This journal article is accessible through the link given above by accessing the UMUC library. Focus: This journal article focuses on the need for preparing an increasingly diverse student population for life in the 21st century. In addition to addressing differentiation, our classrooms "will be heterogeneous in nature, (as well as) learner-centered, knowledge-centered, assessment-centered, instruction-centered, and community-centered." Teachers in these classrooms "will need to be proficient in 'teaching up,' or planning learning experiences at a high level of challenge." (Tomlinson, article abstract) Why the article is useful: Teachers in our group work with students from very diverse socioeconomic, linguistic and cultural backgrounds. Many of these students come to us from homes where English is not spoken, where their families may be disadvantaged with issues relating to poverty and social isolation, and who often have a variety of special needs (SPED, ESL/ELL, etc.). Reference: Tomlinson, C. (2015, April 14). Teaching for Excellence in Academically Diverse Classrooms. Society, 52(3), 203-209. Retrieved from http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=9&sid=d8e836f2-a403-4b8f-a484-e5e63f248a74%40pdc-v-sessmgr05

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 8: Amber, Angela, and Kenneth) The journal article is accessible through the link given above by accessing the UMUC Library. The journal article discusses the draw on the accumulated research to provide a framework for differentiating instruction. REACH is used a mnemonic device and is the type of framework that two teachers have developed which includes a comprehensive inventory and several practical strategies for using it. Teacher can use differentiating instruction to fundamentally find different ways to teach students with diverse and behavioral needs. REACH is an acronym for a charted course of action for developing the use of differentiated instruction. It means and highlights each as follows: "(a) reflect on will and skill, (b) evaluate the curriculum, (c) analyze the learners, (d) craft research based lessons, and (e) hone in on the data." (Rock, Gregg, Ellis, & Gable, 2008). It literally gives you "a step by step approach to introducing strategies and procedures for student with disabilities or general student the cognitive access to achieve their educational outcomes." (Rock et al, 2008). Both participating teachers have various needs and both need different strategies to differentiate their lessons. References Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31-47. doi:10.3200/psfl.52.2.31-47 Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=4&sid=0161de11-17f9-4ba4-86d0-eff88604e5e5%40sessionmgr4009

(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.

(Week 8: Maia and Shawntel) This article is accessible through the UMUC library. The focus of this article was to introduce and explain the importance of strategies that motivate and engage students when learning how to solve word problems in algebra classrooms. The author argues that students show more engagement in algebra word problems when they are guided through problems that have real-life problems. The article provided data based on a study where students were given similar problems to solve with real-life and fictional problems. The students trended a preference to the real-life problems while also scoring higher on real-life problems. The authors state, "given a set of word problems covering a variety of application areas, students prefer problems which either generates intrigue or problems to which they can easily relate" (Premadasa and Bhatia, pg 15, 2013). Our group choose this article because of the current situation for the implementation process. The practicing teacher was met with a lot of resistance when introducing the new tactic. This supports our notice and wonder questions that students are not engaged and positive when approaching algebra word problems. The attitude of students directly impacts comprehension of word-problems. Therefore, we used a planning protocol to re-adjust the types of problems that were presented to the students. The practicing teacher found instructional videos that had current and real-life scenarios. Although it is still early in the implementation process, the teacher did notice an attitude change among the students as the proceeded with the material. Premadasa, K., & Bhatia, K. (2013). Real Life Applications in Mathematics: What Do Students Prefer?. International Journal For The Scholarship Of Teaching And Learning, 7(2), http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=3&sid=ef4d2731-303f-462b-ba77-64f1a21bc66e%40sessionmgr101

Week 8: Dave and Kristina This article is found by searching "differentiation" in the MEd Program Diigo. This article is mainly about how teachers need to continue to observed and held accountable for their teaching methods in order to best educate high-ability learners. According to VanTassel Baska (2012), "teacher effectiveness has been shown to be the main determinant of student progress." The author is of the belief that if teachers are continually observed, sometimes in an unannounced situation, that they will continue to teach using complex higher order behaviors and that this is the way that gifted students will learn best. Teachers in our group can use this article to understand the reasoning behind continual professional development and observation. Both of us teach gifted students in our classes and we need to remember that these students need to provide extended activities for these students and that we need to consider if our lessons include the use of higher level skills. Often time as teachers, we tend to focus more on the students that struggle academically but, we need to remember that our gifted students also need extra support as well so that they are able to grow as learners. References VanTassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS-R. Gifted Child Today, 35(1), 42-48. https://doi-org.ezproxy.umuc.edu/10.1177/1076217511427431

Week 7: Margarita Lugo and Erika Eason This journal article is accessible through the link given above by accessing the UMUC library. This article focuses on the "multiple intelligence theory" and its application for foreign language teachers and their classrooms as a way to actively and authentically engage students in learning in all subject areas (however, this article does emphasize foreign language). This theory says that content can be taught in a variety of ways and recommends that teachers should design lessons, projects, homework, and assessments while thinking of students' learning preferences and styles. Specifically, the article goes through Gardner's theory and illustrates how it can be applied to Spanish classroom. Our SMART goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments". This article can help me achieve this goal by giving me new insight on differentiating instruction and assessments for my SPED students who struggle in one or more areas of communication. References: Anders, L., & Willen, W. (2005/2006). Differentiating instruction in the Spanish as a foreign language course using multiple intelligence theory. International Journal of Learning, 12(6), 9-14. Retrieved from Education Research Complete database. (Accession No. 25089780)

Week 9: Margarita Lugo, Erika Eason, Frances Parker This journal article is accessible through the link given above by accessing the UMUC library Description: This article takes a closer look the the kinds of accommodations in place for students with learning disabilities in math, science and world language class. Even though these accommodations are created and determined by learning and special education specialists, there is little research existing about which accommodations are recommended and effective for math, science, and world language courses. The author chose to focus on accommodations in these courses because of the lack of research of the effectiveness of accommodations in these courses as well as the documented struggle for students with learning disabilities in these courses. Smart goal: Our SMART goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments". This article can help me achieve this goal by giving me new insight on the documented effectiveness of accommodations in the world language classroom. Framing Question: What kinds of accommodations would be most effective in the world language classroom? Which accommodations have been proved to be the most effective in the world language classroom? Citation: Ofiesh, N. S. (2007). Math, science, and foreign language: evidence-based accommodation decision making at the postsecondary level. Learning Disabilities Research & Practice, 22(4), 237-245.

This article includes a research study on digital divide and examine show technology is used in the classroom and home.

Week 8:Theresa Horgan presents this journal about the use of graphic organizers in the classroom. She brings in the technological side of graphic organizers. She explains in her article how graphic organizers can be a useful teaching strategy. They are engaging and help students retain information from their learning. This is important because it helps students visualize and organize their thoughts from the lesson. Teachers can use graphic organizers in ALL subjects!

Excellent article on uses of Diigo for Collaboration by Michael Ruffini, UMUC professor.  I like the way it explains specific uses of Diigo in the classroom.

(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

(Week Nine: Ruchel and Beth) This article is accessible through the UMUC library via Document Express. This journal article is about differentiated instruction when it comes to teaching students the alphabet. The article highlights the fact that "Early literacy experiences vary widely... and children show substantial differences in their alphabet knowledge development. Thus, children in the same early childhood classroom may exhibit differing levels of alphabet knowledge" (Piasta, 2014). Teachers can use this article to further their instructional practice by using the strategies and assessments discussed in the article to work with students in ways that will help the individual child learn all the letters verses a whole class approach to teaching the alphabet. The article discuses how, "The familiarity of children with letters included in their own first names, for example, has long been observed" (Piasta, 2014). But when it comes to teaching the alphabet in a whole class approach teachers are not acknowledging "differences across letters, often providing the same amount and types of instructional activities for each of the 26 letters irrespective of the ease or difficulty of learning a particular letter (Piasta, 2014). The article provides an idea that all "Early childhood educators may wish to assess all the children in their classrooms or may first use established alphabet screening assessments" (Piasta, 2014). It is also helpful for educators "To conduct a diagnostic alphabet assessment, an educator presents a child with each of the 26 letters and asks the child to supply the name and/or sound for each letter. The educator marks whether the child supplied a correct name and/or sound. Although the assessment can be scored in terms of the total number of correct letter names or sounds (i.e., 0 to 26), most important for diagnostic purposes are which letter names and sounds the child knows (Piasta, 2014)...

...The article finds that small group learning "has been demonstrated to be more effective than whole-class or even one-to-one instruction in supporting young children's early literacy development (Piasta, 2014). The article also stresses the fact that educators should "plan and use effective teaching practices to deliver alphabet instruction on the selected letters. Alphabet instruction can take place in many fun, engaging, and authentic contexts" (Piasta, 2014). In closing, "Outside of planned alphabet instruction, educators may also take advantage of additional "teachable moments" to review and reinforce children's alphabet learning whenever these occur" (Piasta, 2014). References Piasta, S. B. (2014). Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. Reading Teacher, 68(3), 202-211. doi:10.1002/trtr.1316

Week 7

Week 8 - Virgil