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.