As future education it is important to reflect on the lesson, students academic success, and my teaching practices. Since this lesson is technology infused, it is crucial that the use of technology enhanced the lesson. Although study jams is a multimodal slide show (pictures and sound), the students were not able to physically interact with the technology. Considering this limitation, I still believe that the slide show enhanced students learning, intrigued them, and linked the current lesson to what was previously learned. Through the study jams, the students had the opportunity to visualize some of the different animals that make up the arthropod classification. Throughout implementing the technology component of the lesson, I felt very comfortable with my ability to do so properly. The study jam slide show un-pauses itself after a few seconds, which I forgot about, so the slide show started playing abruptly, which was a minor error but was a problem throughout the lesson. Another problem was my ability to switch from projecting the laptop screen to projecting using the Elmo. I was able to do so successfully, but my inexperience with it showed. The students appeared to reach positively to the lesson. They seemed enthusiastic throughout all components. If I was able to resent this lesson again, I would have had the students examine the magnet sort, rather then myself examining it. Through the lesson, some of the students did not put the arthropod on the correct side of the T-chart. When this happened, I asked the entire class “do spiders have an exoskeleton? Do they have jointed legs? Do they have a segmented body?” Throughout this process the entire class answered, and we corrected the error. However, I would have preferred to have the students come up and evaluate the T-chart. The students were extremely engaged and motivated. This can be inferred through the teacher made observations, and the completion of the foldable (image provided below). Through the foldable it is evident that students we able to comprehend the characteristics of arthropods. It is also clear that the use of technology (study jams) assisted the students in their comprehension because they were able to use the animals from the slide show as animals to draw in their foldable. There are multiple areas of growth that became evident through the implementation of this lesson. One major area of growth is becoming more informed of the technological resources available. It is important that the students have the opportunity to interact with the technology (when appropriate and possible). And I believe that this is an area that could use improvement in my teaching practices. Although this inexperience did not affect my students learning, I believe that with this improvement, the technology component would have been more enhancing. I also learned that it is important to be flexible. Originally, I had a different technological component. However, after discussing with my CT, we decided that the technology I selected would not be best for enhancing the students learning of the characteristics of arthropods. So we selected another technology component (study jams slide show), which clearly enhanced student learning/comprehension. Lesson Plan: Student work sample (foldable): Study Jams slide show (screen shot):
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The lesson completed for my second CT observation for the Spring 2016 semester was on dividing by four. There were multiple standards attached to this unit in the textbook, however this specific lesson related to one standard. The objective of this lesson was “Given a division problem, students will be able to use an array, equal groups, factors, or related multiplication facts to divide by four.” I feel like this objective was met with ease. A majority of the students understood how to divide by four (divide by two twice) and when they were unable to do so, they used the previously learned strategies (arrays, factors, etc.). The data that supports this statement was anecdotal teacher made observations throughout the lesson, and the students’ ability to complete the worksheet (the formative assessment). Almost all of the lesson worked well (it was very simple content), however there was a moment in which one of my students said something that was incorrect and I thought that she was correct, but my CT was able to interject and correct the student and myself. So I would refine my ability to comprehend what students are saying (this will come with time though, sometimes I struggle with understanding where the students are going, this relates directly to my insights that I am discovering about my teaching). Based on these learning objectives, the next steps include dividing by five and ten. This is because that is the next lesson in the textbook and that is what my CT said. In the future, I would like to connect these division statements to fractions. Claim: In order to enhance student achievement, an educator must use proper assessments and create interventions. This claim relates to my inquiry because in order to assist in implementing the intervention of fluency phrases, I needed to administer multiple assessments. In order to enhance student achievement, interventions are an important component. This will allow the educator to observe growth. Data Related to Claim: The data above is of the students increase in fluency -- this data examines how the intervention that was implemented assisted the student in furthering academically.
Data Not Visualized: The assessments that were used to evaluate and determine what intervention would be best for the student. These assessments include a running record, two spelling inventories, and the test of phonemic awareness. *Updated for End of Semester Goal Setting - updates are italicized and pink/purple. My mid-semester goal relates to FEAP 4 (assessment). In order to further assist my students (currently and in the future) I need to use both formative and summative assessments to guide instructional strategies or decisions. My goal is to take a more active role in creating and evaluating assessments. My CTs stated that this FEAP is not applicable to me at this point because I have used informal assessments but have not had the opportunity to design formative assessments. My university supervisor stated that although this is true, I have created assessments in other courses, which are important in my development in relation to this FEAP. Taking this feedback into account, I reflected on my experiences with formative and summative assessments, and informal or formal assessments. Since writing this blog post, I had the opportunity to grade a test in my internship class. Although I did not write the test, I was given the opportunity to evaluate students' short answer responses. This relates to evaluating summative assessments and allowed me to see how well the students were understanding the content. Through my courses, I have had the opportunity to create a performance task (summative assessment), attached is a word doc of all components that I have created as evidence of my learning in regards to creating an assessment. This document includes the performance task (and student hand out), a rubric, a letter home to the parents discussing the topic of the upcoming lesson, and worksheets that will be completed (an artifact of formative assessments). Another artifact of this learning consists of the assessments that I have administered (a running record, and the spelling inventory). I was able to administer the spelling inventory to the entire class (however, only one example is attached below) and evaluate each student’s performance on this informal assessment. I was able to give a running record to a total of five students (on different days -- one example of this artifact is attached below). These two assessments are evidence of my learning in relation to FEAP 4. I have had the opportunity to complete a DRA (which includes more comprehension questions and summaries). Administering a DRA is an important assessment tool to use in the future to evaluate the students reading level, or growth throughout the school year. This opportunity relates to FEAP 4 (assessment) because I administered the assessment, and then evaluated where the student was (i.e. instructional, frustration, independent, etc.) As a plan for my future work related to this goal, I plan to create a worksheet that is considered a formative assessment on my next lesson so that I can better evaluate my students academic learning, and discuss the assessment with my CTs. In addition to this plan, I would like to assist my CTs in grading a summative assessment, and discussing the evidence that this assessment has provided so that I can further my ability and understanding of assessments in general. Artifact One (Performance Task):
Artifcat Two (Spelling Inventory):
Artifact Three (Running Record):
Person being observed: Amanda Silebi Observer: Andreany Arce Date: March 10, 2016 The lesson being taught for the peer evaluation consisted of a small, math re-teach group. The content consisted of telling time (quarter past, half past, quarter till), and elapsed time (identify the start, elapsed, and end time depending which was missing). Overall the lesson went very well, two students were able to complete and comprehend some of the worksheet independently. One of the students struggled with both concepts but appeared to comprehend the content towards the end of the lesson with additional guidance. *Please refer to the worksheet below for clarification of the content/what was worked on. The peer conference process was very informative. This provided me with the opportunity to have somebody (at the same stage academically and the same amount of experience as me) observe and critique and provide positive feedback in regards to my teaching capabilities. The pre-conference provided me with the opportunity to identify specific skills that I would like to be critiqued on. I identified the following as points that I would like my peer to observe during the lesson: my ability to communicate the mathematics skill being reviewed, my ability to keep the students on task, and making sure that each students is receiving equal and adequate attention. Throughout the lesson my peer took extensive notes and provided a few suggestions that would enhance the lesson and my abilities. A positive note that stood out to me was “told student who was finished before other students to work ahead. (Great skill for enrichment students).” This comment stood out to me because enrichment is extremely important for the students who acquire skills easily or finish early. During the post-conference portion of this experience my peer and I went over the notes that she took during the observation. One of the suggestions that she made was to have the students check their answers if they finished early so that they would not disturb their peers. *Please refer to the image provided below for specific notes In addition to the benefits of my peer evaluation, it was also a great experience observing my peer. It provided me with the opportunity to see where my peer is and what strategies she is using. It was an insightful opportunity not only because it allowed me to observe somebody equal to me, but also because I was able to see what it is like in a primary classroom (kindergarten). Throughout this lesson students learned the importance of stems and roots in relation to the plant. This can be observed through the end of unit test that the students took, and multiple formative assessments throughout the lesson. The formative evidence includes; observations made by the educator while walking around the classroom, science notebook (drawings and notes), and the students’ ability to answer the questions throughout the lesson. The lesson was implemented differently then originally planned. Initially I planned to complete the science experiment at the end of the lesson, however, after conferencing with my CT, we decided that it would be best to flip the lesson and complete the experiment first to engage the students and excite them about the lesson. If I were going to teach this lesson to the same group of students, I would attempt to find a way that the students could be more involved in the science experiment portion. Since this is a very large group, I did not feel properly prepared to have them much more involved, however, I would like to have involved them more. After completing the lesson, I believe that the students comprehended the lesson very well; I can infer this through the students willingness to participate in the lesson. After engaging in this lesson, I learned that it is crucial to provide the students with a "hook" (something that draws the students into the lesson). The "hook" for this lesson was the science experiment. It was evident that the students really enjoyed the lesson and seemed so much more excited after the experiment. After each lesson, I find myself learning just as much (if not more) then my students do. Each experience is truly enlightening. Attached below is the lesson plan, and images from the experiment In order to obtain the most information related to my focus student, I interviewed my CT. I selected this interviewee because my CT has the most contact with the student, therefore having the ability to provide me a wealth of information. Below are the interview questions that I asked:
INTERVIEW QUESTIONS
During the interview I learned a lot of information related to my focus student. My CTs are attempting to get the student screened and eventually staffed because she struggles throughout almost every task. I was informed that the student goes to a “special” intensive reading P.R.I.D.E. time, containing only four students. This group is here tier two intervention within the Response to Intervention (RtI) model. The students tier three intervention is the activity fluency phrases. During this time the student reads as many phrases (such as “went over there”) in one minute as she can. The data from this activity in documented in a folder. This student is not yet receiving any accommodations. However, the student moved from out of state, causing a set back in the screening/staffing process. The parents do not exhibit any interest in the student’s academic endeavors; during the parent-teacher conference the parents brushed off the teachers concerns, stating “it was nothing new.” After the interview it is evident that I need to obtain additional data (such as test scores, observations, etc.) specifically related to her RtI interventions. There are many actions that I could take in order to better assist my focus student in further developing her reading skills. I plan to either add fluency phrases or change them (depending on my CTs opinion). After reading the three practitioner articles, I plan to have the student read jokes, rather than dull phrases, and see if this increases her fluency on any level. The three articles below will assist me in further developing my understanding on how to properly assist my focus student(s). Through reading the articles, I have had the opportunity to explore further interventions or ideas that will promote academic achievement for my focus student(s). The articles selected include promoting parent involvement (and exploring father versus mother influences), increase student fluency skills, and promote comprehension skills. Through reading these articles I will be able to better assist my focus student in further developing literacy skills. In addition to assisting me with one specific focus student (and wondering), the articles will also assist me in furthering my ability to help my other two focus students. After reading these articles, I plan to alter my endeavors away from parent involvement and concentrate on fluency/comprehension.
Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students’ Fluency by Emily Mitchell, Kristin T. Rearden, and Dawn Stacy This article explores the influences of teacher modeling, self-rehearsal, and audiotape analysis to measure the changes in fluency of three struggling students. This intervention was implemented to improve oral fluency and reading skills. The three second grade students were pulled aside for four weeks, ten minutes four days. Fluency is vital for success in core instructional content. This study was implemented to determine the effects of repeated joke recitations on the students’ automaticity. The study determined that this intervention caused a decrease in reading fluency or time durations. This indicates an increase in automaticity and accuracy, and a decrease in pausing techniques. Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students’ Academic Achievement by Sung won Kim and Nancy E. Hill This article discusses the research conducted on the correlation between parent involvement and student achievement; specifically the difference between the involvement of fathers and mothers. It is evident through the research that parent involvement is positively associated with student achievement. The mothers mean levels if involvement were consistently higher than fathers. This article investigates the relative strength of the association between parent involvements in education for fathers versus mothers. There is a positive relation between parental involvement in education and achievement for both fathers and mothers. The article states that the difference between father and mother involvement and student achievement is not significant. Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction by John T. Guthrie, Allan Wigfield, Pedro Barbosa, Kathleen C. Perencevich, Ana Taboada, Marcia H. Davis, Nicole T. Scafiddi, and Stephen Tonks This article is based on an engagement perspective of reading development. The authors investigated how motivational support and strategy instruction influence reading outcomes. Concept-Oriented Reading Instruction – CORI contains five motivational practices and six cognitive strategies for reading comprehension. CORI is an instructional program that merges reading strategy instruction, conceptual knowledge in science, and support for student motivation. There were two studies conducted to measure the process of concept-oriented reading instruction and student comprehension. The first study emphasized Strategy Instruction (SI) and did not include motivational support, while the second study compared CORI to SI and to a traditional instruction group (TI). . References: Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., & ... Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal Of Educational Psychology, 96(3), 403-423. doi:10.1037/0022-0663.96.3.403 Kim, S. w., & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students' Academic Achievement. Journal Of Educational Psychology, 107(4), 919-934. Mitchell, E. e., Rearden, K. k., & Stacy, D. d. (2011). Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students' Fluency. Current Issues In Education, 14(2), 1-8. The lesson/content being taught was the different properties of stars and how to identify them. I was able to infer that the students learned the objectives because they were able to answer the questions throughout the lesson, and complete the foldable. Overall I believe that the lesson went well, although not everything went according to plan, the students appeared to enjoy the lesson and comprehend the objectives. Unfortunately, my time management skills need improvement so I did not have the time to ask all of the questions that I originally planned, and I had to rush through the last part of the lesson. This portion of my lesson was implemented differently because I need to maintain/control the time limit of the lesson. If I were to teach this lesson to the same group of students I would try to find a more interactive activity so that the students maintain the excitement throughout the lesson. Something that I would do the same is keeping the Myon story that I selected, which was in both English and Spanish (because I have an ELL student that does not speak English yet). I believe that the students learned what was intended throughout the lesson because a majority of the students were enthusiastic in answering the questions that I asked throughout the lesson. In addition to this enthusiasm, the class completed the end of unit science test the following week and almost all of the class passed the test. After completing this lesson I learned of the importance of providing ELL students with the opportunity to participate in the mainstream classroom. It is also evident that students enjoy foldable (they were extremely enthusiastic about the foldable), and this enjoyment usually results in remembering the content. |
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