Reflection Post: Week 6

Blog Entry Week Six

Description

This week in EDAT 6114 the reading surrounded the ideas of intentional groupings, differentiation, and technology in the classroom. Teaching is about more than designing a great lesson plan. A teacher needs to think about the individual students in their classroom and take their strengths and struggles into account when deciding on grouping students and what activities to use. The same lesson in two classrooms should look completely different, because no two classroom makeups are the same. A great teacher will use strategies and tools to make a lesson accessible to every student in the room.

Analysis

            Slavin begins the chapter by describing the QAIT model created by John Carroll in order to ensure instruction would be have the proper quality, appropriateness, incentives, and time allowed for learning (Slavin, 2018, p. 214). Each of these four elements is said to be necessary in order to create effective instruction. When a lesson is high quality, “the information presented makes sense to students, interests them, and is easy to remember and apply” (Slavin, 2018, p. 215). There are things such as intentional grouping, technology, and activating background knowledge that can add to the quality of instruction. The content also needs to be appropriate for the students in the classroom, which is difficult considering our students enter the classroom at all different levels. Reaching appropriateness will involve differentiation and adaptation. Some ways to improve appropriateness include frequent questioning, careful ability grouping, and remediation for the students who are struggling (Slavin, 2018). The incentive portion of QAIT refers to the motivation students have and the way the teacher creates that motivation to learn. If information is not naturally interesting, which it can be, the teacher may have to find ways to make it interesting for their students. They may connect lessons to interesting topics, offering feedback and praise, or use of grades, certificates, games, or prizes in order to increase the level of motivation (Slavin, 2018). The final component is time. Time is measured in allocated time and engaged time. Allocated time is the amount of time you allow for a lesson and plan to have, while engaged time is the amount of time students are engaged in the lesson. Multiple things can affect the time used for a lesson, both negatively and positively. Ideally, well-organized and well-managed lessons will leave the teacher with plenty of time to teach what they need to and allow students to grasp the concept.

            Slavin also discusses grouping in this chapter and how teachers can use grouping to differentiate for students’ needs. The first type of grouping,, which is found to be ineffective, is between-class ability grouping. This form of grouping separates students into classes by ability where one class would have all high achievers and another class would have all the low achieving students. While this has shown benefits for high-achievers, there are huge downfalls for the students stuck in the low-achieving group. This eliminates exposure to positive role models and the thought processes of students who are higher achieving. This type of grouping also creates a stigma that surrounds the students in the low achieving class, which decreases their self-esteem and creates a negative relationship with school and learning. Regrouping is another grouping strategy where students are grouped based on their achievement in specific classes such as reading or math. This has shown positive effects because students are still exposed to a mixed ability environment. Within-class ability grouping is one of the most popular forms of grouping within elementary schools. This is where students are placed into groups within their classroom for specific times of the day and work in small groups with students at the same level as them. While this type of grouping is used often, there are a few things that need to be done in order to ensure the success of this model. The teacher needs to be sure that they do not have too many groups to avoid loss of instructional time during transitions, and maximized direct instruction time. This type of grouping also does not often have the same type of obvious stigmas as other types of grouping does.

            Grouping is a form of differentiation, just as peer tutoring, teacher tutoring, and intervention are. Another way that teachers supplement instruction is by using technology. Technology should not be used in place of lessons, but rather to add to the lessons and give students more of a takeaway. Some forms of technology used are tablets, computers, and interactive whiteboards. As long as teachers set limits and teach online safety, their students can benefit from the use of technology.

Reflection

            This chapter was one of the ones that I connected most with. The components of QAIT are all essential for creating a successful lesson. I believe that o a lot of creating an effective lesson is one that is connected to the students’ lives and is interesting for them. The teacher must be sure that they are meeting all of the students’ needs and doing what is best for every one of them, not just the high or low achievers in the room. It’s also really important to keep time in mind. I work with ELL’s, and time is a huge factor. It’s important to provide an appropriate amount of wait time, while also making sure that you leave yourself with enough time to teach the concept. Reaching all of your students is difficult when they are not all the same level. I use grouping often in my room, but usually I stick to within-class ability grouping. We use the workshop model in math, reading, and writing. As a result, I do a lot of small group work with students at the same level. I usually have three or four groups depending on the subject. I don’t always meet with the groups every day, but I feel like my students really benefitted from this form of teaching last year. My students who were less likely to volunteer in whole group really opened up in small group, and seemed to make better connections with peers at the same level. The students also still got mixed-ability exposure because they stayed in my classroom all day and we did mini-lessons as a whole group. I think that it’s really important to consider the different types of groupings and what they do for the students. We also have to consider that some students may not follow the “norm” when it comes to what is helpful or not.

            Knowing that all students are different leads us to the necessity of differentiation. I love using technology in my classroom to supplement for my students and myself. I have a class website where my students are able to access all of the links and resources we use in class. For math workshop, I have a technology rotation where students play games and use online resources to better learn the material. My students often make connection more quickly when using technology and really enjoy learning material through using it. They also are able to receive supplemental practice through videos, quizzes, and activities I can design specifically for leveled groups. Technology is one of my favorite tools to use, and one of my students’ favorites as well. The key to effective lessons is engaging your students and the ability to get them to buy in. As long as they are engaged and committed to their learning, they will grow.

           

Reference 

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

Reflection Post: Week 5

Blog Entry Week Five

Description

This week in EDAT 6114 we discussed the constructivist approach to instruction. This theory is all about instruction being student-centered and incorporating discovery and discussion. The chapter we read summarized the idea of the constructivist approach as well as discussed how to effectively use the practices and strategies that go with student-centered instruction. 

Analysis

            Slavin (2018) begins the chapter by defining constructivist theory as “the idea that learners must individually discover and transform complex information if they are to make it their own” (p. 188). In this method of teaching, students gain a more active role and the teacher’s becomes more of a moderator or guide. Vygotsky was one of the theorists who influenced constructivist instruction through social learning, the zone of proximal development, cognitive apprenticeship, and mediated learning (Slavin, 2018). Social learning is the idea that children learn through experiences and interactions with people who are more knowledgeable. This can be done through cooperative learning and discussion. The zone of proximal development “marks the range of tasks the child might not be able to do alone but can do with the assistance of peers or adults”, and when participating in cooperative learning students are likely working within this zone (Slavin, 2018, p. 189). Vygosky’s next concept, cognitive apprenticeship, refers to the idea of a student learning through interactions with an expert, whether that is a child or an adult. This is very similar to social learning, but the focus is more on the fact that a student is learning from someone who is considered an expert and uses the expertise they gain to work through complex tasks. This is another place where cooperative learning, and particularly peer tutoring, is helpful. The final concept Slavin (2018) discussed from Vygotsky is mediated learning. This concept is synonymous to scaffolding, and requires that students receive adequate support throughout the activities they are completing. All four of these components are present in the constructivist approach.

            Slavin (2018) goes on to explain that constructivist approach is about “top-down” thinking where students begin with a difficult task and work with teacher guidance to “discover the basic skills required” (p. 190). As a result of the complexity of the tasks and activities, students will need the support of their teacher and each other in order to come to conclusions and discover the skills required. The peer interaction piece provides students with the opportunity to talk through their ideas and clear up misconceptions.

            Another part of student centered learning that is so important is questioning. The focus on discovery requires students to come up with questions and push to answer the questions that they have. The idea of reciprocal teaching involves a teacher working with a small group of students in order to model questioning and encourage students to practice questioning each other in the same manner. The teacher moves from a leader to facilitator as the students begin to do the questioning (Slavin, 2018).

            There are several ways for teachers to integrate student centered learning in their classrooms. Some of these include jigsaws, project-based learning, and think pair shares. Each of these activities presents opportunities for critical thinking and discovery.

Reflection

            This week’s topic was particularly interesting to me because I do a lot of student centered learning in my room and really value what it does for my students. I attended a conference on Instructional Conversations last year and the whole idea is that students become the leaders while the teacher takes a back seat as on observer. At first, I was very hesitant to hand the reins to my students, so to speak. I worried that they wouldn’t stay on task or get much from the experience. However, after discussing our class norms, choosing conversation goals, and splitting my students into groups for the first time, they proved me wrong. I heard my students having deep conversations and making connections I hadn’t expected.  They were actually listening to each other and using each other’s ideas as a springboard.  My students made connections across content areas, and remembered the things they discussed together a lot longer than when I had just presented the content in a whole group setting.

            Students make better connections and gain more knowledge when they are invested and engaged. Student-centered learning focuses on providing those opportunities through things like project based learning and frequent chances for discussion. Using this form of instruction allows students to take charge and learn new things through questioning and discovery, rather than just by being told what is true or not. I believe that student centered learning should absolutely be a part of every classroom. This will create independent students who have a desire to learn and discover more. Student centered learning also creates opportunities for students to learn from each other, forming relationships and social skills at the same time. While teacher led instruction has its place in the classroom, constructivist theory is essential to encouraging our students to being active learners and take control of their learning.

Reference 

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

Reflection Post: Week 4

Blog Entry Week Four

Description

This week in EDAT 6114 the reading and discussion focused on effective lessons and how to use direct instruction to meet the needs of students. Discussion is an important component of effective teaching as well. In order to best support our students and help them learn, it is important for teachers to understand what strategies to use and how to meet individual students where they are.

Analysis

            Slavin (2018) defines direct instruction to describe “lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible” (p. 160). There is a specific plan for direct instruction lessons with seven components: stating objectives, reviewing prerequisites, teaching the new material, giving learning probes, providing a chance for students to practice individually, assessment and feedback, and review (Slavin, 2018). The first component, stating objectives, is meant to give the students an idea of what they should be able to do by the end of the lesson. Along with stating the objective, it is important to find ways to spark students’ interest and connect the skill to a real world situation and make it relevant. The next step is reviewing prerequisites. This is necessary to activate students’ background knowledge ad check their understanding of topics that the new knowledge should be building on. The way that a teacher reviews prerequisites is dependent on how well the students are already grasping the topic. After this, the teacher introduces new material. This can be done in a number of ways, but the lesson should always be clear and well organized with indicators of exceptionally important information. Slavin (2018) writes that “Effective explanations are at the core of effective teaching” and they “emphasize concepts and principles, rather than just facts and skills” (p. 167). In other words, students should be able to understand and explain the how and why, not just perform a skill. This is an excellent opportunity for discussion and cooperative learning. Other strategies for teaching new skills include modeling, demonstrations, and videos (Slavin, 2018). After teaching new skills, it is important to utilize learning probes to measure your students’ level of understanding during a lesson. The purpose of learning probes is to “give you feedback on students’ levels of understanding and allow students to try out their understanding of a new idea to find out whether they have it right.” (Slavin, 2018, p. 168). The probe may be written, oral, or physical, but the goal is to adapt your teaching according to the understanding of your students (Slavin, 2018). The next component of direct instruction is independent practice. This provides the students a chance to practice their new skill and move information from their working memory to long-term memory (Slavin, 2018). The next step is assessment and feedback, where the teacher checks for mastery and helps guide instruction I terms of students who need remediation, extension, or if a lesson needs to be retaught completely. The final step of a direct instruction lesson in distributed practice and review. Slavin (2018) states that “Practice or review, spaced out over time, increases retention of many kinds of knowledge” (p. 175). This component usually comes in the form of homework.

            In order for a student to truly learn a skill or concept, transfer of learning needs to take place. According to Slavin (2018), “The fact that a student has mastered a skill or concept in one setting or circumstance is no guarantee whatsoever that the student will be able to apply this skill or concept to a new setting, even if the setting seems (at least to the teacher) to be very similar” (p. 177). As teachers, we need to be sure that our students are able to apply their new knowledge and skills in different situations, and that they truly understand what they have learned. It is important to connect to students’ prior knowledge and build on it, but also to provide many examples that give the opportunity to demonstrate knowledge in different ways.

            Discussions are a great way for students to expand their knowledge, ask and answer questions, and make stronger connections to the material they are working to master. Discussions can be done in whole class or small group settings (Slavin, 2018). In a whole class discussion, the teacher takes a “moderator” role where they guide the discussion, but let the students come up with their own thoughts and ideas throughout. For discussions to be successful, students must have a strong enough knowledge base to carry on the discussion and avoid “dead ends” too often. In the small group setting, students work more independently as the teacher moves from group to group listening and supporting as needed. Sometimes these types of discussions have student roles, such as leader, timekeeper, and recorder. Discussions are an opportunity for students to demonstrate their knowledge and build on what they already know.

Reflection

            As I read, I realized that a lot of the direct instruction lesson components are present in my lesson plans, I just didn’t know the technical term for it. Especially working in a school with a huge ELL population, building background knowledge and offering visuals is very important. I have found that my students don’t have a lot of experiences, and in order to teach I need to first help them connect to certain things. One example that comes to mind is summer camp. During one of our read alouds, a student asked what summer camp was. It wasn’t until then that I realized my students had no idea what summer camp meant and what kids do at summer camp was totally foreign. We looked at websites for camp programs, pictures, and watched video advertisements. It took quite a bit to build the background knowledge, but once it was there the students understood. This, to me, is the most important part of the lesson where the foundation is built and the students prepare themselves to learn. I find myself checking for understanding constantly through questioning and observation, and use assessments to drive my instruction frequently. However, as we talked about in our weekly discussion, even after all these steps there are still students who just don’t get it. In my classroom, I use the workshop model to try and alleviate the problem. My students are ability grouped and work on the same concepts, but the product is differentiated based on their level. Most students end up in the same place at the end of each unit, but some groups moved through more quickly or slowly. I also had groups that required extension, while others required remediation. Our students are not all the same, so we cannot expect to teach them all in the same way or using the same methods. Workshop and small groups allows me to create more individualized activities and lessons for my students, and meet them where they are.

            One of the reasons that I find workshop works so well is because it provides opportunities for discussion. My students are more willing to take risks and ask questions in small groups. They also talk more to each other and explain their thinking to one another rather than depending on me to show them how to do something. I like to provide opportunities for discussion frequently, even if it is not during a workshop time. I recently completed a training on Instructional Conversations where students lead their own conversations and practice discussion skills without teacher interference. I have seen my students make incredible observations and connections, and they feed off of each other’s ideas. The learning that comes from discussions is real and amazing.

            The most important idea that came from this chapter is being aware of where your students are. In order to teach them, we need to know where they are and what they understand. We cannot assume they have mastered a skill without evidence that they have done so, and we need to give ample opportunities for our students to demonstrate their understanding and use that to guide our instruction. We cannot build strong skills on a weak foundation.

Reference 

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