Reflection Journal 8

Reflection Journal #8

Instructional Objectives

            An instructional objective is a concept, and this concept is what students are expected to learn throughout the unit.  The objective is written in to show how it will be measured.  When writing an objective, it should be in the format of condition, performance, and then criterion.  The condition is the state in which the students will assessed, and the performance indicates what they will be able to do.  Last the criterion states what would be considered success (Slavin, 2018).  Sometimes, it is not specific like the correct number of problems but vague when it is a writing lesson objective.  When this happens, the criterion still needs to be written as specific as possible. 

            When writing an objective, it should be modified to the content that is being taught (Slavin, 2018).  Some content does not allow the objective to be written as specific as others.  For example, in a math objective, the math teacher may write “given 10 problems involving addition of two fractions with like denominators, students will solve at least 9 correctly” while an English teacher may write an objective that states a student will write a compare and contrast essay (Slavin, 2018, p. 341).  With a more general objective, students are able to be more flexible in their writing and can “promote comprehension” instead of simply stating facts (Slavin, 2018, p. 341).  In writing, educators want students to express themselves.  If there is a specific learning objective, the students lose the ability to express him or herself and to show how they understand

the subject. 

            When planning, a teacher must think about the skills that a student needs to use in performing a task.  From there, the skills can be categorized as subskills (Slavin, 2018).  In order to create the subskills, the teacher must break down the tasks or objectives.  This is called task analysis.  The first step is identifying what the students know.  The next step is the component; what do students need to be taught to be successful with the main objective?  Last, the subskills are assembled into the process.  When writing objectives, the teacher should think of the end product and work backwards to write the specific instructional objectives.

            While instructional objectives are goals written in way of how they are measured, the objectives are linked to assessments.  Assessments can be a quiz, test, essay, project, or other projects (Slavin, 2018).  Slavin states “teaching should be closely linked to instructional objectives, and both should clearly relate to assessment” (Slavin, 2018, p. 345).  The purpose of the teaching and instructional objectives is for a student to learn and without an assessment the teacher does not know what the student learned.  As mentioned before, in order to ensure that the objectives align with the assessment is to write the assessment or end product first. 

            When writing objectives and assessments, it is critical to consider the various levels of understanding.  One must assess the student on these levels using Bloom’s Taxonomy.  As educators, we want the students to think critically, but if we only ask questions where students have to repeat information, that does not prove that they have learned anything.  The students have memorized the information.  That is where using Bloom’s Taxonomy is important.  The levels of Bloom’s Taxonomy go from simple to complex with evaluation at the bottom.  This can be a compare and contrast assignment.  In order to truly know if a student has learned the material, he or she must be assessed using different levels of Bloom’s Taxonomy. 

Evaluation

            Assessments and evaluations are used to measure student performance (Slavin, 2018).  Evaluations can be quizzes, tests, grades, and essays.  Usually the evaluation only focuses on academics, but at younger ages, it can focus on behaviors.  The purpose of evaluations is to provide feedback to students and teachers, gives information to parents, gives accountability, and is an incentive for students to perform better.  When using assessments to give feedback to students, it allows students to know their results.  The students may realize that they need to study more to prepare for a test, not waste time writing an essay, or focus more on content for a project or essay.  Teachers receive feedback as well from evaluations.  If everyone fails a test, the teacher either did not teach the material effectively, or the test is written to be confusing.  By using assessments as feedback, teachers know what needs to be retaught and which student is having problems with a specific concept. 

            Even though the evaluations can be used as feedback for teachers and students, it is used for information for parents.  The students’ parents can see how their child is performing academically.  For selection, the school or teacher can see what classes or groups a student needs to be placed.  As for accountability, test scores can be used for teacher or principal reviews at the end of the year.  Finally, the assessments can be used to motivate a student to work harder. 

            While assessments can be quizzes, tests, etc., there are several types of evaluations.  The first is a formative assessment.  A formative assessment provides input to a teacher on what the student has learned (Slavin, 2018).  It is an informal assessment.  It can be as simple as a thumbs up or down for understanding, a ticket out the door, or listening to students while working in groups.  A summative assessment is a test that take place at the end of a unit.  Norm-referenced assessments compares a student’s results to other students.  The comparison can be within the school, state, or country, and criterion-references assessments assesses mastery of skills no matter how another student performs in the same area. 

            Even though assessments are used as incentive and feedback, it may not motivate a student to be more successful.  Some students may feel the need to give up because they do not understand the material, or it is too hard for them (Slavin, 2018).  Slavin suggests using grades for feedback.  A short five question quiz will give students immediate feedback on well they are learning.  Teachers can use those short quizzes to evaluate his or her teaching and what needs to be retaught. 

Tests

            Achievement tests should closely align with the learning objectives and represent learning tasks (Slavin, 2018).  These tests should include test items that will measure the learning outcome.  For instance, in math, the students should solve the problem instead of a matching question.  The achievement tests should also be reliable and improve learning.  There should be a purpose behind a test.

            When writing a test, a teacher should write a list of what was taught, levels from Bloom’s Taxonomy, and objectives to align with the test (Slavin, 2018).  After the list is created, the teacher should check the test to ensure that it hits every point.  There are several types of questions to include on a test.  The first is a select-response; there are multiple choice, true/false, and matching.  These types of questions are right or wrong.  When writing a multiple-choice question, the correct answer should not include distractors to try to trip the student up and should include plausible answers.  True/false questions should be used rarely since students have a 50% chance of getting it right.  When writing matching questions, students should be able to reuse items in one list to help maintain engagement. 

            Another form of test question is constructed response.  This can be fill in the blanks, short essay, and long essay.  In fill in the blank, students must know the answer.  However, competition items can help a student because it lowers the risk of getting a zero for the question.  In short essay questions, the student may have to write a paragraph while a long essay will need to be several paragraphs.  Even though the length requirement is different, both methods are similar in grading (Slavin, 2018).  When writing an essay question, the teacher should state the length requirement, the specific topic, number of arguments, and what the student should explain.  Without the specifics, the student may not answer correcting and not earn points if the task was not written with ambiguity. 

            The last type of test question is problem-solving.  This type of question “requires students to organize, select, and apply complex procedures” (Slavin, 2018, p. 364).  Students work should be assessed at each step.  By doing so, the student can see where he or she made a mistake and can correct it in the future.  Even though all these types of questions are used in school, there are testing alternatives that make the students use the skills learned.  This can be a portfolio, writing for a true audience, etc.  The portfolio is a sample of a student’s work over a period of time.  This could be each year during high school or longer.  It can include essays or other types of writing assignments.  Another type of alternative assessment is a performance assessment.  This type of assessment can be an oral project, interviews, or an experiment.  While performance assessments are great, they are still unable to truly know what the students learned. 

Grades

            In upper elementary school and secondary schools, teachers use letter grades, and younger grades will assess effort or behavior as well.  The criteria for grades are set by the school district.  For instance, an English class must have at least six classwork assignments, three quizzes, and three tests.  However, it is up to the teacher how to grade the assignments.  Slavin mentions letter grades A, B, C, D, and F, but most school districts do not use a D anymore.  Now anything under 70 is a failing grade.  Students may pass quizzes or tests by guessing.  This is not evaluating what a student has learned. 

            In other terms, teachers can grade on the curve.  Although this style of grading is seen less often, it still exists.  When grading on a curve, the grade can be raised.  Students who may have failed originally, may have passed the assessment after it was graded on a curve.  The downside of grading on a curve is the competition between students, and how it can affect their relationships with their peers.  Another way to grade assessments is performance grading.  Students are graded to a rubric.  Students can earn a set point amount for beginner, proficient, and advanced.  No matter the grading method, a report card grade should not be unexpected.  By giving proper feedback, a student can have an idea of what his or her grade will be at the end of the term. 

Reflection

            Even though Slavin uses the term backward planning as a way to connect instructional objectives to assessments, I have always heard the term unpacking the standards.  I believe both terms are similar.  They are linking the standards and objectives to the assessments.  I think either method is a great addition to a classroom.  By using either method, a teacher can ensure that they are teaching the standards and assessing what the students have been taught. 

            In addition to using backward planning, it is important when assessing students to use Bloom’s Taxonomy.  By using Bloom’s Taxonomy, the teacher can assess the students on different levels and know what the students learned instead of memorized for the test.  Also, tests should consist of different types of questions.  Giving a student a quiz or test with all true or false questions is not giving the student a fair chance. 

            Also, when assigning an essay, it is best to be specific as possible.  When there is a requirement, the teacher should state exactly what he or she wants students to produce in the final product.  If you want three examples of causes for the flu, then specify that on the instructions, so students know what is needed in the essay.  In my experience as a graduate school student, assignments without specific instructions is very frustrating.  It is hard to complete an assignment when I am not sure what the outcome should look like.  As a teacher, I create assignments with specific expectations, so my students know exactly what needs to be done for the project or essay. 

            As for grading, I have to assign students so many classwork assignments, quizzes, tests/essays/projects each term.  I assign more than required, so students have plenty of opportunities to raise a grade if needed.  Also, I am open to letting a student complete an extra credit assignment if all other assignments have been completed.  If there is a missed assignment, I allow the student to complete the assignment.  Not only is making sure students are learning, but a teacher needs to keep in mind that not all students are test takers.  I am someone who has testing anxiety, and I realize that students may as well. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.       Retrieved May 30, 2020.

Reflection Journal 7

Reflection Journal #7

Impact of time

            Engaged time is critical to teachers.  Each class period is approximately 45 minutes to an hour.  In that time frame, engaged time is the how much time is spent learning (Slavin, 2018).  Unfortunately, Karweit and Slavin estimate students are engaged 60% of the total time allowed for the class (2018).  This other 40% accounts for field trips, standardized tests, pep rallies, sharpening pencils, starting class late, etc.  To help prevent loss of time, the educator should utilize any down time to make it an engaged time.  If you are waiting for a door to be unlocked, etc., you can practice math facts or discuss the novel even more.  While it is not an activity on the board, the teacher is still keeping the class engaged and thinking. 

            Another important way to not lose class time is to start class on time.  The teacher can have rules about being in his or her seat and ready to learn by the time the second bell rings.  The students know the expectations and can face a consequence if they are late.  Also, working bell to bell is another great way to use all class time.  If you stop teaching before the bell rings, that is lost time.  Even if it is 10 minutes early, that is almost an hour a week that precious time is lost.  Preventing interruptions is another way to help prevent lost time.  A simple sign that says learning in progress is a great way to deter visits that are not necessary at the time.  Whomever is visiting can come back later or during the planning period. 

            In addition, having a routine is perfect for not losing instructional time.  A routine also goes with having set rules.  If a student knows to have pencils sharpened before class starts and be ready for the warm-up before the bell rings, class can start on time.  Another part of the routine can be to routinely model and re-teach positive classroom behaviors.  If this is done and students know expectations, the teacher will spend less class time on discipline.  If a student forgets a rule, simple nonverbal cues can re-teach an expectation without using class time.  For example, if a student talks out, the teacher can raise his or her hand to show the student the expectation.  If students is talking, the teacher can simply put a finger to his or her lips to show the students they need to stop talking.  By using nonverbal cues, the teacher is able to continue teaching without using valuable class time. 

            However, Slavin states the best method to utilize class time is to teach engaging lessons (2018).  If a lesson is engaging, the students are more likely to stay focused on the task and exhibit higher levels of learning.  If a lesson is boring, the teacher will lose the students to daydreaming, and time is lost.  Transitioning from activity to another should be done quickly and all at once to not lose time.  However, too much time on task does not increase student achievement (2018).  While engaged time is important, there needs to be a time where students need to for independent practice.  If the entire is class period consists of creative time and focus, the students will be mentally exhausted to complete a simple worksheet.

Classroom management

            Classroom management is an integral part of teaching.  At the beginning of the year, class rules and procedures need to be setup.  Including the students in the creation of the class rules is a great way for the students to feel like they are part of something and have a bigger desire to succeed.  If a teacher creates the rules on his or her own, the students do not have a buy-in.  They may question why they must follow the rules instead of having the feeling of ownership.  At the same time, respect is crucial for a positive classroom environment and classroom management.  Without respect from the students and the teacher, the classroom will not be a happy place. 

            When an educator must deal with behavior problems, the simplest intervention should be used.  The goal is to correct the behavior in a way that is effective and does not disrupt the class (Slavin, 2018).  The best method is to be proactive and prevent behaviors.  This can be done by creating meaningful and engaging lessons, keeping students on task, and using the class rules.  Another simple method is nonverbal cues as discussed before and moving closer to the student.  While some methods even those that are the simplest can be perceived as negative, praise is a great way to cut down on negative behaviors.  When a student is given positive feedback, he or she may realize that they like that attention better than the negative attention, or the teacher can praise a student who is modeling appropriate behavior and the student that is demonstrating negative behavior will decide to follow his or her peer’s example to get praise. 

            Sometimes nonverbal cues will not work.  If a nonverbal cue does not work, try to keep the redirection positive.  By being positive, the students are more likely to respond better, and a positive statement communicates “positive expectations” (Slavin, 2018, p. 282).  Be mindful of repeat behaviors.  Sometimes those behaviors can be a student wanting to engage you to avoid work.  Most of the time, nonverbal and a redirection will work, but other times, a student will not stop the negative behavior and a consequence is needed.  For minor behaviors, the consequence should be short, unpleasant, and given as soon as the behavior occurs. 

Student misbehavior

            Although some behaviors can simply be handled by nonverbal cues or a quick redirection, there are some that are more severe and require more than a nonverbal cue or short statement.  Most of the time the cause for the negative behavior is attention from staff or peer or work avoidance.  Some students feel that any attention is good attention even if they are getting yelled out.  If a student desires teacher attention, a teacher should ignore the negative behaviors to extinguish them and give praise when a student is modeling the desired behavior.  For instance, if a student constantly yells out, when he or she is quiet, tell the student that you like how quietly he or she is working.  When a student wants peer attention, the teacher can stand next to the student exhibiting the negative behavior or encourage students to ignore the negative behavior.  The student wanting peer attention will stop. 

            When a student wants to escape work, he or she may act out to avoid the work or any other undesired activity.  The student will ask to go to the restroom, get a drink of water, see to the nurse, get something from his or her locker, etc.  There are several ways to extinguish this behavior.  The first to create engaging lessons that keep a student focused and engaged.  The next method is to allow a student the desired activity at the end of class. 

Behavior management

            At times, a behavior plan will need to be put in place for a student.  In order to create a behavior plan, the target behavior and reinforcer must be identified.  When the target behavior has been identified, there must be a baseline.  The baseline can be as simple as counting how many times the behavior happens in a class period.  The reinforcers need to be identified as well.  Slavin (2018) states the next step is to select a punishment, but my school does not have a punishment as part of a student’s behavior plan.  For our students’ behavior plans, we focus on the positive and what the student can earn.  Over time the frequency of the reinforcement is reduced as the students exhibit positive behaviors.

            Besides using a behavior plan, there are other ways to monitor behaviors.  The first is home-based reinforcement.  Parents keep track of their child’s behavior.  The student can earn stickers or stamps to earn a larger reward when he or she gets to a certain amount.  Another method is daily report cards.  This is something the teacher sends home daily, so the student’s parents know how his or her day was at school.  Group contingency is another form of monitoring behavior.  With the group contingency, all students are accountable instead of only one student.  By creating a group contingency, the one student who acts out may be pressured into modeling positive behaviors by his or her peers.

Prevention

            The first step in preventing unwanted behaviors is to identify the cause of the behavior. 

There are many reasons students will present unwanted behaviors.  It could be attention because they are ignored at home, the work is too hard, etc.  The rules and expectations should always be enforced.  If one teacher does not enforce the rules, the student may act out in all classes expecting the same response from all teachers.  Before talking to someone about creating a behavior plan, classroom management strategies should be presented first.  The strategies may be a simple enough method that works.  If this does not work, the next step is to contact the parents.  The student’s parents may wish to create a behavior plan at home and reward the child for positive behaviors at school.  Unfortunately, this does not always work, and the school may need to create a behavior intervention plan (BIP). 

            Another reason for the negative behavior could be that the student is bullied.  The student is acting out as a response.  To help counteract bullying, teachers should talk to all students.  If a student reports a bullying incident, it should be taken seriously.  The teacher or principal must talk to the student who is bullying others.  There should be an anti-bullying program in place.  If nothing exists, there should be a school committee to create one for the school.  Teachers should watch students to see if students are being bullied, and there should be appropriated consequences for bullying.  When a consequence is needed, it should be brief and appropriate.  Students should not be out of the classroom and missing instruction for extended amounts of time.

Reflection

            This chapter was close to my heart.  Working with students who have emotional behavioral disorders (EBD) is not always easy.  Finding interventions that work can be difficult because sometimes students do not care.  However, classroom management is everything.  The lessons should be even more engaging than those of a general education setting.  There should be some sort of buy-in for the students besides grades because sometimes, the students do not care about grades. 

            Regarding the behavior plan that Slavin mentioned, I disagree with having a consequence.  It should not be built into a student’s behavior plan.  The BIP is meant to eliminate behaviors not give a consequence.  A proper behavior plan will contain supports, interventions, and positive reinforcers.  If a student is not exhibiting positive behaviors, then the teacher will give an appropriate consequence.  The purpose of the BIP is to show a student what is expected of them and what he or she can receive when the desired behaviors are presented. 

            As stated, multiple times throughout this chapter, the first step in behavior management is classroom management.  If a teacher has good classroom management, he or she will see less behaviors.  However, a student may be having a bad day, forgot to take his or her medicine, fought with parents, is sick, etc.  There are many variables that can cause a student to have a bad day, but those instances are few unless you work with a special population of students.  Even though there may be a student who uses any excuse to show negative behaviors, it is our responsibility to have good classroom management, high expectations, and engaging lessons for our students.  If a teacher does not provide engaging lessons, the students will be bored and more likely to act out. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.       Retrieved May 30, 2020.

Reflection Journal 6

Reflection Journal #6

Elements of effective instruction

            In order to have effective instruction, the teacher must adapt instruction, motivate the students, manage behavior, group students appropriately, and assess learning (Slavin, 2018).  A lesson must be adapted for the students, if a teacher uses a lesson that is too hard, the students wills top paying attention.  The teacher must motivate the student as well.  Not all students are willing and want to learn, so the teacher must find methods to motivate the students to learn.  Another important aspect is grouping the students.  They need to be grouped in a way to facilitate learning.  Grouping students by the same grades is not effective.  Students need someone who grasps the material to help the students who do not understand the material, but if the material needs to be re-taught the teacher does not need to include those who grasp the material. 

            One model to help facilitate learning is called the QAIT model.  QAIT stands for “quality, appropriateness, incentive, and time” (Slavin, 2018, p. 214).  Quality is how the lesson is presented and ease of learning.  The educator must use examples, diagrams, pictures, etc. so students can see and understand the material.  To help engage students, one must use technology, games, and other activities.  Appropriateness is making sure that students are ready to learn the material but have not learned the material yet.  Meaning, the lesson is not too easy or too hard for the students.  If a lesson is too easy or too hard, the students will not be interested.  This is another reason the quality of instruction is important.  Adapting to specific needs is required at times.  Sometimes this can be the pace of instruction.  Incentive is when the teacher makes sure the students are motivated and ready to work.  Unfortunately, grades are not always an incentive.  Sometimes a simple shout out will work, but other times, a prize of some sort may be required.  This can be a little treasure box or pizza for the class.  Time is ensuring that students have enough time to learn what is being taught.  Giving students plenty of time is important.  Student cannot be taught new material and given a quiz on the same day.  When planning the lesson, the teacher must consider transition times, how much time to teach the lesson, and how much time the students are engaged. 

Groups

            There are several ways to group students.  The first is between-class ability. In this type of grouping, students are grouped by ability.  Students can be grouped in separate classes (accelerated, on-grade level, remedial) or in ability groups in the classroom.  Most of the time, the groups are created for math and reading and are in mixed groups for social studies and science (Slavin, 2018).  Elementary generally use in class groups while secondary schools use separate classes for the groups. 

            Unfortunately, the downside of ability grouping is how it effects the students that are not in the accelerated and grade level classes.  Students that are on the low track or in remedial classes are more likely to drop out of school.  While there is justification for teaching accelerated math classes, there is no reason to have a class of students who are on the low track instead of a mixed ability to class when all students are learning the same material.  Mixed ability groups can be very effective for all students.  Peers can help those who need assistance, and students learn to work together.

            Another type of grouping is untracking.  This is when students are placed in a mixed ability group but holding them to higher standards and includes extra assistance for those who have trouble grasping the material (Slavin, 2018).  Because untracking does not put students who are high achievers into the advanced classes, there is a lot of pushback from parents and students.  Also, untracking requires a new way of thinking and has not been welcomed.  Untracking is slow at moving forward in secondary schools.

            In addition to the previous types of grouping, there is regrouping for math and reading.  This type of grouping is used in elementary schools.  Students are in mixed ability groups except for math and reading classes.  For those classes, students are assigned by his or her ability.  In reading, students are may be placed in classes across grade levels.  That type of grouping is called the Joplin Plan (Slavin, 2018).  In this specific plan, a class may have several grade levels in one class, but the students have the same reading level.  By regrouping for only math and reading, students are in mixed ability classes all day except for two.  This type of grouping can be beneficial for all students especially those that are on a low track.  It helps those students from having the feeling of being singled out.

            Another type of group is within-class ability.  This grouping is normally found in elementary math and reading classes.  Many times, a teacher will teach the lesson whole group and then split the group into the necessary groups.  In these groups, students may be given seatwork, or re-taught the lesson.  Studies show that classes with ability groupings have high achievement that classes without groups (Slavin, 2018).  Also, changing groups as needs change is best for students instead of keeping the same groups for the entire school year or semester.  Another important aspect of within-class ability groups is a small number of groups.  Less groups allow for more time for direct-instruction and less transition time.  A class should not be grouped into more than three groups. 

Retention

            Approximately 14% of students have been retained before high school (Slavin, 2018).  Instead of promoting a third grader who does not read on a third-grade level, the student is retained.  When a student is retained, it can make the student feel dejected and have low self-esteem.  Instead of being retained, the student can be promoted but placed in a different reading class to help the student.  Some believe that retaining students helps them catch up to his or her peers.  However, school districts may offer summer school to the students instead of retention.  Many times, this is what a student needs to be motivated to work. 

            Although schools may see gains on test scores, this can be attributed to the students being older and more mature (Slavin, 2018).  In studies, retention shows no benefit.  The advantage of retention fades over time.  In lieu of retention, students should be given extra supports and interventions to promote learning.  Educators know if a student is not passing a class, and instead of ignoring the issues, they should be helping the students with tutoring, re-teaching material, etc.  By providing students with extra supports, the student may be able to pass the class and move to the next grade level. 

Personalized instruction

            An alternative to grouping is differentiated instruction.  Differentiation is creating or changing a lesson to fit the student’s needs.  It can be as simple as providing the same reading to students but with different reading levels.  If students are writing a paragraph, students may need sentence starters or a word bank.  The purpose of differentiation for students to achieve goals.  Some students need extra supports while others do not. 

            Other types of personalized instruction are peer and cross-age tutoring.  Peer tutoring is one student teaching another and are the same age.  The peer and the student could even be in the same class.  Cross-age tutoring is when an older student teaches a younger student.  Studies suggest having an older tutor because he or she will be more knowledgeable with the content (Slavin, 2018).  At the same time, peer tutoring can be simple to setup especially if students have the same classes, lunchtime, or study hall.

            The last type of personalized instruction is tutoring by teachers.  One to one instruction is the most effective, but it is costly (Slavin, 2018).  Paraprofessionals can be used for this purpose and volunteers as well.  Both methods can improve student achievement.  However, at times, this method is crucial.  For instance, a first grader must learn how to read.  If a student is having difficulty reading, the student must get additional help even if it is one to one tutoring.  A child that does not know how to read will not be successful.  Other benefits to tutoring is working in small groups with a teacher or paraprofessional.  The groups should have less than ten students. 

Educational programs

            There are many programs in place to help students succeed.  One program is Title I.  This

program is federally funded and give schools additional funds to create and provide extra services.  The money from Title I must be used to promote achievement and cannot be used for salaries (Slavin, 2018).  Research shows that students at Title I schools had higher achievement than students who were not at a Title I school but could benefit from extra supports.  However, in some schools, studies did not show any academic achievements.  With the passing of Every Student Succeeds Act (ESSA) and Title I, the emphasis of using programs that are effective is higher and may see an improvement in students’ success.

            Besides Title I, there are early intervention programs.  These programs focus on the student and helping him or her be successful.  Studies show that early intervention keeps students from falling behind and being retained (Slavin, 2018).  To help student achievement, educators must provide “high-quality instruction) and provide supports for the students (Slavin, 2018, p. 227).  By providing early intervention, a student’s problems may be solved, and special education not needed. 

            Other programs are school programs that implement research-based strategies, after-school programs, and summer school programs.  After-school and summer school programs are usually funded by Title I.  Both programs extend the learning time for the students.  In after-school programs, there is play time and academic time.  Academic time may be covered by teachers or high school students.  Summer school sessions are to prevent loss of what has been learned throughout the year.  Studies show that summer school benefits students and helps prevent academic loss (Slavin, 2018).

Technology

            There are many types of technology used in the classroom.  The most common use of technology are computers and tablets.  In most classrooms, students have access to computers or tablets.  Some students may have computer access in his or her Individualized Education Program (IEP).  Students use the computers to take notes, type essay, or have a program to read to him or her.  Also, in most classrooms, teachers have an interactive whiteboard.  This board can be used to display from the computer to the screen, write on it, complete math problems, and display visual aids (Slavin, 2018).  Along with the computers and boards, students learn how to use Microsoft Office and other programs to assist with classwork and projects.  Students can also use computer programs for math and reading for practice and improve skills. 

            Other ways technology is used in the classroom are WebQuests, multimedia projects, and simulations.  A simulation can be games that simulates life, and a WebQuest can be used for students to find information.  Multimedia projects are projects that include a variety of media to enhance it.  Students may use clipart, video clips, photos, etc. to create his or her project. 

            While some uses of technology are to create projects and instruction, some technology is used to assist in learning.  Students may need to use iPads to communicate with staff, have texts read to him or her due to vision impairment, speech to text for those who may not be able to type essays, and more.  These types of technology are included in a student’s IEP.  Students can use computers for assistance with classwork.  Khan Academy is a great source for students to use.  While there are benefits to using technology, an educator and students needs to be aware of cyberbullying.   If teaching young students, a teacher must make sure that students never talk to anyone online, give any personal information, etc. 

            Teachers and administrators use technology in a variety of ways as well.  They use e-mail, discussion boards, and some professional development.  Another method is audio or video conferencing when teachers are at different schools and cannot meet in person.  Educators found during the digital learning how important technology is to staff and students, however, not all students have a reliable internet connection at home. 

Reflection

            While I believe technology is important, I have mixed feelings on technology.  Even though I enjoy using technology, there is nothing like opening a book in literature class instead of reading it from a computer.  At the same time, the knowledge of technology and so many programs were beneficial when we had digital learning.  Yet, some of my students did not have a good internet connection and was not able to participate in group chats with other students and teachers. 

            There are students who may have technology supports written into his or her IEP, but I believe there is too much pressure to incorporate technology into lessons.  Yes, playing games is a great way to review or using a video clip to introduce a lesson, but over the years, technology has become the focus of the classroom.  Some literature classes do not read whole novels anymore.  Some classes read snippets, and the students create a multimedia project. 

            Personally, I would love to go back to reading a novel, creating projects and assessments while reading the novel, and a final project.  By reading, a student’s reading comprehension will go up.  Just as the more a student writes, the better he or she will get at writing.  I understand the purpose of adding technology to the classroom, but what are students losing by focusing more and more on technology?  Yes, I enjoy using Kahoot and NearPod but not for every lesson.  This year on Apex, the literature classes did not have full novels.  The students were required to read a chapter here and there of a novel and analyze a few paragraphs.  Having read the novels in the past, I had to explain what was going on in the novel for the students to understand what the assignment was to them. 

            Regarding personalized instruction, I have found that differentiation is wonderful for students.  Even though it is more work for me, it is what the students need.  When I taught middle school, I had students in all my classes that needed different interventions.  It was easier for me to create an assignment to each student instead of finding an assignment and modifying it to fit the needs of each student.  This year in high school, I lost touch with myself and students.  Instead of creating assignments, I tried to find assignments that met the needs of my students.  During the digital learning, I decided to go back to my old ways.  I will create assignments for the students instead of trying to modify something for them.  Whether we go back to the classroom or digital learning, I am ready to be true to myself and students. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.       Retrieved May 30, 2020.

Reflective Journal 5

Reflection Journal #5

Student-centered instruction

            Slavin (2018) states that children learn through interactions with adults and peers.  In student-centered instruction, students can learn various ways.  One method is from the top down.  In this method, students present a question or problem and work down to come to the answer or conclusion.  Another positive effect of student-centered instruction is peer interaction.  Student-centered instruction makes students learn how to work together.  This skill is important because it is used in everyday life as an adult.  When educators implement student-centered instruction, it allows the students to be independent learners instead of regurgitating information that was memorized (Slavin, 2018).  

            Although some students may not be able to know how to “do” student-centered instruction, there are methods to teach and assist students to be an active learner.  The first is self-regulated learning; in this method, students are motivated to learn and are not so much motivated by grades.  Not all students are self-regulated learners though, but there are ways to teach students how to become an active learner.  Scaffolding is way to help students become active learners.  With scaffolding, students have more supports or structure at the beginning of a lesson or unit and supports are slowly withdrawn (Slavin, 2018). 

            While many educators think that student-centered instruction only works in math or science classes, it can be used in literature and writing as well.  In reading/literature, the students can be assigned readings and create their own discussion questions.  The students can take turns being the teacher and leading the discussions.  The teacher can participate in the discussion but at the student capacity.  Regarding writing, students can proofread peers’ papers and give constructive feedback.  A student does not need to be a great writer to know if something in a paper does not work well or is confusing. 

            Slavin (2018) suggests several strategies to implement student-centered instruction like jigsaw, peer assisted learning, groups, think-pair-share, and project-based learning.  Many teachers already use these methods but may not realize that they are utilizing student-centered instruction.  Whether the educators realize it or not, research shows there are benefits to the student-centered instruction, and the benefits apply to all grade levels and content areas (Slavin, 2018).  As mentioned before, some people believe that these methods work only in math and science but using these strategies in literature and writing can be just as beneficial and produce positive results. 

            One of the most important parts of active learning is critical thinking.  Students must learn how to think critically.  Slavin (2018) states “there should be an emphasis on giving reasons for opinions rather than only giving correct answers” (p. 208).  Critical thinking is a skill that students will need in their adult life.  If a student is only expected to repeat information, he or she will not be able to think critically as an adult.  In order to practice critically thinking, a teacher can provide scenarios that students are familiar with.  It is not realistic to expect students to have an in-depth discussion about a topic they know nothing about. 

Reflection

            As I mentioned previously, many teachers use student-centered instruction whether they realize it or not.  This type of instruction is important because it fosters learning that does not happen if a teacher stands in front of a class and lectures.  Instead of a lecture, there are many ways to engage students and promote active learning.  Slavin (2018) states teachers should “encourage students to have experiences and conduct experiments that permit them to discover principles for themselves” (p. 190).  The purpose of an education is to learn and to think. 

            Student-centered instruction is a crucial aspect to learning.  Research shows that this type of instruction has great effects in student learning (Slavin, 2018).  The various types of strategies can be used in any grade level or content area.  By using student-centered instruction, the students are more likely to stay engaged.  Working with the students I do, other staff members were worried about strategies that I used in the classroom.  I had students up out of their seats, working together, and actively learning.  Even though the students have behavioral problems, they are still are kids and have the same right to an education as other students. 

            Even though I was a bit worried about having students up out of their seats, I found that the strategy worked.  The students were talking about the subject at hand, laughing, smiling, and just as important, learning.  Moving to high school this year, I feel like I have lost sight of somethings.  Part of it being new content to what I have taught in the past, and part of it being in a considerably smaller room without the room to move in.  I feel like next year I will go back to basics.  Even though the room is smaller, I want to go back to what I know and love.  I want the students up and actively learning. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson. Retrieved May 30, 2020.

           

Reflective Journal 4

Reflection Journal 4

Direct instruction

            Before beginning this school year, the idea of direct instruction was natural.  It was not a second thought.  I spent the last six years in middle school where I was up moving, presenting information, using the smart board, etc.  This year working with Apex was an adventure.  I had a love hate relationship with Apex.  In the spring semester, I started presenting information on Apex while I taught two 9^th grade literature classes.  It made me feel like a teacher again instead of someone waiting on a question or to unlock a quiz or test.  After we went to digital learning, I did a lot of reflection on what next year would like.  I decided that I will hit the ground running.  All literature classes will be taught by me, and any other classes that are on Apex will be presented on the smart board instead of leaving students to his or her own devices. 

            To me, direct instruction or even presenting Apex classes to students is much more beneficial than a student working on his or her own.  Some of the Apex courses can be a touch on the boring side.  If I was a high school student, I would not want to work on Apex all day.  When teaching via direct instruction, an educator is able to create lessons that interest the student and are on the student’s level.  When working on lesson plans, the first part is stating the desired outcome.  What do you want the student to learn during this lesson?  Also, a teacher needs a good introduction.  If you are about to read Romeo and Juliet, you do not want to start the lesson with today we are going to read….  That is not going to interest the students.  A lot of teachers start lessons or modules with a buy-in; something that will interest the students and make then want to know more.  This can be a video, an audio clip, PowerPoint, etc. 

            After the introduction, the educator needs to ensure mastery of any skills needed for the module or lesson.  This can be done with a quick review or game.  Even high school students love to play Kahoot and other games in class.  When presenting new information, everything should be in a logical order instead of bouncing from place to place.  Also, you want to make sure not to overload the students.  If teaching poetry terms, introduce a few at a time.  If you introduce all of the poetry terms at once, the students can become overwhelmed, and now the teacher has lost them.  Slavin (2018) states to “repeat important points and bring them back into the lesson whenever appropriate” (p. 166).  By doing this, the students will be more likely to remember the points or terms and how they relate to the unit. 

            When teaching, it is important to use examples that students can relate to as well.  In middle school and teaching the difference between an independent clause and dependent clause, I would tell the students the independent clause was like an adult.  It stood on its own, could buy groceries, rented an apartment, and had a job.  The dependent clause was like a kid.  The child could not get a job or rent an apartment because it needed help.  Months later on a mid-term a student asked me what the different was between the two.  I told him I could not tell him.  I asked him what I told him about independent and dependent clauses, and he remembered on his own that the independent clause was an adult.  Another technique that Slavin (2018) suggests is the rule-example-rule.  This technique is when a teacher states the rule, gives an example, and states the rule again (Slavin, 2018).  This technique can help give students a mental image to assist in memorizing the rule.

            In addition, Slavin (2018) suggests using demonstrations, models, illustrations, and videos.  The sources can help students remember what is being taught.  Most students do not memorize everything a teacher says and needs visuals as well.  Plus, a lecture class is more for college students.  Even then, some college students need visuals depending on the class.  An elementary student would not be able to learn with a teacher talking at him or her all class.  The student will get bored and stop listening.  To maintain attention, Slavin (2018) states “for this reason you should introduce variety, activity, or humor to enliven the lecture and maintain student attention” (p. 168).  Even in college, professors make jokes during lectures to keep the students from drifting off to sleep.

            Another important aspect is learning probes.  There are many ways to check for understanding.  It can be as simple as asking questions during the lesson.  Questioning the students is important.  How else do we know if they are learning or need assistance in a specific area? When questioning a student, Slavin (2018) states to wait for about three seconds before moving on but do not wait too long.  When calling on students, there should be some sort of method.  If you always call on the students who raise their hands, do the students who sit quietly understand the material? Slavin (2018) suggests using popsicles sticks with students’ names, cards with students’ names, or using a list and calling names at random. 

            Another way to check for understanding is an all-response.  When using an all-response, there is only one correct answer, and the whole class answers at once.  Another way is to use hand signals to answer the questions as once.  The teacher can have the do a thumbs up or down for true or false question or to give a number.  Independent practice is another important way to check for understanding.  Without independent practice, a teacher may never truly know if a student has learned the material because a student needs practice to learn something.  Young children learn how to spell by writing the words over and over.  When learning math, a student must have practice to remember the formulas and order of operations.  Though independent work is important, Slavin (2018) states “do no assign independent practice until you are sure students can do it” (p. 173).  If a student does not know how to do the practice appropriately, he or she will remember doing it the incorrect way.  If a student learns to complete a math formula incorrectly, it will be harder for the student to learn how to do it correctly.  At the end of the lesson, there should be some sort of assessment.  This can be a short quiz or ticket out of the door. If a number of students do not do well, the lesson should be retaught. 

            An equally as important aspect of direct instruction is how the students learn. Slavin (2018) states concepts are learned two ways.  The first by observation, and the second by definition (Slavin, 2018).  Kids see an airplane and learn what it is, yet to learn what a brother is, a child needs know the definition.  Just by seeing a brother does not teach the children what a brother is.  Another concept is transfer of learning.  Instead of teaching to the test, educators need to students how to use the skills learned.  Even though a student can write a compound-complex sentence by itself, can the student use it in a paragraph?  Those the skills that need to be taught.  In order to teach concepts that can be used in a variety of settings, the teacher must teach the concepts in a variety of ways.  For instance, when teaching a vocabulary word, instead of giving the students the vocabulary word in the same setting, use different settings.  Slavin uses flummoxed as a vocabulary word.  In one example, he uses the word three times and regarding a magician.  To truly teach the students how to use it in a variety of situations, the word needs to be used in a variety of situations instead of just a magic show. 

            Even though lectures can be boring, class discussions are imperative and can be done in a way that keeps the students’ attention.  There are multiple types of discussions.  They are controversial topics, difficult topics, and affective objectives (Slavin, 2018).  Through these types of discussions, students learn how to think outside the box, see something in a way he or she would not have even thought about, and for them to see the value in something (Slavin, 2018).  Along with whole class discussion, small group discussion is another method for discussions.  With small group discussion, students are placed into small groups and can either be given different topics or the same topic.  After giving students time to discuss the assigned topic, the whole group reconvenes and shares information. 

Reflection

            I found this chapter interesting because it went with what I was reflecting during digital learning days.  I found myself not enjoying Apex and wanting to do something more for the students.  When school starts in the fall, I plan on going back to my middle school days of direct instruction.  The students were engaged, working, and passing classes.  When left to their own devices, the students played games or just did not work.  That is something that I do not want for my students.  Slavin (2018) states “intentional teachers are not satisfied with learning that is limited to a narrow, school-specific context” (p. 184).  Apex is school-specific, and I refuse to rely on it anymore. 

            While direct instruction is more time consuming because a teacher must create his or her own lessons, the lessons can be planned to the learning level of the student.  Also, the lessons can be creative and engaging.  Even though writing lesson plans can be time consuming, I enjoy creating lessons that I think the students will like.  Reading this chapter just reaffirmed what I want and need to do next year.  I want to be the best for my students. 

References

          Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson. Retrieved May 30, 2020.