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sstafford11

How to Engage Underperforming Students - 12 views

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    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.
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    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.
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    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.
saxman_51

Closing the achievement gap - 1 views

http://www.apa.org/monitor/2011/09/achievement.aspx Writer discusses the effects of 15 minute interventions on student performances and growth.

Intervention Academic Performance Standardized Test Scores Data Achievement Gap Growth Learning

started by saxman_51 on 16 Mar 16 no follow-up yet
Colleen Gradowski

http://files.eric.ed.gov/fulltext/ED528919.pdf - 2 views

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    The research looks at academic gaps of low income communities. They looked at 3 factors, teacher performance, class abilities and classroom size. The researchers found that the better teaching practices significantly increased students scores, but the class abilities did not. They also found that class size was a factor. Although class size is important, teachers can not completely control that. However, this research shows that students fell into instructional gaps due to instruction that was not meeting teaching standards or not provided adequate instruction on the material.
margarita_lp

Guided Visual Vocabulary Practice: Spanish Language Vocabulary Instruction ...: UMUC Library OneSearch - 2 views

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    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.,
dlhickman

http://jutlp.uow.edu.au/2005_v02_i02/pdf/barraket_004.pdf - 2 views

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    From the abstract: "This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice"
Barbara Lindsey

Chalk Talk | EL Education - 20 views

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    "a Chalk Talk protocol allows students to have non-verbal "discussion.""
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    Dimension chosen: teacher maintenance Rating: 3 low maintenance (few materials and/or little prep work) This activity would be good for preparing for my fellow group member's SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." Students could complete a world problem and post their individual solutions on sticky notes onto the poster. I think it would be engaging for majority of my fourth grade students, as they are up and moving. There is little teacher prep work and can use it as a formative assessment.
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    Dimension Chosen : Rigor and Relevance Rating: 4 student think and work I think this activity would work well for for my group member's Smart goal: By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. I believe "Chalk Talk" can help students with question that the teacher give the students about what they have read and comprehended. Each student get to answer the question and will have a voice and in turn they will get a chance to comment on each other comments. This will create an atmosphere where conversation can be had about the difference of opinions in comprehension and give the teacher a way to evaluate how each students comprehends and addresses others. Students can learn from each other this way as well and get a better understand of the source material not only from the teachers perspective by their classmates' as well.
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    Dimension Chosen: Impact on Learning Rating: 4 High Impact I think the Chalk Talk protocol would work well for my group member's SMART goal: By the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at lease 80% accuracy. The Chalk Talk idea gives every student a voice and allows them to be heard. They are able to share out their ideas and have their peers respond back to their comments.Students are able to silently correct their peers mistakes without being humiliated in front of the entire class. This method can be very beneficial for students who are uncomfortable with participating in class and it also a form of communication to the classroom teacher. At the end of the lesson, teachers can review each comment and base their next lesson on the area where students are struggling the most. EDTC615 Spring2018
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    Hello Ashleigh, I agree that Chalk Talk could have a high impact on student learning. I also think Chalk Talk could have a high impact on student engagement. When the teacher creates a classroom environment where everyone feels comfortable sharing and helping one another, there are more likely to participate in the classroom and be fully engaged. My teams SMART goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." I do not think this lesson style would be particularly useful for my SMART goal, but I do think it could be useful for greater success of my AP students overall. My class discussions tend to be purely verbal now, but maybe I could use this method sometimes as well. Thanks! Suzanne Stafford
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    @Suzanne - What about this strategy would not work for reaching your goal? Depending on your current content/standard focus, students could rotate across several different question stations. Every time they move to a new station, they can expand on, critique, or justify the answer to the question they come across. Jason Caputo's Smart Target Learning Goal: 80% of students will be approaching advanced in their discussion ability (this means that they can follow along and actively participate (ask and respond to questions about what has been said) in a verbal conversation with peers on a complex topic). This strategy could be used for my students as a scaffold towards more challenging activities. In terms of Alignment to Standards, it is a 3/4. Written communication is interpersonal, but does not have all the elements of spontaneity that an oral conversation has. However, it would provide additional opportunities for feedback because all students could be engaged at the same time.
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    Dimension: Technology Integration Rating: 1 I rate this protocol as it was presented as a 1 (opportunities for technology integration overlooked). This chalk talk video showed this protocol performed as a paper/pen classroom activity. However, I think this technology could easily be incorporated into an online message board-style discussion. I could see this being incorporated into our teacher's lessons for AP Biology to help increase scores.
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    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.
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    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
comaracopley

Should Learning Be Its Own Reward? - 2 views

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    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.
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    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.
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    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.
kakmeehan

Back to school: How parent involvement affects student achievement (full report) - 7 views

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    Good article on how involving parents in the school community can lead to better student achievement and attendence.
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    This is more pertinent to Group 6's EQ but relevant for all teachers.
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    I agree with you, Katherine. I think that this article typifies the heart of our EQ in that enumerates important statistical macrodata concerning parental involvement in overall student achievement. A nice find, indeed.
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    The report provides plenty of research results to support the more parental involvement in schools, and specifies which types of parental involvement yield the greatest academic improvements: programs and interventions to increase family engagement in homework, targeted programs on parenting practices regarding attendance, and regular school communication with parents such as orientations and newsletters. This quote from the Conclusion summarizes the research well: "While all forms of parent involvement play significant roles in the health of the school and the community, home learning activities are perhaps the wisest investment of school dollars and effort to produce long-lasting academic gains. While such involvement is fairly straightforward in elementary school, it's also possible later on. At the middle and high school level, school activities that promote the parent's role in maintaining high expectations for their children benefit students."
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    "Parent involvement can make a difference in a child's education." I know this is true in my school. I know for a fact that my students who have parents that are involved do better academically. This does not mean that the parent necessarily has to have a high level of education. I have had students really succeed because their parents check their agenda and homework each night when they come home. Sometimes, just knowing or having a parent that cares and that is there to push you is enough.
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    I agree wholeheartedly with the quote that states "Parent involvement can make a difference in a child's education." Once I read this line, I was intrigued with the rest of the article. I am a very driven individual when it comes to education, and I want that for my son as well. My wife and I are constantly coaching our son on the importance of education, and making sure that he completes his work on time and correctly. I have seen first hand in my two years of teaching what parent involvement can do for a students school work. I have seen students whose parents are actively involved in their school careers, and the students performed on a much higher level than those of students whose parents did not seem to be involved.
kvalencia1

Learning to Teach to Bridge the Achievement Gap - 2 views

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    How teachers are raising scores and student achievement by setting high expectations, frequent assessment and getting parents and families involved.
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    I really like the points that this article identifies in how teachers are closing the achievement gap. The main strategies that they are using are clearly helping students with their learning and understanding of the instruction. It is important to set high expectations for all students and to help students develop confidence in their learning. Through frequent assessment, we are able to monitor student growth and progress to identify what works for them and what needs to be improved. Parent involvement is also vital. Currently in my classroom, it is clear to me which parents are involved in their child's learning as it correlates to their child's performance. There needs to be a clear relationship and consistency between the two to maximize student success.
Ortal Wikoff

Gender differences in school achievement: The role of self-regulation - 0 views

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    This study examines how the gender differences in class affect the student's performance. The study shows the gap between the genders due to four different reasons. You should read this article the results as are very interesting. I chose this article because one of the result shows that teachers provide instructions differently based on genders and that leads to the instructional gap between the genders in the classroom.
buckterp

Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach - 4 views

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    I found this article to be very intriguing, because although it makes the common claim that increased school attendance will result in higher GPA, it also describes how another variable, a student's distance living away from school, affects their attendance rate. According to this study, there is a statistically significant effect of the farther away one lives from school, the greater their absences will be. This is something I want to investigate further once I return to school and can see where some of my historically truant students are traveling from each day.
Jamie Bullock

NextLesson | Common Core Lessons, Projects & Worksheets - 2 views

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    These lessons are common core based and gives teachers more of a performance task layout. The lessons have common core standards linked to them already making it easy to find aligned lessons quickly. Lessons are very detailed and teachers are provided with a key.
bcarri

Science Achievement for All: Improving Science Performance and Closing Achievement Gaps - 1 views

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    This article presents a Texas district's plan on closing the science instructional gap in ethnically diverse students in 2 low socioeconomic elementary schools. Teachers set up a multisensory interactive word walls to teach vocabulary, and designed inquiry science lessons that were aligned with standards and the Texas school district's curriculum framework and pacing guides for science instruction. Purposeful planning gave teachers a chance to become familiar with the progression of instructional goals, and provided time to create activities that fit within the framework and that addressed essential vocabulary. The inquiry science lessons incorporated 5-E: Engage, Explore, Explain, Elaboate, and Evaluate, where Engagement is meant to activate prior knowledge, Exploration is hands on inquiry, Explanation involves teacher-guided questions, Elaboration gives students the chance to "solidify" understandin, and Evaluation involves formative and summative assessments. Vocabulary development was achieved with the use of word walls and visuals, sometimes provided by the student to develop familiarity and fluency. Studies showed significant improvement in student achievement. Students reported recognizing science concepts in everyday life, a good sign of true learning. It even benefited the teachers, who reported having "refined" and strengthened science knowledge and teaching strategies as a result of professional development. A balance of focused district standards and teacher-designed interactive lessons using effective research based strategies, seems to have a powerful effect on closing learning and instructional gaps.
buckterp

BALTIMORE'S "NEW" MIDDLE SCHOOLS: Do KIPP and Crossroads schools offer solutions to the City's poorly-performing middle schools? - 2 views

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    This article details the difference in achievement that has been attained by the KIPP charter schools in Baltimore, especially in middle schools. Although I was interested in how KIPP succeeded where so many others have failed, I realized that there are many differences between these schools and the school I teach in. (Parent & teacher buy-in, selectivity of the students they serve, etc). As such, I don't think the successes described here would be replicated at my school, with my 8th graders.
sophia park

Learn Zillion - Subtract 3 digit numbers - 1 views

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    This url directs users to a video that displays a strategy using numbers/symbols as well as concrete blocks how to subtract by decomposing a ten or a hundred. This website can be used as a resource to support learners showing difficulties with performing the operation where they need to decompose across 2 place values visually.
joijjs_7

Effects of the Flipped Model of Instruction on Student Engagement and Performance - 2 views

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    This article emphasizes on a new teaching strategy called the flipped model which was created to improve student involvement and academic achievement using technology to move teacher's lecture outside the traditional classroom environment. This model introduces new subject area content to students at home (prior to class) for continual review of content, and moving homework and exercises with concepts inside the classroom with learning activities. Learners within this study preferred this method over the traditional approach, as it improved instructional practices. Therefore with improved instructional practices students can be better motivated and eager to learn thus resulting in improved assessments.
joijjs_7

Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement - 3 views

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    This interesting article provides in depth research on retrieving an unbiased estimate of the causal effect of the Technical Support to Failing Schools (TSFS) Program on students' academic achievement. After reading this article I have a better understanding of the meaning of what TSFS is/does in efforts to estimate its program effect on students' academic achievement. The TSFS program can be applied throughout the world in various school systems by first training teachers thoroughly with the use of incorporating technology. The results in this article are noteworthy as it superseded the academic results the U.S. Title I program approach. Jennifer Smith
calqlus

Massachusetts, PARCC Assessments, and the Common Core - 3 views

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    I selected a source from ERIC that focused somewhat upon the novelty and implementation on PARCC assessments in place of other testing batteries in school systems. This article may help us to a degree in honing our focus of our EQ as to why students grades declined significantly in the third quarter. Discussing issues with the ELA and the Common Core in Massachusetts, the very novelty of the testing led one overwrought educator to even remark, "...I'm not really thinking about PARCC yet. I have too much else to do" (Barrett, 2014, p. 25). Herein, Barrett mentions that field testing was just implemented into 18 states, just last year, and income and resource availability may play a significant role in Massachusetts' national performance leadership on former testing assessments and the Common Core (p. 24). Interesting to note is that the two parts of the PARCC testing, the PBA and the end of year examinations are only one month apart, spanning from March-April, and May-June (p. 25). Barrett, L. (2014). Common core 'A really big reset'. Education Digest, 79(8), 22.
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    This citation caught my eye because I am a Massachusetts educator and it is still undetermined whether or not the PARCC tests will be implemented in my district again this year. In general I felt that, last year, the assessment took too much time away from instruction. Now the teachers and parents I know seem more uncertain than ever that all our preparation efforts are worth it. I think if we weren't in such an all-fired hurry to raise our scores PARCC could actually develop into a meaningful exercise. Everybody relax!
barrellpony

Ensuring Every Student Succeeds - PARCC Resource Center - 0 views

    • barrellpony
       
      This site will allow teachers to search for PARCC released items related to their content areas. As an ELA teacher, I'm interested in this site for its question stems. I want to get my kids familiar and comfortable with PARCC-style questions before they are expected to perform well on PARCC.
    • barrellpony
       
      By incorporating PARCC stems into daily lessons, teachers can educate students in successful test-taking strategies. *marking up the text *working through possible answers and crossing them out as you disprove them.
  • eleasing test items from current and recent year’s PARCC assessment to give teachers a powerful tool to inform and improve classroom teaching and learning.
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  • eleased materials includes scoring rubrics and guides to the scoring, as well as released item sets, answer keys, standards alignment, and sample student responses – scored and annotated.
  • upporting instructional resources are now available here on the Partner Resource Center.
  • Search our Released Items
Barbara Lindsey

Scaffolding Literacy Instruction for English Language Learners | EL Education - 5 views

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    Dimension: Depth of Knowledge Rating: 3 This article is a good example of how to collaborate and learn from peer to peer. I like this exercise because it would allow students to apply words to topics for understanding what is necessary to build an essay. This could be used for group#4 action plan and a good tool to support my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students because it focus on decreasing their English language barriers so they are able to reach their WIDA exiting level of 4.4. With practice students will be able to remember what they are learning so that they are able to break the text and understand what they mean in order to write. Scaffolding would be a good way to get to the bottom of improving in the English language.
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    Great video! It directly addresses many issues ESL/ELL teachers have in reaching their students, and in helping them make sense of complex texts (like the one mentioned here from 'The Washington Post') and other readings. (Again, as I often mention, if you have taken 'reading literacy' courses for your state teaching certification, you know that newspapers like 'The Post' are designed for students with grade 12+ reading ability.) For ESL/ELL learners, this is especially difficult. In the school featured here, 27% are ESL learners in a "blended" classroom in a Portland, Maine middle school. It appears that the social studies teacher and the ESL support teacher work effectively in tandem, helping students to be "close readers," and focusing on students themselves as those responsible for their own learning. The teachers use excellent ESL/FL strategies such as "pacing and pausing," "reading aloud," "sharing with partners," and so forth. ESL/ELL learners work together with their mainstream counterparts, and the process seems to work quite well. I like their approach ('Reading, Thinking, Talking, Writing') here. With proper teacher guidance, this puts the burden on the students to come up with their own interpretations of the text/s they are reading. From the 'Planning and Protocol Rubric': hitting '4s' on most dimensions, except for perhaps 'Technology Integration' (not entirely evident). Otherwise, students are expected to perform at a very high level. My SMART Learning Goal: After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. Targeted instruction, based on the requirements of the 'Action Plan Tracking Sheet,' closely hews to what is going on in this video.
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