Reflection #4 Effective Lessons

This post was originally written during the week 5 timeframe. However, when I was attempting to print it out for my auto-ethnography I accidentally deleted it. Thankfully, I had a copy saved in Word. EDAT 6115 Reflection Blog #4 Chapter 7 - Effective Lessons Description In Chapter 7, Slavin (2018) basically gives an overview of a typical lesson plan that is organized in a way that the teacher is able to effectively teach the class of students in a way that will help them master the skill or information. Analysis Slavin describes the features of a basic, direct lesson plan that are effective in teaching students. The seven key parts of an effective lesson are: 1) State learning objectives and a “hook” to gain the students’ interest. 2) Review prerequisite skills or information. - This can be as simple as reviewing the lesson from the day before. 3) Teach the new material 4) Learning probes – basically check for understanding by asking questions, doing a show of hands, having a discussion, etc. 5) Provide independent practice 6) Assessment and feedback – go over the independent practice or quiz with the students in order to gauge mastery and whether re-teaching is needed. 7) Provide distributed practice (homework) and review. (Slavin, 2018, p.161) Throughout this chapter, Slavin expands on each of these points and gives examples that are relevant to both elementary and upper grade teachers as well as skill lessons (grammar and math) as opposed to informational lessons (science and social studies). Reflection Just like students have many preferred learning styles, teachers also have preferred teaching styles. I do not teach like many of my co-workers. As a new teacher, I struggled with feeling like I needed to teach like more of my peers. Now, as an experienced teacher, I can see that although my personality and style are different, I am still effectively teaching my students as I cover the aspects of an effective lesson plan. I was encouraged and challenged as I read through this chapter. As an experienced teacher, it is encouraging to read through these steps and realize that I go through these every day, with every lesson, with my students. Slavin writes that during a typical school year a teacher will teach 800-1000 lessons! Wow! (Slavin, 2018, p 160). No wonder, after a few years, the flow becomes more natural and less forced. We get lots of practice. The descriptions of the “why” we do each of these elements was encouraging to me because it reminds me that what I am doing is effective. The organized lecture notes and the presentation that I give my students are effective because “a clearly laid out structure and transitional statements about the structure of the lesson increase student understanding.” (Slavin, 2018, p 166). Again, linking to the students’ background knowledge through explanations, examples, and embedded multimedia are ways to effectively help them visualize the complex ideas. (Slavin, 2018, p. 167). In the section about maintaining attention, Slavin talked about the use of humor. I love to laugh with my students. I don’t try to be ‘funny”, but I will quickly grab onto anything in the lesson, example, embedded video, or personal anecdote that is funny and fits in the lesson. It grabs the students’ attention and I love to see them smile. In the same section, Slavin mentions how teachers share many of the same qualities as a performer. I feel this in my soul. Whatever my personal life has thrown at me, when I step into the classroom my smile comes on and I am suddenly “on stage” as a teacher – actively moving, engaging, and keeping their attention. When the school day ends, I step off stage and I am exhausted! (Slavin, 2018, p. 168). I was challenged by some of the ideas, specifically, to do more small group discussion. Currently, I do A LOT of whole-class discussions. As you can imagine, the subject of government lends itself to many topics that are either controversial, have more than one right answer, and to issues that concern attitudes and values. (Slavin, 2018, p 180). The whole-group discussions are great, but it would be good for me to learn to release some control and help the students learn how to conduct their own small group discussions. Along these lines, Slavin cited Cohen and Lotan (2014), “Research on small-group discussions indicates that these activities can increase student achievement more than traditional lessons if the students are well prepared to work in small groups and if the group task is well organized.” This is especially effective if what they are discussing is controversial (Slavin, 2018, p. 182) Last year, one of my favorite lessons was that of the Supreme Court. With the guidance from iCivic resources, the students learned about a specific case that went before the court, Jardines v. Florida. As a whole class we read the background information about the case, the lower court decisions, and precedents. The following day, when the students came to class, their seats were arranged in small groups. Each group would be a panel of Supreme Court Justices, the student who happened to sit in the seat facing forward would become the Chief Justice and would lead the discussions. Each group proceeded to go through all the steps, discussions, and arguments of the case. Finally, they voted. The majority opinion would be the decision of the court (for that group). Then we went around the room. Each group had to present the opinion of the court and a dissenting opinion. Not all groups had the same decision. After everyone had shared, we read through the actual Supreme Court decision which had been decided 5-4. The students were able to see that regardless of the side of the decision they took, it was not a “stupid” decision. There were at least 4 real justices who had agreed with them. This was a wonderful role-playing experience for all 6 class periods. Now, as I compare this lesson with the pieces of an effective lesson, I can see how this was a very effective way for the students to learn (hopefully - in their long-term memories). I would love to be able to do more of these well-organized small group discussions with my students. Reference Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education You Be the Judge. (n.d.). Retrieved June 09, 2020, from https://www.icivics.org/viewpdf?path=%2Fsites%2Fdefault%2Ffiles%2Flesson_plan%2FYou+Be+The+Judge_FULL.pdf

Reflection #8, Chapter 13 Assessing Student Learning

EDAT 6115  Reflection Blog #8, Chapter 13

Assessing Student Learning

Description 

Assessing student learning is a key feature of being an intentional and successful teacher.  In order to know if the students are learning the required material, standards must be followed, objectives written, and formative and summative assessments performed.

Analysis

Before an assessment can be made, instruction needs to be planned.  The state has standards for the content area to be taught.  Teachers need to take the time to make a master plan of instruction - a general plan for the year to pace out the standards to be taught.  The standards then need to be formed into instructional objectives which is a statement of the specific skills and concepts that the students should learn by the end of a period of instruction.  Backward planning is a way to write broad course objectives, unit objectives, and then specific behavioral objectives.

Objectives should be formed using the process of task analysis.  This includes identifying prerequisite skills, component skills, and how they will assemble into the final skill.  

Once written and broadly planned, the objectives should be used to prepare test questions for the summative assessment.  The teaching objectives can then be used to form the specific learning objectives in the form of test questions.  When writing test questions, it is important to refer to Bloom’s taxonomy in order to measure different levels of skills and understanding.  One way to do this is to create a behavior content matrix.  

Evaluations, both formative and summative are important because they supply feedback for students, teachers, and parents.  They can be used to gather information for selection, certification and accountability.  They can also be used as incentives to increase student effort.

Evaluations used as feedback are usually in the form of formative assessments.  Classroom quizzes, short writing assignments, asking questions and observing students are all ways for teachers to measure the effectiveness of their instruction.  When teachers give students timely feedback, this also helps the students to know the results of their effort and feedback on their strengths and weaknesses.

Summative evaluations in the forms of tests and report cards provide information on student progress.  When shared with parents, they can be informed of their child’s schoolwork and use that information to further incentivize and support their student at home.  

When creating an evaluation, specifically a test, there are many factors to keep in mind.  What is the purpose or goal of the evaluation?  Is it to provide an incentive and feedback?  Is it to compare the student with others?  How will the test be constructed?  The learning objectives should be aligned with the instructional objectives and measure a representative sample of the learning tasks.  They should be interpreted with caution and improve learning.  Using a table of specifications to align test items, objectives, and the different levels of understanding can help make a well designed evaluation.  There are many different types test items that can be used on an evaluation.  The teacher needs to carefully construct each one, not only to meet the objectives, but also to make sure that they are fair to all students of different backgrounds, clearly written, and not biased.  

In addition to tests, other types of assessments should be considered, such as portfolios and performance assessments. A well-written rubric is essential in grading these types of assessments with less subjectivity.

Finally, the end of term grades.  These are usually derived from several types of common assessments.  Consideration should be given to the ideas of re-taking tests policies, and how to treat missing assignments, because zeros can be so detrimental.  The students’ grades should never be a surprise to them or their parents.  Communication about how grades are computed and feedback throughout the term is essential.  Grades are private.  Many grades are computed with software, but it is imperative to “avoid letting the program make decisions that you should make yourself.” (Slavin, 2018, p 379).

Reflection

As a high school social studies teacher, I use discussion, debate, computer games/learning sites, writing, quizzes as formative assessments. Tests are used as the primary means of summative assessments.

Discussion is used every single day.  My class operates as a constant conversation.  I don't like to lecture to a semi-comatose room of students.  Instead, as I teach I actively ask questions, ask for examples, ask for opinions, and answer their questions too.  This conversation helps me gauge the students' attentiveness, understanding, and helps me pace the information - whether to speed up or slow down and explain it again.

At the end of unit sub-sections, I will often review the material using a computer quiz program such as Kahoot!, Plickers, Quizlet, or GimKit.  These formative assessments help the students gauge how well they are understanding the material and remembering the information.  If the students are struggling with the quiz games, then I know that more review is necessary over specific concepts.  If they fly through the games - then both the students and I know that they are ready for the summative assessment.

Finally, the summative assessments primarily consist of tests.  Most of the questions on the test are multiple choice.  These questions have been co-written with my content area team members.  We check to make sure that the questions and answer choices are written clearly and in such a way that there is only one correct answer but the distractors seem plausible.   I use printed "scantron" forms from ZipGrade.  When the students complete their tests, I will immediately scan their test with my form and give them their grade.  If the student fails the test, they can talk to me after class.  I will meet with them for tutoring and remediation and they will have the opportunity to re-take the test.  The students are told that they may only have 2 re-takes per semester in order to make sure that they study for the initial test, but provide for the occasion that they were unable to prepare or do their best.

Grading is done through a program called Infinite Campus.  Parents and students can receive notifications and check their child's grades on an app.  This is a great way for them to keep an eye on their grades throughout the semester and for parents to provide incentives for their child's grades.  

I really appreciate Slavin stating, "avoid letting the program make decisions that you should make for yourself." (Slavin, 2018, p 379)  I don't input the students' grades and walk away.  I watch their progress, notice when they fall behind or have a bad day on a test.  Parents are contacted and conversations about turning in assignments, studying for test, and failing grades are had before the student gets too far behind. At the end of the semester, I consider each grade, sometimes adjust it, before the report cards go home.  

References

Slavin, R.E. (2018).  Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education 

Reflection #7: Effective Learning Environments

EDAT 6115  Reflection Blog #7, Chapter 11

Effective Learning Environments

Description

An effective learning environment is a classroom where the students are actively engaged in their learning, time is used productively, and misbehaviors are handled with the least amount of intervention necessary.

Analysis

 The classroom environment makes a huge difference in whether or not children are learning.  Effective instruction, enthusiasm, time management, rules and procedures, and managing misbehaviors are all facets of creating an effective classroom environment.

Effective instruction consists of interesting lessons that engage students, have well-planned activities, and are challenging, but not beyond the students’ abilities.  When students are actively engaged and motivated, misbehaviors are fewer and more manageable.  While there is a limited amount of time allotted to teach, students still lose instructional time to testing and other activities, late starts, announcements, and non-engagement.  It is important that teachers use as much time as possible in instruction, moving at a fast paced, keeping the students engaged so that time is not wasted.  

Classroom management also consists of the rules and procedures that teachers use to manage movement, transitions, and behavior expectations.  It is vital that these rules and procedures be repeated, practiced and enforced consistently for the first weeks of school in order to establish order for the entire year.  Rules and procedures should be clear and stated in a positive way.  Discussing the rules with the students, allowing their input, will give them ownership over the behavior norms set for the classroom.  

If the class is managed in such a way that the students remain engaged, active, and challenged, there will normally be less time for misbehaviors. The misbehaviors that do occur can usually be managed with the least intervention necessary while continuing to teach the class.  

At times there are students who struggle with misbehaviors that require a behavioral analysis plan.  A few weeks ago we learned about behavioral learning theories. These theories suggest that behaviors will continue if they are awarded (such as attention from the teacher or peers) and will stop if they are not rewarded (ignoring the behavior, time out, etc.).  An individual behavior plan can be formed to help a student change their classroom behaviors. If the misbehaviors involve multiple students in a classroom, group contingencies are a way of rewarding the student’s for the entire group’s behavior.  This type of plan uses peer pressure to help encourage the students to behave.  Other strategies include family involvement, peer mediation, and school-wide programs such as PBIS (Slavin, 2018).  

Reflection

  We can all remember classes we attended or classes we have observed that were chaotic, wasted time, or very strict and punitive.  These places were not conducive to learning. Instead they were conducive to misbehaviors, punishments, and students counting down the minutes until the bell rang for dismissal.  As a child, I hated being in classes like that.  I LOVED school, learning and socializing. Those classes made school torturous.  One of my goals as a teacher was to teach my class in such a way that my students would also love learning, working with their peers and teacher, and look forward to coming to school.  Once I started teaching, I quickly learned that classroom management was not as easy as I initially expected.

My first experience teaching was in a middle school in metro Atlanta.  I had four different principals in the four years that I taught there.  Faculty morale was low.  I don’t remember hearing teachers discussing effective and engaging lessons. Instead, the focus was on discipline plans, strategies, punishment, and kids who were always in trouble and not following the rules.  I was disheartened.  I didn’t enjoy spending my day focused on discipline instead of engagement.  This was a brand new experience and I attempted to model my teaching on the norms of the school.  I felt tired and frustrated  When I finally decided to stay at home with my children, I didn’t know if I would ever want to go back.  

During my years at home I gained new experiences teaching my kids, tutoring homeschooled children, and teaching in a small classical school.  I rediscovered a love of teaching, engaging my students, and watching the lightbulbs click on in their minds.  In 2019 I returned to the public school system teaching ninth grade government.  I entered with a more mature perspective and confidence in myself. The school was drastically different - the faculty focus was positive and on excellence for all students.  My lessons were engaging, active, and my style was passionate and enthusiastic.  The students responded well.  During SOAR periods, when the students had the freedom to choose a class to attend, many of them chose my class.  I would have 50 students packed in my classroom, eager to review government lessons with games and activities.  During regular class periods I don’t let up for a minute.  We ALL stay busy until the bell rings.  I don’t sit at my desk, but walk around while teaching and monitoring their activities.  I have found that with a look, standing near them, or a hand on their shoulder is the BEST way to diffuse small misbehaviors.  The kids know that I like them, respect them, see them, and want to hear their opinions.  The classroom environment is positive and they feel valued.  When the final bell from the school day rings, I am exhausted.  It’s not easy to be engaging, enthusiastic, and aware all day, but it is what makes learning enjoyable and effective.  

Last year, I did not have any students who did not respond to the least intervention techniques. However, I know that this year or in subsequent years, it is likely that I will get students who are more of a challenge behaviorally.  I appreciate the strategies listed in the book about group contingencies, family involvement, peer mediation, and school-wide programs.  My school is in the beginning phases of implementing PBIS and I am looking forward to using a positive behavioral system that is enforced throughout the school.

References

Slavin, R.E. (2018).  Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education 

Reflection #6: Chapter 9 Grouping, Differentiation, and Technology

EDAT 6115 

Reflection Blog #6 

Chapter 9 – Grouping, Differentiation, and Technology 

Description 

One of the challenges of teaching a classroom of children is that they will not all learn the material at the same pace.  In order to meet each child’s pace there must be differentiated learning.  This can be done using grouping and technology.  Different options as well as their effectiveness are explored in this chapter. 

Analysis 

Teaching a good lesson is not enough. In order to help students learn, there are other elements an educator must intentionally consider.  These can be summed up with a QAIT model: 1) quality of instruction, 2) appropriate levels of instruction, 3) incentive, and 4) time. 

Because each student comes from a unique background and has individual strengths and weaknesses, there is a need to accommodate those differences in order to support learning.  Two common techniques used for differentiated learning include grouping and technology. 

There are two main types of grouping strategies used for differentiation.  Between-class ability grouping and within-class ability grouping.  Between-class ability grouping is common in middle and high schools.  This is where the entire class of is a heterogenous group of students who are essentially in the same ability level – high, middle, or low.  This can be helpful for older students who may have high skills in some classes and struggle with others.  However, the benefits are mostly limited to students in the high achieving groups, while the low-tracked students continue to struggle and often receive less quality instruction; unfortunately, many minority and low SES students are placed in these classes. Research does not support the practice of between-class ability grouping. 

Within-class ability grouping is where the students are in a mixed whole class for most of the day but be pulled into ability groups for subjects such as reading or math.  This practice has been proven to be beneficial and less stigmatizing for students.  

Retention is a controversial policy of holding students back to repeat a grade level.  Unfortunately, this has not been proven to be beneficial for students.  Instead it is one of the strongest predictors of dropping out and disproportionately affects minority and low SES students. 

Other techniques that can be helpful for differentiating instruction within a mixed-class are personalization, peer tutoring, and teacher tutoring. 

Extra compensatory programs have mixed results and benefits for students.  Early intervention programs such as Head Start and others that help students before they start school and in their early education years seem to be the most beneficial for helping them be ready to learn in school.  Title 1 federal funds are given to help schools in areas with higher levels of poverty.  These funds can help low-ability students especially if they are used “whole school” or by providing tutoring. After-school and summer school programs can also have different level of effectiveness depending on the types of instruction but are usually beneficial to the children who attend. 

Technology provides many more types of supports and means of instruction and learning for both teachers and students.  The usage of computers, internet, email, and white boards has given teachers many tools to use in order to communicate with parents and other teachers, create interactive and engaging lessons, and provide students with meaningful assignments and assessments. Students can benefit from personalization of computer-assisted instruction, engaging lessons, assignments, and practice opportunities, simulations, WebQuests, tutorials, and instructional games.  The downside of technology is that certain programs and features can be distracting, not all students have access to devices and internet at home, and schools do not always have the resources for students to use technology on a frequent basis.  Also, cyberbullying, cell phones, and safety concerns must be addressed within each class and the entire school.  

Reflection 

These ideas of grouping are very relevant both to the ideas of differentiated learning and also the achievement gap that disproportionately affects minority and low SES students.  In my local school district, parents are eager to have their children tested for gifted classes in elementary school and attend honors/AP classes in high school.  Why?  It’s not just so that their child will receive more enrichment and higher-order thinking.  It is because they want their child to have: 1) quality and engaging teachers and 2) not be grouped together with low-ability, minority or low SES peers.  The first reason is a valid concern. The second reason is elitist and hurts all students – decreasing the diversity of advanced students and stigmatizing the struggling students. 

1) Lack of quality and engaging students.  I teach high school social studies which is mostly between-class-ability grouping.   The coaches and novice teachers teach the lower level classes.  The experienced, non-coaches (except for cross-country and girls’ basketball) teach honors and AP classes.  The coaches’ classrooms look bare and uninviting.  The non-coach/experienced teachers have interesting and engaging classrooms and they put a lot of effort into instruction, making sure that their students are doing high-order thinking, projects, and preparation for AP exams.   Don’t get me wrong, I LOVE football games and sports.  The coaches are GREAT people that with whom I enjoy talking.  Coaching is not easy and it takes a lot of time away from the classroom.  My point is – because the classes are between-class-ability grouping, the students who are not advanced are getting teachers who are not as engaged in the classroom because they are busy with their other responsibilities.  Unfortunately, these are the kids who need more time and engagement. 

2) The mindsets, stereotypes, and prejudices that are evident in educational practices are not an easy fix. Slavin (2018, p 219) states, “...untracking often runs into serious opposition from the parents of high achievers.” and “Teachers, parents, and students’ themselves, these researchers claim, must come to see the goal of schooling as success for every child, not as sorting students into categories.” 

Within class ability grouping is not common at the secondary level. 

Differentiation is currently a “hot” topic in school so more teachers are trying to figure out methods and strategies for using this in their limited 50-minute class periods.   When data from assessments is analyzed, teachers attempt to identify the students who need remediation and those who can benefit from enrichment, then plan classroom activities accordingly or plan for SOAR and tutoring times. 

On Tuesdays and Thursdays, the regular classes are cut down to 40 minutes and an additional “SOAR” period is added.  This period is 30 minutes long.  During this time most students have a free choice. After looking at a schedule of the classes and topics offered, the students can choose to go to classes for enrichment, further study, peer tutoring or remediation. Teachers who are doing remediation classes can also give students a ticket, requiring them to attend so that they can spend that time doing small group instruction to help them master the skill or information. This strategy gives the students 2 extra periods during the week where they can get extra help with topics or classes that challenging.   

All teachers at the high school are required to have “tutoring hours’ before or after school at least twice a week.  Students can come during this time to receive one-on-one or small group tutoring with their teacher or sometimes other teachers in the same content area. 

Technology is a huge resource!  In regular classrooms teachers use it for all of the strategies mentioned in the book – for engaging lessons, simulations, games, projects, research, lesson ideas, communication, etc.  During the COVID-19 shutdown we did run into the difficulty of *most* students having access to devices and internet, but not *all. * 

At the high school level, there are students who are attempting to get their needed credits for graduation but may be short because they had failed classes in the past.  Computer-assisted learning programs are available for these students to use in order to take the classes online, at their pace, and enable them earn their credits for graduation. 

Reference 

Slavin, R.E. (2018).  Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education