University of the People M.Ed. Capstone Portfolio
research
Technology
ourse: EDUC5220 Curriculum
Date: May 2019
Instructor: L. Gonzalez
Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. Retrieved from https://blog.tcea.org/comes-first-curriculum-technology/
Course: EDUC5410 Child Development
Date: June 2020
Instructor: A. Panchoo
Prensky, M. (2008). The Role of Technology in teaching and the classroom. Educational Technology. Retrieved from http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf
Date: May 2019
Instructor: L. Gonzalez
Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. Retrieved from https://blog.tcea.org/comes-first-curriculum-technology/
- Integrating technology has always been an integral topic for me in the classroom. I have seen many educators disregard technology because they are uncomfortable with it. I chose this artifact because I want to remind myself of the impact of technology. When technology is purposeful, it can support teachers implement a new pedagogy of education that provides students with 21st-century skills.
Course: EDUC5410 Child Development
Date: June 2020
Instructor: A. Panchoo
Prensky, M. (2008). The Role of Technology in teaching and the classroom. Educational Technology. Retrieved from http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf
- Students are not longer spoon-fed information but are encouraged and even expected to have the ability to find it themselves. Prensky states the role of technology should support this shift in pedagogy while the teacher acts as a mentor.
ASSESSMENT
Course: EDUC5220 Curriculum
Date: May 2019
Instructor: L. Gonzalez
Watson, A. (2018, March 7). How to streamline assessment & spend less time grading. Retrieved from https://thecornerstoneforteachers.com/truth-for-teachers-podcast/streamline-assessment-spend-less-time-grading/
Course: EDUC5440 Assessment and Evaluation
Date: November 2019
Instructor: D. McCollum
Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Indiana University, Bloomington. (n.d.). Authentic Assessment. Center for Innovative Teaching and Learning (CITL). Retrieved from: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/
Date: May 2019
Instructor: L. Gonzalez
Watson, A. (2018, March 7). How to streamline assessment & spend less time grading. Retrieved from https://thecornerstoneforteachers.com/truth-for-teachers-podcast/streamline-assessment-spend-less-time-grading/
- Hearing how other teachers have become more efficient in grading is motivating because grading is my least favorite part about teaching. This Truth for Teachers podcast is a great resource to tap into when feeling lost about the nitty and gritty parts of teaching.
Course: EDUC5440 Assessment and Evaluation
Date: November 2019
Instructor: D. McCollum
Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
- This article defines the difference between assessment for, as, and of learning. Each form of assessment describes the process in which information is collected and used to adjust teaching practices. The process, assessment, teaching, and learning are interrelated as each informs the others.
Indiana University, Bloomington. (n.d.). Authentic Assessment. Center for Innovative Teaching and Learning (CITL). Retrieved from: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/
- A great reviewer on what authentic assessment looks like in the classroom. This type of assessment are different from conventional tests in that students rely more on higher-ordered thinking. There are many applications of this assessment in the classroom - from projects to experiments.
learning environments
Course: EDUC5240 Positive Learning
Date: June 2019
Instructor: S. King
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+. Retrieved from https://www.academia.edu/download/32327170/classroom_management.pdf
Date: June 2019
Instructor: S. King
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+. Retrieved from https://www.academia.edu/download/32327170/classroom_management.pdf
- Wong and his colleagues have created what I imagine to be a teacher's manuscript. I first came upon his work by reading The First Days of School when I was in college taking some education units. He and his wife understand the importance of setting a positive learning environment in order for all students to succeed.
Course: EDUC5010 Education in Context
Date: September 2019
Instructor: R. Ryan
Wolk, S. (2008). Joy in school. The Positive Classroom, 66 (1), 8-15. Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Joy-in-School.aspx
Date: September 2019
Instructor: R. Ryan
Wolk, S. (2008). Joy in school. The Positive Classroom, 66 (1), 8-15. Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Joy-in-School.aspx
- It is a nice reminder that teaching can be joyful if one makes time and effort into making it a reality. This article lists ways for teachers to create a joyful learning environment where students are encouraged to take risks and have fun in the process of doing so.
Course: EDUC5711 Diverse and Inclusive Classrooms
Date: January 2020
Instructor: E.
Anderson, A. (2018). 7 ways to create an inclusive classroom environment. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/
Date: January 2020
Instructor: E.
Anderson, A. (2018). 7 ways to create an inclusive classroom environment. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/
Learning difficulties
Course: EDUC5711 Diverse and Inclusive Classrooms
Date: January 2020
Instructor: E.Na
Ahmad, F. H. (2015). Use of assistive technology in inclusive education. Transcience, 6(2), 62-77. Retrieved from https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf
Date: January 2020
Instructor: E.Na
Ahmad, F. H. (2015). Use of assistive technology in inclusive education. Transcience, 6(2), 62-77. Retrieved from https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf
- Learning disabilities range from affecting visual perception, hand-eye coordination, logical thinking, and math skills. Ahmad mentions some of the learning disabilities students which could be dyslexia, dyspraxia, dyscalculia, dysgraphia, and ADHD. Any of these disabilities can leave students to feel anxious when interacting socially and be conscious of their academic performance in inclusive classrooms.
Course: EDUC5710 Barriers to Learning
Date: April 2020
Instructor: L. Massengale
Meredith, C. (n.d.) Students struggling with math. Retrieved from https://www.readandspell.com/struggling-with-math
Testing Differently. Dyscalculia.org. (2020). Retrieved 29 April 2020, from https://www.dyscalculia.org/dyscalculia/testing-differently
Date: April 2020
Instructor: L. Massengale
Meredith, C. (n.d.) Students struggling with math. Retrieved from https://www.readandspell.com/struggling-with-math
Testing Differently. Dyscalculia.org. (2020). Retrieved 29 April 2020, from https://www.dyscalculia.org/dyscalculia/testing-differently
- As teachers, we are reminded to be flexible and cater to our students' needs. There are many students who have a fear of numbers and we must be able to differentiate this anxiety from actual impairment of cognitive functioning. The two articles listed above help me as an educator be mindful of differentiating the two and know how best to help them.
planning for instruction
Course: EDUC5410 Child Development
Date: June 2020
Instructor: A. Panchoo
Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.). The Saylor Foundation. Retrieved from https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf
Date: June 2020
Instructor: A. Panchoo
Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.). The Saylor Foundation. Retrieved from https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf
- This reference book is full of information helpful to new and seasoned teachers alike. Educational psychology covers learning theories that can be considered to be the backbone of teachers around the world. Understanding the various schools of thought in education can shed light on one's teaching philosophy.
Course: EDUC5010 Education in Context
Date: September 2019
Instructor: R. Ryan
Larmer, J. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved from https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements
Date: September 2019
Instructor: R. Ryan
Larmer, J. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved from https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements
- In my experience, planning PBLs are difficult and require careful thought and planning for scaffolding; however, it makes students wonder about what’s around them and are eager to share what they have experienced. Their diverse backgrounds are not seen as a barrier to learning but a key component in understanding the world around them. This resource is essential when planning a PBL unit that meets a gold standard.
Instructional strategies
Course: EDUC5270 Instructional Techniques
Date: January 2020
Instructor: E. Erbilgin
Coppersmith, S. A. & Song, K. H. (2017). Integrating primary sources, artifacts, and museum visits into the primary years program inquiry curriculum in an international baccalaureate elementary setting. Journal of Social Studies Education Research, v8 n3 p24-49. Retrieved from https://eric.ed.gov/?id=EJ1162284
Quigley, C., Marshall, J.C., Deaton, C. C. M., Cook, M. P., & Padilla, M. (Spring, 2011). Challenges to inquiry teaching and suggestions for how to meet them. Science educator, v20 n1 p55-61. Retrieved from https://files.eric.ed.gov/fulltext/EJ940939.pdf
Course: EDUC5810 Living and Learning Globally
Date: April 2020
Instructor: M. McGrath
Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf
Date: January 2020
Instructor: E. Erbilgin
Coppersmith, S. A. & Song, K. H. (2017). Integrating primary sources, artifacts, and museum visits into the primary years program inquiry curriculum in an international baccalaureate elementary setting. Journal of Social Studies Education Research, v8 n3 p24-49. Retrieved from https://eric.ed.gov/?id=EJ1162284
- Coppersmith and Song's article on integrating primary sources for developing students' critical thinking skills is interesting that I had to keep it for future use. I reflected during this course that I could do a better job of highlighting this instructional strategy and will strive to experiment it with future lessons.
Quigley, C., Marshall, J.C., Deaton, C. C. M., Cook, M. P., & Padilla, M. (Spring, 2011). Challenges to inquiry teaching and suggestions for how to meet them. Science educator, v20 n1 p55-61. Retrieved from https://files.eric.ed.gov/fulltext/EJ940939.pdf
- Being part of a school that encourages inquiry, this article resonated with me. There is no instructional strategy that is a one size fits all but rather an amalgamate of various techniques. The article by Quigley and colleagues bring to light the difficulties entailed in inquiry teaching and seek out to address them in order for teachers to be inquirers themselves.
Course: EDUC5810 Living and Learning Globally
Date: April 2020
Instructor: M. McGrath
Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf
- One of the learning outcomes we all would want for our students is for them to realize global competence and its benefits to becoming lifelong learners. This Mansilla and Jackson article provide a toolkit and allow young learners to engage with the world. Especially in the time of a global pandemic, it is important to put things in perspective and have them understand their place in the world through meaningful and authentic learning activities.
practice
TECHNOLOGY
Course: EDUC5272 STEM Fields
Date: June 2020
Instructor: A. Han
Suggesting opportunities in a lesson plan doesn’t always mean that the current edition isn’t good. To me, it means there are ways to enhance student learning, particularly in STEM teaching. I have learned in my years of teaching that though ideas can be great, they may only be great in theory. Therefore, the key is to strike a balance between our high expectations and feasibility. Having this balance ensures that your lesson is the best it can be for what the circumstances are. In my milieu, we don’t always have the most current technology but each student has a 1:1 device. Though this limits what online tools we can use, there are more feasible ways of having students use technology in appropriate ways to design their own artifacts and products.
Conducting a lesson analysis was not easy, but I believe it has contributed to my growth as a STEM teacher. I am more open to looking for STEM lesson plans and revising it to not only fit the needs of my students but to ensure that it promotes the critical thinking skills needed in STEM learning. An important thing I took away from the lesson analysis in that it is essential to connect and integrate from multiple subjects so that students begin to see these subjects as working together to solve problems (Jolly, 2020). Moving forward, I will strive to nurture students’ curiosity as they develop the skills needed to prepare them for jobs of the future.
Date: June 2020
Instructor: A. Han
Suggesting opportunities in a lesson plan doesn’t always mean that the current edition isn’t good. To me, it means there are ways to enhance student learning, particularly in STEM teaching. I have learned in my years of teaching that though ideas can be great, they may only be great in theory. Therefore, the key is to strike a balance between our high expectations and feasibility. Having this balance ensures that your lesson is the best it can be for what the circumstances are. In my milieu, we don’t always have the most current technology but each student has a 1:1 device. Though this limits what online tools we can use, there are more feasible ways of having students use technology in appropriate ways to design their own artifacts and products.
Conducting a lesson analysis was not easy, but I believe it has contributed to my growth as a STEM teacher. I am more open to looking for STEM lesson plans and revising it to not only fit the needs of my students but to ensure that it promotes the critical thinking skills needed in STEM learning. An important thing I took away from the lesson analysis in that it is essential to connect and integrate from multiple subjects so that students begin to see these subjects as working together to solve problems (Jolly, 2020). Moving forward, I will strive to nurture students’ curiosity as they develop the skills needed to prepare them for jobs of the future.
Course: EDUC5410 Child Development
Date: June 2020
Instructor: A. Panchoo
Using Technology to Support Learning
Students are not longer spoon-fed information but are encouraged and even expected to have the ability to find it themselves. According to Prensky (2008), the role of technology should support this shift in pedagogy while the teacher acts as a mentor. There are, however, a number of reasons why technology has not played a supportive role. Haertel and Means (2003) point out that teachers have not been able to integrate technology because of the availability of computers and limited access to the Internet (as cited by Seifert and Sutton, 2009). When technological resources are readily available, students can direct their own learning more independently. Teachers can focus on supporting individuals and especially those with specific needs.
In my milieu, I am fortunate to have students bring their own devices to school. This 1:1 device program has allowed me to set up activities using Google Classroom and give them the opportunity to demonstrate independent learning. I can assign modified tasks to students depending on their capabilities and support them, while others who are proficient can carry on with tasks that enrich their skills. Therefore, students are able to do certain tasks that are personalized and self-directed which makes me more effective in the classroom.
A drawback of using technology in the classroom to support learning is the money it takes to equip classrooms and schools fully. Other challenges that can be brought about using technology are helping students which sites are reliable and trustworthy. To add, some educational activities should not be replaced with computerized learning (Seifert and Sutton, 2009). As a result, teachers have to make appropriate decisions when using technology as this will ultimately affect the way they work with students.
Challenges to Using Technology and Reaping the Rewards
The school’s culture has a huge effect on whether teachers will experiment with technology. Andrews (2013) writes that the freedom to explore and to innovate at his school that provides an open-minded approach and access to a variety of technology benefits the teachers and students. A teacher’s confidence in using technology and beliefs about technology in education greatly influences their decision to integrate it into their classroom.
For students, having the mere access to technology increases their interest and effort especially when given a project incorporating technology (Andrews, 2013). It even gave them an incentive to produce high-quality work when students were aware they had a “real” online audience for their project.
As for my philosophical pedagogy, I implore myself to be a lifelong learner and to know the importance of having 21st-century learning skills. This understanding of myself as a teacher empowers me to continue to find ways that will enhance student learning. Integrating technology is one of those ways that I believe elevates learning. Stating clear outcomes of the curriculum to identify which technologies should follow is key to gaining the benefits of using technology (Ellis, 2017).
In conclusion, there are a lot of benefits technology can bring and certain drawbacks if not used appropriately or at all. Effective teaching measures such as having the confidence and openness to explore and innovate can help in reaping the rewards of using technology.
Date: June 2020
Instructor: A. Panchoo
Using Technology to Support Learning
Students are not longer spoon-fed information but are encouraged and even expected to have the ability to find it themselves. According to Prensky (2008), the role of technology should support this shift in pedagogy while the teacher acts as a mentor. There are, however, a number of reasons why technology has not played a supportive role. Haertel and Means (2003) point out that teachers have not been able to integrate technology because of the availability of computers and limited access to the Internet (as cited by Seifert and Sutton, 2009). When technological resources are readily available, students can direct their own learning more independently. Teachers can focus on supporting individuals and especially those with specific needs.
In my milieu, I am fortunate to have students bring their own devices to school. This 1:1 device program has allowed me to set up activities using Google Classroom and give them the opportunity to demonstrate independent learning. I can assign modified tasks to students depending on their capabilities and support them, while others who are proficient can carry on with tasks that enrich their skills. Therefore, students are able to do certain tasks that are personalized and self-directed which makes me more effective in the classroom.
A drawback of using technology in the classroom to support learning is the money it takes to equip classrooms and schools fully. Other challenges that can be brought about using technology are helping students which sites are reliable and trustworthy. To add, some educational activities should not be replaced with computerized learning (Seifert and Sutton, 2009). As a result, teachers have to make appropriate decisions when using technology as this will ultimately affect the way they work with students.
Challenges to Using Technology and Reaping the Rewards
The school’s culture has a huge effect on whether teachers will experiment with technology. Andrews (2013) writes that the freedom to explore and to innovate at his school that provides an open-minded approach and access to a variety of technology benefits the teachers and students. A teacher’s confidence in using technology and beliefs about technology in education greatly influences their decision to integrate it into their classroom.
For students, having the mere access to technology increases their interest and effort especially when given a project incorporating technology (Andrews, 2013). It even gave them an incentive to produce high-quality work when students were aware they had a “real” online audience for their project.
As for my philosophical pedagogy, I implore myself to be a lifelong learner and to know the importance of having 21st-century learning skills. This understanding of myself as a teacher empowers me to continue to find ways that will enhance student learning. Integrating technology is one of those ways that I believe elevates learning. Stating clear outcomes of the curriculum to identify which technologies should follow is key to gaining the benefits of using technology (Ellis, 2017).
In conclusion, there are a lot of benefits technology can bring and certain drawbacks if not used appropriately or at all. Effective teaching measures such as having the confidence and openness to explore and innovate can help in reaping the rewards of using technology.
Course: EDUC5711 Diverse and Inclusive Classrooms
Date: January 2020
Instructor: E. Na
Assistive technology is any device that can enhance student learning, and is not only for students with learning disabilities. These devices range from low-tech special grips for pens to high-tech devices such as hearing aids, which aim to improve the functional capabilities of these learners (Ahmad, 2015). As students with learning disabilities often find themselves feeling excluded from education, assistive and adaptive technology allows them to level the playing field. This means learners of varying learning abilities can access the curriculum and accomplish their tasks. Roberts and his colleague state that students feel at ease knowing they can perform tasks they once had difficulty achieving or were unable to achieve (2008; as cited by Ahmad, 2015).
To further elaborate on assistive technology, it can be used by students when they have a certain need. Wahl and Duffield (2005) mention these devices to be in the form of touch control devices, alternative keyboards and mouse, word recognition tools, word processors, grammar checkers, and spell checkers. Up until this week, I didn’t realize these tools were “assistive” in a way. I remember how iPhones had the option of assistive touch because the home buttons were used so much it didn’t work at one point. Currently, I use Grammarly to help check grammar issues and Google Docs that offer both spelling and grammar checks. I have also used the speech to text feature on my phone when I need to reply to a friend and I have my hands busy with something else.
Maintaining an inclusive classroom that is barrier-free is important for students with diverse needs. Assistive technology which is inspired by Information and Communication Technology, alleviates some of the barriers students have in education. These help to increase a student’s achievement in school (Della Volpe, 2016).
Below is a list of ways teachers can use Assistive Technology to meet the needs of diverse learners, taken from Adebisi, Liman, and Longpoe (2015):
Date: January 2020
Instructor: E. Na
Assistive technology is any device that can enhance student learning, and is not only for students with learning disabilities. These devices range from low-tech special grips for pens to high-tech devices such as hearing aids, which aim to improve the functional capabilities of these learners (Ahmad, 2015). As students with learning disabilities often find themselves feeling excluded from education, assistive and adaptive technology allows them to level the playing field. This means learners of varying learning abilities can access the curriculum and accomplish their tasks. Roberts and his colleague state that students feel at ease knowing they can perform tasks they once had difficulty achieving or were unable to achieve (2008; as cited by Ahmad, 2015).
To further elaborate on assistive technology, it can be used by students when they have a certain need. Wahl and Duffield (2005) mention these devices to be in the form of touch control devices, alternative keyboards and mouse, word recognition tools, word processors, grammar checkers, and spell checkers. Up until this week, I didn’t realize these tools were “assistive” in a way. I remember how iPhones had the option of assistive touch because the home buttons were used so much it didn’t work at one point. Currently, I use Grammarly to help check grammar issues and Google Docs that offer both spelling and grammar checks. I have also used the speech to text feature on my phone when I need to reply to a friend and I have my hands busy with something else.
Maintaining an inclusive classroom that is barrier-free is important for students with diverse needs. Assistive technology which is inspired by Information and Communication Technology, alleviates some of the barriers students have in education. These help to increase a student’s achievement in school (Della Volpe, 2016).
Below is a list of ways teachers can use Assistive Technology to meet the needs of diverse learners, taken from Adebisi, Liman, and Longpoe (2015):
- Spell Checkers: They are part of word processing programmes such as Google Docs, Microsoft Word and even Grammarly. Students can type their written work and use this tool to display misspelled words.
- Speech Recognition: This system found on phones, tablets, and some computers allow the learner to speak through microphone, in which the spoken words will be displayed on the screen. If the program recognizes the spoken words incorrectly, there is a list that provides suggestions that may match what the child has said. This is best used for students who have better oral than written communication.
- Tape Recorders: These tools (Epic!, or Story Online) are used to play audio by children with reading disabilities. Children, mostly, who have difficulty in reading or may have dyslexia can use this tool to become more confident in reading comprehension.
- Electronic Mathematics Worksheets: Children who may exhibit difficulties in solving arithmetic can be assisted through these electronic worksheets. This tool will align the numbers needed to add, subtract, multiply, or divide and help children to organize their solution.
ASSESSMENT
Course: EDUC5210 Learning Theory
Date: June 2019
Instructor: V. Hicks
In my milieu, I think we do well to incorporate different perspectives of learning within a community setting. According to Bransford and his colleagues (2000), learner-centered environments take into account students’ background knowledge, interests and cultural values. Though my milieu has a high number of Burmese students, teachers respect the culture and take part in many of the celebrations Myanmar has. Another thing the school offers are after school activities that allow students to explore their skills and talents.
When it comes to providing a rigorous content, my milieu has curriculum maps to show progression of topics with skills students need to master the learning. This helps students have a more connected flow of knowledge, which is analogous to learning their way around an environment (Greeno, 1991, as cited in Bransford, Brown, & Cocking, 2000). My school also adopts an inquiry-based, creative, and collaborative approach to learning. Our Student Learning Outcomes believe that students should be self-directed learners, effective communicators and responsible citizens who use their critical thinking skills to solve problems.
All of these diverse elements my school setting has is supported by assessment related measures. Every year, students write samples based on a set of criteria educators have agreed upon. The standards adopted by my milieu are tested with the Measure of Academic Progress, in which a study has shown that most of the test items align with the Common Core State Standards (Set, 2018). In the elementary division, we place a premium on formative assessments which allows students to review and revise their work. As stated by Bransford and his colleagues (2000), having students revise their work provide students the opportunity to improve their learning and thinking. In my classroom, I use rubrics and scoring guides as well as conferences to check on student progress. By doing this, students talk about their work and actively engage how they can accomplish their tasks better. Another way teachers integrate an assessment-centered environment are through student-led conferences. Parents listen to their child as they take ownership of and reflect on their own learning.
References:
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Retrieved from: https://www.nap.edu/download/9853
Set, A. (2018, February 27). Study Concludes MAP Growth Items Align to Common Core State Standards. Retrieved from https://www.nwea.org/blog/2018/study-concludes-map-growth-items-align-common-core-state-standards/
Date: June 2019
Instructor: V. Hicks
In my milieu, I think we do well to incorporate different perspectives of learning within a community setting. According to Bransford and his colleagues (2000), learner-centered environments take into account students’ background knowledge, interests and cultural values. Though my milieu has a high number of Burmese students, teachers respect the culture and take part in many of the celebrations Myanmar has. Another thing the school offers are after school activities that allow students to explore their skills and talents.
When it comes to providing a rigorous content, my milieu has curriculum maps to show progression of topics with skills students need to master the learning. This helps students have a more connected flow of knowledge, which is analogous to learning their way around an environment (Greeno, 1991, as cited in Bransford, Brown, & Cocking, 2000). My school also adopts an inquiry-based, creative, and collaborative approach to learning. Our Student Learning Outcomes believe that students should be self-directed learners, effective communicators and responsible citizens who use their critical thinking skills to solve problems.
All of these diverse elements my school setting has is supported by assessment related measures. Every year, students write samples based on a set of criteria educators have agreed upon. The standards adopted by my milieu are tested with the Measure of Academic Progress, in which a study has shown that most of the test items align with the Common Core State Standards (Set, 2018). In the elementary division, we place a premium on formative assessments which allows students to review and revise their work. As stated by Bransford and his colleagues (2000), having students revise their work provide students the opportunity to improve their learning and thinking. In my classroom, I use rubrics and scoring guides as well as conferences to check on student progress. By doing this, students talk about their work and actively engage how they can accomplish their tasks better. Another way teachers integrate an assessment-centered environment are through student-led conferences. Parents listen to their child as they take ownership of and reflect on their own learning.
References:
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Retrieved from: https://www.nap.edu/download/9853
Set, A. (2018, February 27). Study Concludes MAP Growth Items Align to Common Core State Standards. Retrieved from https://www.nwea.org/blog/2018/study-concludes-map-growth-items-align-common-core-state-standards/
Course: EDUC5220 Curriculum
Date: May 2019
Instructor: L. Gonzalez
Digital Assessments
This school year, my students have become more self-aware of their strengths and capabilities through the use of FlipGrid. Students video their responses to reflection questions about topics discussed in class. They post their responses and are able to share their voice to the rest of their peers. Self-assessments are at the core of what I try to employ in the classroom. This is a way for students to gauge where they are at. They can identify gaps in skills or knowledge, revise their work, and set realistic goals.
Grading is not one of things I enjoy about being an educator. Therefore in the past month, I have used bubble sheets and scored them using an application called GradeScanner to quickly grade student quizzes and offer immediate feedback. Since my experience with using this technology is fairly new, it has been time consuming to try and understand. However, in time I hope to use this more seamlessly in the classroom.
Beyond Digital and Pen and Paper Assessments
Informal observations is another effective and efficient approach to assess student achievement. Observing students during discussions like think-pair-share is simple for teachers to use. Teachers move around the classroom and listen to various discussions and gain insight to their level of understanding (Watanabe-Crockett, 2017). After some time, students discuss their responses with the entire class. This form of student responsibility enhances their performance.
Gone are the days where teachers spend more time grading than they do teaching due to the rise of available digital tools. Though, there are still benefits to using pen and paper assessments, such as writing samples. In a research done by Wollscheid and her team, they found that cognitive psychologists and neuroscientists favor handwriting over the use of digital tools to demonstrate writing skills (2015). As much as digital assessments use less paper, elementary students can get distracted with too much screen time. This calls for finding a balance with the various approaches to assessment. In order to be effective and efficient teachers, we need to empower our students and have them take responsibility for their own learning.
References:
Watanabe-Crockett, L. (2017, September 7). 5 Great Formative Assessment Strategies That Never Miss. Retrieved from https://www.wabisabilearning.com/blog/5-great-formative-assessment-strategies
Wollscheid, S. & Sjaastad, J. & Tømte, C. (2015). The impact of digital devices vs. pen(cil) and paper on primary school students’ writing skills - a research review. Computers & Education. 95. 10.1016/j.compedu.2015.12.001.
Date: May 2019
Instructor: L. Gonzalez
Digital Assessments
This school year, my students have become more self-aware of their strengths and capabilities through the use of FlipGrid. Students video their responses to reflection questions about topics discussed in class. They post their responses and are able to share their voice to the rest of their peers. Self-assessments are at the core of what I try to employ in the classroom. This is a way for students to gauge where they are at. They can identify gaps in skills or knowledge, revise their work, and set realistic goals.
Grading is not one of things I enjoy about being an educator. Therefore in the past month, I have used bubble sheets and scored them using an application called GradeScanner to quickly grade student quizzes and offer immediate feedback. Since my experience with using this technology is fairly new, it has been time consuming to try and understand. However, in time I hope to use this more seamlessly in the classroom.
Beyond Digital and Pen and Paper Assessments
Informal observations is another effective and efficient approach to assess student achievement. Observing students during discussions like think-pair-share is simple for teachers to use. Teachers move around the classroom and listen to various discussions and gain insight to their level of understanding (Watanabe-Crockett, 2017). After some time, students discuss their responses with the entire class. This form of student responsibility enhances their performance.
Gone are the days where teachers spend more time grading than they do teaching due to the rise of available digital tools. Though, there are still benefits to using pen and paper assessments, such as writing samples. In a research done by Wollscheid and her team, they found that cognitive psychologists and neuroscientists favor handwriting over the use of digital tools to demonstrate writing skills (2015). As much as digital assessments use less paper, elementary students can get distracted with too much screen time. This calls for finding a balance with the various approaches to assessment. In order to be effective and efficient teachers, we need to empower our students and have them take responsibility for their own learning.
References:
Watanabe-Crockett, L. (2017, September 7). 5 Great Formative Assessment Strategies That Never Miss. Retrieved from https://www.wabisabilearning.com/blog/5-great-formative-assessment-strategies
Wollscheid, S. & Sjaastad, J. & Tømte, C. (2015). The impact of digital devices vs. pen(cil) and paper on primary school students’ writing skills - a research review. Computers & Education. 95. 10.1016/j.compedu.2015.12.001.
Course: EDUC5440 Assessment and Evaluation
Date: November 2019
Instructor: D. McCollum
Analysis of Assessment Practices
ISM has three divisions to which students take various types of assessment and evaluation. In the elementary where I currently teach, diagnostic, formative, and summative assessments are utilized for students to reflect and give teachers a glimpse into their learning. They have various ways of showing their learning through presentations, tests, quizzes, exit slips, and performance-based assessments. The presentations and projects help conclude units of study and assess how much they have mastered skills and content.
In the middle school and high school division, students partake in similar assessments but are more concentrated on pencil and paper tests. They are also given projects and presentations to be completed within a short duration. More essays are written in the high school that constitutes a chunk of their grades. The students from all divisions take some evaluation known as the Measure of Academic Progress (MAP), while juniors and seniors can opt to take Advanced Placement tests when applying for colleges in the United States.
Assessment FOR and AS Learning
With the examples stated above, I believe that assessment in my milieu are both for and as learning. Assessment for learning best describes the process in which the information gathered from the assessment is used to adjust teaching strategies as well as for students to modify theirs (Western and Northern Canadian Protocol for Collaboration in Education, 2006). Through this process, assessment, teaching, and learning are interrelated as each informs the others.
Taking an example from the classroom, students are given a diagnostic quiz about the types of government to understand what they currently know about the topic. This assessment allows me to make modifications such as how much time to spend on a lesson or moving past a lesson that every student already understands. Using the same assessment, students can pinpoint which areas they do not comprehend and can focus on those areas when another assessment is given after a number of lessons. Overall, assessment for learning is evident as both teachers and students gain something important from the collected data.
To add, ISM teachers practice assessment as learning which is defined to be the ongoing self-assessment of students. This helps to monitor their own learning as they reflect and ultimately, achieve deeper understanding (Western and Northern Canadian Protocol for Collaboration in Education, 2006). Students in my classroom are given exit slips at the end of each school day to reflect on things that were clear and cloudy. The information from those daily slips allows the students to see where they need support. In addition to continuous reflection, conferences discussing student progress are administered. Through these reflections, we emphasize the importance of determining the student’s weaknesses and strengths in ongoing learning.
Date: November 2019
Instructor: D. McCollum
Analysis of Assessment Practices
ISM has three divisions to which students take various types of assessment and evaluation. In the elementary where I currently teach, diagnostic, formative, and summative assessments are utilized for students to reflect and give teachers a glimpse into their learning. They have various ways of showing their learning through presentations, tests, quizzes, exit slips, and performance-based assessments. The presentations and projects help conclude units of study and assess how much they have mastered skills and content.
In the middle school and high school division, students partake in similar assessments but are more concentrated on pencil and paper tests. They are also given projects and presentations to be completed within a short duration. More essays are written in the high school that constitutes a chunk of their grades. The students from all divisions take some evaluation known as the Measure of Academic Progress (MAP), while juniors and seniors can opt to take Advanced Placement tests when applying for colleges in the United States.
Assessment FOR and AS Learning
With the examples stated above, I believe that assessment in my milieu are both for and as learning. Assessment for learning best describes the process in which the information gathered from the assessment is used to adjust teaching strategies as well as for students to modify theirs (Western and Northern Canadian Protocol for Collaboration in Education, 2006). Through this process, assessment, teaching, and learning are interrelated as each informs the others.
Taking an example from the classroom, students are given a diagnostic quiz about the types of government to understand what they currently know about the topic. This assessment allows me to make modifications such as how much time to spend on a lesson or moving past a lesson that every student already understands. Using the same assessment, students can pinpoint which areas they do not comprehend and can focus on those areas when another assessment is given after a number of lessons. Overall, assessment for learning is evident as both teachers and students gain something important from the collected data.
To add, ISM teachers practice assessment as learning which is defined to be the ongoing self-assessment of students. This helps to monitor their own learning as they reflect and ultimately, achieve deeper understanding (Western and Northern Canadian Protocol for Collaboration in Education, 2006). Students in my classroom are given exit slips at the end of each school day to reflect on things that were clear and cloudy. The information from those daily slips allows the students to see where they need support. In addition to continuous reflection, conferences discussing student progress are administered. Through these reflections, we emphasize the importance of determining the student’s weaknesses and strengths in ongoing learning.
Course: EDUC5272 STEM Fields
Date: June 2020
Instructor: A. Han
Big Idea #1: Define, define, define.
Define for yourself and for your students what the purpose of the assessment is. Having a clearly defined purpose guides you in choosing the most appropriate activity to suit an authentic assessment. To start defining the purpose of your assessment, ask these questions:
Big Idea #2: Context is everything.
I remember a new teacher in an international school where most students were predominantly from the same country. She wanted to do a lesson on how they were different but the same. One of her tasks was to create a simple graph and chart to display the different eye colors of students. Since almost all students were from Myanmar, their eye colors were essentially the same. Reflecting on this, it is important to not only know who your audience is but also the setting. Authentic assessment uses real-world or authentic tasks that gives students the opportunity to demonstrate meaningful application of knowledge and skills (Mueller, 2006). These real-world tasks should corroborate in some way with your milieu for students to see the purpose of the assessment.
Big Idea #3: Collaborate with colleagues...or the Internet.
Assuming you have never taught a STEM class, it should be noted that we all have to start from somewhere. I remember an overwhelming feeling as I began to think of what projects and activities students will do throughout the year. In this case, I would advise you to lean on colleagues for help. According to Bell and his team (2016), sharing your ideas to other teachers and asking for feedback can alleviate some of the stress you might feel when planning a lesson. Teachers who have had STEM experience can give comments about goal alignments, scenarios, and hypothetical responses from students. My fair share of feedback from colleagues allowed me to develop a more critical view of lesson planning.
Another helpful tip is to scour the internet for advice. More and more educators are seeing the benefits of implementing performance-based assessment and have lesson plans waiting for you to modify to fit your students’ needs.
References:
Bell, P., Van Horne, K., Penuel, B., & Stromholt, S. (2016). How can assessments be designed to engage students in the range of science and engineering practices? Retrieved from http://stemteachingtools.org/brief/26
Brualdi, A. (2000). Implementing performance assessment in the classroom. Retrieved from http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx
Date: June 2020
Instructor: A. Han
Big Idea #1: Define, define, define.
Define for yourself and for your students what the purpose of the assessment is. Having a clearly defined purpose guides you in choosing the most appropriate activity to suit an authentic assessment. To start defining the purpose of your assessment, ask these questions:
- What concept, skill, or knowledge am I trying to assess?
- What should my students know?
- At what level should my students be performing?
- What type of knowledge is being assessed: reasoning, memory, or process? (Stiggins, 1994; as cited by Brualdi, 2000)
Big Idea #2: Context is everything.
I remember a new teacher in an international school where most students were predominantly from the same country. She wanted to do a lesson on how they were different but the same. One of her tasks was to create a simple graph and chart to display the different eye colors of students. Since almost all students were from Myanmar, their eye colors were essentially the same. Reflecting on this, it is important to not only know who your audience is but also the setting. Authentic assessment uses real-world or authentic tasks that gives students the opportunity to demonstrate meaningful application of knowledge and skills (Mueller, 2006). These real-world tasks should corroborate in some way with your milieu for students to see the purpose of the assessment.
Big Idea #3: Collaborate with colleagues...or the Internet.
Assuming you have never taught a STEM class, it should be noted that we all have to start from somewhere. I remember an overwhelming feeling as I began to think of what projects and activities students will do throughout the year. In this case, I would advise you to lean on colleagues for help. According to Bell and his team (2016), sharing your ideas to other teachers and asking for feedback can alleviate some of the stress you might feel when planning a lesson. Teachers who have had STEM experience can give comments about goal alignments, scenarios, and hypothetical responses from students. My fair share of feedback from colleagues allowed me to develop a more critical view of lesson planning.
Another helpful tip is to scour the internet for advice. More and more educators are seeing the benefits of implementing performance-based assessment and have lesson plans waiting for you to modify to fit your students’ needs.
References:
Bell, P., Van Horne, K., Penuel, B., & Stromholt, S. (2016). How can assessments be designed to engage students in the range of science and engineering practices? Retrieved from http://stemteachingtools.org/brief/26
Brualdi, A. (2000). Implementing performance assessment in the classroom. Retrieved from http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx
learning environments
Course: EDUC5711 Diverse and Inclusive Classrooms
Date: January 2020 Instructor: E. Na This checklist that we were tasked to create in Unit 1 of the course is helpful in assuring that the learning environment is both inclusive and diverse. As a teacher, we get overwhelmed with teaching the curriculum that we often overlook the value of positive relationships and how they are beneficial to learning. Click here to download a PDF version. |
Course: EDUC5240 Positive Learning
Date: June 2019
Instructor: S. King
Creating a plan for preventing student misbehavior rests on the ability of teachers to develop positive relationships with students. As a new school year approaches, it is important to set the tone of the classroom right at the beginning. A teacher’s effectiveness lies in their ability to manage a class and at the same time give quality instruction. Though the task may seem big, putting in the time, effort, and reflection can assist in mastering the important skills needed to decrease student misbehavior.
At the beginning of the school year:
During the school year:
Classroom management isn’t about having the ability to command a class but also to implement quality instruction. When teachers create engaging lessons, students are on task and disruptive behavior is less likely to occur (Alen, 2010). Making lessons interesting and engaging requires careful thought and planning. Though I could do better in both areas, I strive for an effective classroom where students feel safe and nurtured so that they can learn.
References:
Alen, K.P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ988197.pdf
Harmon, W. (2017). Create Your Classroom Rules WITH Your Students for a Powerful Start to the Year. Retrieved from https://theartofeducation.edu/2017/08/08/3-benefits-creating-classroom-expectations-students/
Date: June 2019
Instructor: S. King
Creating a plan for preventing student misbehavior rests on the ability of teachers to develop positive relationships with students. As a new school year approaches, it is important to set the tone of the classroom right at the beginning. A teacher’s effectiveness lies in their ability to manage a class and at the same time give quality instruction. Though the task may seem big, putting in the time, effort, and reflection can assist in mastering the important skills needed to decrease student misbehavior.
At the beginning of the school year:
- establish agreements that ensure all students promote positive learning behaviors
- developing a set of classroom agreements with the help of students makes them feel empowered and valued (Harmon, 2017).
During the school year:
- be firm but fair towards students who do not meet expectations.
- sends the message to students that you am consistent in carrying out the rules and do not play favorites.
- teach socio-emotional skills as they deal with various situations that they might not know how to handle.
- plan on practicing conflict resolution in the classroom to have students work through the problem together.
Classroom management isn’t about having the ability to command a class but also to implement quality instruction. When teachers create engaging lessons, students are on task and disruptive behavior is less likely to occur (Alen, 2010). Making lessons interesting and engaging requires careful thought and planning. Though I could do better in both areas, I strive for an effective classroom where students feel safe and nurtured so that they can learn.
References:
Alen, K.P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ988197.pdf
Harmon, W. (2017). Create Your Classroom Rules WITH Your Students for a Powerful Start to the Year. Retrieved from https://theartofeducation.edu/2017/08/08/3-benefits-creating-classroom-expectations-students/
learning difficulties
Course: EDUC5710 Barriers to Learning
Date: April 2020
Instructor: L.Massengale
I couldn’t help shake the feeling that I’ve seen this video before. That thought stopped mattering to me as soon as one student felt sad when her teacher said “try harder” even if she tried her best (Brainhighways, 2015, 0:48). Hearing these words gutted my heart because I never want to emotionally harm my students. It’s made me reflect on times I have asked my students to show more effort. If I took a moment to recall the amount of time and effort they spent on their work, it would surely change my expectations of them instead of saying “show more effort”. Upholding high expectations for our students is good as we want students to be achievers, however, it is time we accept that it’s okay to lower expectations to meet the needs of our diverse learners.
My personal take is that it does no harm for teachers of ‘diverse’ classrooms to listen to what the students in the video had to say. A student doesn’t need to have autism for them to have differences in learning. It might even be beneficial for teachers to understand what autism spectrum disorder (ASD) is so that they can be aware of the telling signs in their classroom. ASD is a developmental disability that affects how a person interacts with their surroundings. They mostly exhibit difficulties in social interaction, communication, and a sensitivity to sensory experiences as well as repetitive behaviors (House with No Steps, 2018). A student who is ASD may display a range of difficulties on the spectrum.
Any disability can leave students feeling anxious when interacting socially and be conscious of their academic performance in inclusive classrooms. In conclusion, the video has shown that students learn differently. As teachers, we should look into their needs and at times, adjust our high expectations. For students who can communicate what their brain needs, listen to them. But for those who may not understand what they need, it’s best to set up a learning environment where they feel like they can be comfortable. As one student in the video (Brainhighways, 2015, 1:37) states, their brain may be different but it’s still amazing.
References:
Brainhighways. (2015, August 28). Dear Teacher: Heartfelt Advice for Teachers from Students [Video file]. Retrieved from https://youtu.be/lTMLzXzgB_s
House with no Steps (2018) Types of disabilities. Retrieved from: https://www.hwns.com.au/Resource-centre/Types-of-disabilities/sensory-disability
Date: April 2020
Instructor: L.Massengale
I couldn’t help shake the feeling that I’ve seen this video before. That thought stopped mattering to me as soon as one student felt sad when her teacher said “try harder” even if she tried her best (Brainhighways, 2015, 0:48). Hearing these words gutted my heart because I never want to emotionally harm my students. It’s made me reflect on times I have asked my students to show more effort. If I took a moment to recall the amount of time and effort they spent on their work, it would surely change my expectations of them instead of saying “show more effort”. Upholding high expectations for our students is good as we want students to be achievers, however, it is time we accept that it’s okay to lower expectations to meet the needs of our diverse learners.
My personal take is that it does no harm for teachers of ‘diverse’ classrooms to listen to what the students in the video had to say. A student doesn’t need to have autism for them to have differences in learning. It might even be beneficial for teachers to understand what autism spectrum disorder (ASD) is so that they can be aware of the telling signs in their classroom. ASD is a developmental disability that affects how a person interacts with their surroundings. They mostly exhibit difficulties in social interaction, communication, and a sensitivity to sensory experiences as well as repetitive behaviors (House with No Steps, 2018). A student who is ASD may display a range of difficulties on the spectrum.
Any disability can leave students feeling anxious when interacting socially and be conscious of their academic performance in inclusive classrooms. In conclusion, the video has shown that students learn differently. As teachers, we should look into their needs and at times, adjust our high expectations. For students who can communicate what their brain needs, listen to them. But for those who may not understand what they need, it’s best to set up a learning environment where they feel like they can be comfortable. As one student in the video (Brainhighways, 2015, 1:37) states, their brain may be different but it’s still amazing.
References:
Brainhighways. (2015, August 28). Dear Teacher: Heartfelt Advice for Teachers from Students [Video file]. Retrieved from https://youtu.be/lTMLzXzgB_s
House with no Steps (2018) Types of disabilities. Retrieved from: https://www.hwns.com.au/Resource-centre/Types-of-disabilities/sensory-disability
Course: EDUC5210 Learning Theory
Date: June 2019
Instructor: V. Hicks
Students with disabilities and difficulties is a barrier teachers tend to neglect when supporting student learning. Learning disabilities is used to describe people who are unable to process information as quickly as others, take time to develop new skills and comprehend complex information as well as finding it difficult to interact socially (Supporting learners with learning disabilities and difficulties, n.d.).
Teachers would spend most of their time attending to the majority of average learners instead of focusing individually on those who need more support in learning (Merenda and Martyn, 2019). A lack of classroom support doesn’t give teachers much of a choice but to lean towards providing assistance to the bigger group. Educators aren’t fully prepared to teach a diverse range of students. Teacher Mary Fair had to learn how to handle students with disabilities as she wasn’t taught these things taking up a bachelor’s degree in math for elementary and middle school (Mader, 2017). Most educational programs don’t prepare you to teach these special needs students not unless you specialize in that field.
There are promising leads as universities are addressing this issue and changing their curriculum. According to Mader (2017), Syracuse University are better preparing graduates to teach students with disabilities to have a more inclusive classroom. Though it is hard to attain an inclusive environment, it doesn’t mean we forego the right of every child to an education. Children need to feel that they belong in order for them to be successful in and outside of the classroom.
References:
Mader, J. (2017, March 01). Is teacher preparation failing students with disabilities? Retrieved from https://hechingerreport.org/teacher-preparation-failing-students-disabilities/
Merenda, E., & Martyn, N. (2019, June 26). With larger classes, teachers can't attend to children's needs. Retrieved from https://theconversation.com/with-larger-classes-teachers-cant-attend-to-childrens-needs-110556
Supporting learners with learning disabilities and difficulties. (n.d.). Retrieved from https://www.jisc.ac.uk/guides/meeting-the-requirements-of-learners-with-special-educational-needs/learning-disabilities-and-difficulties
Date: June 2019
Instructor: V. Hicks
Students with disabilities and difficulties is a barrier teachers tend to neglect when supporting student learning. Learning disabilities is used to describe people who are unable to process information as quickly as others, take time to develop new skills and comprehend complex information as well as finding it difficult to interact socially (Supporting learners with learning disabilities and difficulties, n.d.).
Teachers would spend most of their time attending to the majority of average learners instead of focusing individually on those who need more support in learning (Merenda and Martyn, 2019). A lack of classroom support doesn’t give teachers much of a choice but to lean towards providing assistance to the bigger group. Educators aren’t fully prepared to teach a diverse range of students. Teacher Mary Fair had to learn how to handle students with disabilities as she wasn’t taught these things taking up a bachelor’s degree in math for elementary and middle school (Mader, 2017). Most educational programs don’t prepare you to teach these special needs students not unless you specialize in that field.
There are promising leads as universities are addressing this issue and changing their curriculum. According to Mader (2017), Syracuse University are better preparing graduates to teach students with disabilities to have a more inclusive classroom. Though it is hard to attain an inclusive environment, it doesn’t mean we forego the right of every child to an education. Children need to feel that they belong in order for them to be successful in and outside of the classroom.
References:
Mader, J. (2017, March 01). Is teacher preparation failing students with disabilities? Retrieved from https://hechingerreport.org/teacher-preparation-failing-students-disabilities/
Merenda, E., & Martyn, N. (2019, June 26). With larger classes, teachers can't attend to children's needs. Retrieved from https://theconversation.com/with-larger-classes-teachers-cant-attend-to-childrens-needs-110556
Supporting learners with learning disabilities and difficulties. (n.d.). Retrieved from https://www.jisc.ac.uk/guides/meeting-the-requirements-of-learners-with-special-educational-needs/learning-disabilities-and-difficulties
planning for instruction
Course: EDUC5410 Child Development
Date: June 2020 Instructor: A. Panchoo Creating the domain chart for Child Development is beneficial when planning for instruction because there are markers that help educators know what is developmentally appropriate. This took a lot of effort to make but I recognize its importance in crafting lessons that are engaging as well as challenging. Click here to download a PDF version. |
Course: EDUC5270 Instructional Techniques
Date: January 2020
Instructor: E. Erbilgin
My teaching practices apply much of constructivism since learning is active and more hands-on. As an educator, it is my role to provide and facilitate activities that allow students to discover their surroundings. In Science, a form of ‘discovery learning’ is implemented where students learn through inquiry and asked to investigate how and why something works. I remember a lecturer saying that students need to discover math, even if it had been done so many centuries ago. Giving students the opportunity to learn various math strategies engages and motivates them to be successful in the subject.
There are great benefits to using a constructivist approach to learning. The social aspect of constructive learning is important because collaborative methods promote critical thinking through directing students towards discussion, clarification of their own ideas, and evaluation of others’ ideas (Pulkkinen & Ruotsalainen, 1997). However, relying heavily on constructivist methods come with challenges in that the learner may not be able to form abstract concepts and transfer knowledge and apply skills in new situations (Merrill, 1996). This in other words is known as confusion which can even lead students to feel frustration. In collaborative groups, students may not actively construct meaning of their own experiences but rather copy what the better students do.
Decisions I make in the classroom are centered around my students. I think by being given the chance to exercise voice and choice in all aspects of their learning, students play an active role in creating a positive classroom environment. I also believe that school is meant to prepare students for life and it is because of this belief that I strive to bring authentic experiences to the classroom to allow them to gain a better understanding of the world we live in. Walk into my classroom and you see students who are motivated to learn, able to assess themselves, and recognize the importance of collaboration, creativity, communication and critical thinking.
References
Merrill, M.D. 1996. Instructional Transaction Theory: Instructional Design Based on Knowledge Objects. Educational Technology, 36(3):30-37.
Pulkkinen, J. & Ruotsalainen, M. 1997. Telematics for teacher training: The lego/logo construction kit goes on the web. Book of Abstracts, On-line Educa Berlin International Conference on Technology Supported Learning, Oct 29-31: 87-91.
Date: January 2020
Instructor: E. Erbilgin
My teaching practices apply much of constructivism since learning is active and more hands-on. As an educator, it is my role to provide and facilitate activities that allow students to discover their surroundings. In Science, a form of ‘discovery learning’ is implemented where students learn through inquiry and asked to investigate how and why something works. I remember a lecturer saying that students need to discover math, even if it had been done so many centuries ago. Giving students the opportunity to learn various math strategies engages and motivates them to be successful in the subject.
There are great benefits to using a constructivist approach to learning. The social aspect of constructive learning is important because collaborative methods promote critical thinking through directing students towards discussion, clarification of their own ideas, and evaluation of others’ ideas (Pulkkinen & Ruotsalainen, 1997). However, relying heavily on constructivist methods come with challenges in that the learner may not be able to form abstract concepts and transfer knowledge and apply skills in new situations (Merrill, 1996). This in other words is known as confusion which can even lead students to feel frustration. In collaborative groups, students may not actively construct meaning of their own experiences but rather copy what the better students do.
Decisions I make in the classroom are centered around my students. I think by being given the chance to exercise voice and choice in all aspects of their learning, students play an active role in creating a positive classroom environment. I also believe that school is meant to prepare students for life and it is because of this belief that I strive to bring authentic experiences to the classroom to allow them to gain a better understanding of the world we live in. Walk into my classroom and you see students who are motivated to learn, able to assess themselves, and recognize the importance of collaboration, creativity, communication and critical thinking.
References
Merrill, M.D. 1996. Instructional Transaction Theory: Instructional Design Based on Knowledge Objects. Educational Technology, 36(3):30-37.
Pulkkinen, J. & Ruotsalainen, M. 1997. Telematics for teacher training: The lego/logo construction kit goes on the web. Book of Abstracts, On-line Educa Berlin International Conference on Technology Supported Learning, Oct 29-31: 87-91.
Instructional Strategies
Course: EDUC5270 Instructional Techniques
Date: January 2020
Instructor: E. Erbilgin
Primary Sources
Using primary sources can be used to develop a student’s critical and analytical skills, especially when practicing historical thinking. The Library of Congress (2006) shows much evidence that students’ demonstration of higher-order thinking skills is better since it is required primary sources (as cited by Fry, 2010). In the same note, research done by Coppersmith and Song reveal that students’ inquiry skills improved when learning was supported by resources (2017). Students were able to refind their questions as teachers gave them more opportunities to demonstrate their abilities.
As someone who has not had much experience of using primary sources, I can say that it would depend on the teacher’s comfortability when being asked certain questions about primary sources. It goes without saying that primary sources have certain subjectivity that teachers may not be at ease to discuss. However, utilizing proper instructional methods in integrating primary sources could lead to better results and allow students to use their critical and analytical skills to adjust their inquiry.
Inquiry Teaching
Inquiry applies to various ways in which teachers and students look at the world and propose explanations constructed from gathered evidence. Krajcik and his colleagues say these phases of inquiry are not set linearly in which the original question may be reviewed (2013). When students are inquiring, they are engaged in the process, connect their explanations with prior knowledge, and communicate to justify these explanations (Quigley et al., 2011). All these illustrate the importance of having students ask questions about the unit of study.
However, coming up with questions is not as easy as teachers would like it to be. Some challenges related to inquiry are measuring the quality of inquiry implemented in the classroom and teachers managing an effective inquiry classroom. Quigley and colleagues suggest measuring the inquiry through EQUIP (Electronic Quality of Inquiry Protocol) which scores questions asked during a lesson (2011). Based on three levels of performances, teachers can take notes on how to improve their teaching practices. Though this may seem helpful, I could not imagine using this in the classroom due to its complex matrix. The other challenge of managing an effective inquiry can be overcome when teachers demonstrate “withitness,” which shows a strong presence and relationship with their students (Quigley et al., 2011). Just like with any other teaching practices, having rapport with our students allows us to manage a respectful learning environment.
References:
Coppersmith, S. A. & Song, K. H. (2017). Integrating primary sources, artifacts, and museum visits into the primary years program inquiry curriculum in an international baccalaureate elementary setting. Journal of Social Studies Education Research, v8 n3 p24-49. Retrieved from https://eric.ed.gov/?id=EJ1162284
Fry, M. (2010). Pedagogy and primary sources: Outcomes of the library of Congress' professional development program, teaching with primary sources at Loyola. Dissertation at Loyola University Chicago e-commons. Retrieved from https://ecommons.luc.edu/luc_diss/48/
Krajcik, J., Blumenfeld, P., Marx, R., & Soloway, E. (Nov 2013). Instructional, curricular, and technological supports for inquiry in science classrooms. In Inquiring into inquiry learning and teaching in science (Part 3). Retrieved from https://www.aaas.org/sites/default/files/s3fs-public/InquiryPart3.pdf
Quigley, C., Marshall, J.C., Deaton, C. C. M., Cook, M. P., & Padilla, M. (Spring, 2011). Challenges to inquiry teaching and suggestions for how to meet them. Science educator, v20 n1 p55-61. Retrieved from https://files.eric.ed.gov/fulltext/EJ940939.pdf
Date: January 2020
Instructor: E. Erbilgin
Primary Sources
Using primary sources can be used to develop a student’s critical and analytical skills, especially when practicing historical thinking. The Library of Congress (2006) shows much evidence that students’ demonstration of higher-order thinking skills is better since it is required primary sources (as cited by Fry, 2010). In the same note, research done by Coppersmith and Song reveal that students’ inquiry skills improved when learning was supported by resources (2017). Students were able to refind their questions as teachers gave them more opportunities to demonstrate their abilities.
As someone who has not had much experience of using primary sources, I can say that it would depend on the teacher’s comfortability when being asked certain questions about primary sources. It goes without saying that primary sources have certain subjectivity that teachers may not be at ease to discuss. However, utilizing proper instructional methods in integrating primary sources could lead to better results and allow students to use their critical and analytical skills to adjust their inquiry.
Inquiry Teaching
Inquiry applies to various ways in which teachers and students look at the world and propose explanations constructed from gathered evidence. Krajcik and his colleagues say these phases of inquiry are not set linearly in which the original question may be reviewed (2013). When students are inquiring, they are engaged in the process, connect their explanations with prior knowledge, and communicate to justify these explanations (Quigley et al., 2011). All these illustrate the importance of having students ask questions about the unit of study.
However, coming up with questions is not as easy as teachers would like it to be. Some challenges related to inquiry are measuring the quality of inquiry implemented in the classroom and teachers managing an effective inquiry classroom. Quigley and colleagues suggest measuring the inquiry through EQUIP (Electronic Quality of Inquiry Protocol) which scores questions asked during a lesson (2011). Based on three levels of performances, teachers can take notes on how to improve their teaching practices. Though this may seem helpful, I could not imagine using this in the classroom due to its complex matrix. The other challenge of managing an effective inquiry can be overcome when teachers demonstrate “withitness,” which shows a strong presence and relationship with their students (Quigley et al., 2011). Just like with any other teaching practices, having rapport with our students allows us to manage a respectful learning environment.
References:
Coppersmith, S. A. & Song, K. H. (2017). Integrating primary sources, artifacts, and museum visits into the primary years program inquiry curriculum in an international baccalaureate elementary setting. Journal of Social Studies Education Research, v8 n3 p24-49. Retrieved from https://eric.ed.gov/?id=EJ1162284
Fry, M. (2010). Pedagogy and primary sources: Outcomes of the library of Congress' professional development program, teaching with primary sources at Loyola. Dissertation at Loyola University Chicago e-commons. Retrieved from https://ecommons.luc.edu/luc_diss/48/
Krajcik, J., Blumenfeld, P., Marx, R., & Soloway, E. (Nov 2013). Instructional, curricular, and technological supports for inquiry in science classrooms. In Inquiring into inquiry learning and teaching in science (Part 3). Retrieved from https://www.aaas.org/sites/default/files/s3fs-public/InquiryPart3.pdf
Quigley, C., Marshall, J.C., Deaton, C. C. M., Cook, M. P., & Padilla, M. (Spring, 2011). Challenges to inquiry teaching and suggestions for how to meet them. Science educator, v20 n1 p55-61. Retrieved from https://files.eric.ed.gov/fulltext/EJ940939.pdf
Course: EDUC5710 Barriers to Learning
Date: April 2020
Instructor: L. Massengale
Strategies
According to Teach Channels’ video on “Deeper Learning for ELLs” (2018), there are many strategies teachers can implement in their classroom that provide students with a rich, positive learning environment.
Chosen Strategy: Accessible Content
By no means is English a superior language. However, it is a medium of understanding for a classroom that has culturally and linguistically diverse learners. Kaplan (2019) believes that “bilingualism is the goal...not replacement” (para. 1). The benefits of using this strategy is that it gives students the opportunity to use their home language as a foundation for learning the new language. When introducing a topic, the teacher encourages students to preview materials in their home language through online resources before teaching in English. After the lesson, students can review the information in their home language. This “preview, view, review” method promotes bilingualism and makes content more accessible. As stated earlier, students can engage in rigorous content while still using their home language for thinking critically.
Implementing the Strategy
Making content accessible can be done in multiple ways, from modifying vocabulary to connecting content to ELL’s background knowledge (Haynes and Zacarian, 2010). Most of the video presented that Project-based learning is about student voice and choice. Combining project-based learning and making content accessible, a project on people that have shaped the world allows students to research their own countries and study historical figures in their home language while still connecting these to topics of innovation and creativity.
Another way for students to access content is having them contribute their own cultural experience in the classroom through migration stories. They interview their parents in their home language and learn more about their reasons for migrating places. Bringing this newfound learning to the classroom, they become engaged in inquiry and are eager to share this knowledge with their peers.
As there are more and more classrooms that are diverse, it is equally important to look beyond textbooks in engaging our students to be involved in the learning process. If we want students who are ready for jobs of the future, we must equip them with the 21st-century learning skills to thrive. This means finding content they can connect to and learn from.
References:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. Alexandria, VA: Association for Supervisors and Curriculum Developers.
Kaplan, E. (2019, April 12). 6 Essential Strategies for Teaching English Language Learners. Retrieved from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners
Teaching Channel. (2018, July 26). Retrieved May 24, 2020, from https://learn.teachingchannel.com/video/deeper-learning-for-ell-inps
Date: April 2020
Instructor: L. Massengale
Strategies
According to Teach Channels’ video on “Deeper Learning for ELLs” (2018), there are many strategies teachers can implement in their classroom that provide students with a rich, positive learning environment.
- Small Groups - allowing students to work in small groups engages them to use English actively. They have quality time delving into concepts and skills in the current unit of study.
- Repetition - repeating topics, concepts, language, and vocabulary is beneficial for ELLs. The language barrier becomes smaller and smaller as they progress through the year when certain things are repeated over and over.
- Accessible Content - as students may use thinking in their home language, they are still accessing rigorous content. Relating topics to them helps develop literacy and academic mindsets in two languages.
- Hands-on Learning - students are engaged when learning is hands-on. English, then, is used to deliver what they’re thinking as they learn.
- Project-Based Learning - having students partake in projects promotes a sense of inquiry, engage in deeper learning, present to an audience which helps their proficiency in English.
Chosen Strategy: Accessible Content
By no means is English a superior language. However, it is a medium of understanding for a classroom that has culturally and linguistically diverse learners. Kaplan (2019) believes that “bilingualism is the goal...not replacement” (para. 1). The benefits of using this strategy is that it gives students the opportunity to use their home language as a foundation for learning the new language. When introducing a topic, the teacher encourages students to preview materials in their home language through online resources before teaching in English. After the lesson, students can review the information in their home language. This “preview, view, review” method promotes bilingualism and makes content more accessible. As stated earlier, students can engage in rigorous content while still using their home language for thinking critically.
Implementing the Strategy
Making content accessible can be done in multiple ways, from modifying vocabulary to connecting content to ELL’s background knowledge (Haynes and Zacarian, 2010). Most of the video presented that Project-based learning is about student voice and choice. Combining project-based learning and making content accessible, a project on people that have shaped the world allows students to research their own countries and study historical figures in their home language while still connecting these to topics of innovation and creativity.
Another way for students to access content is having them contribute their own cultural experience in the classroom through migration stories. They interview their parents in their home language and learn more about their reasons for migrating places. Bringing this newfound learning to the classroom, they become engaged in inquiry and are eager to share this knowledge with their peers.
As there are more and more classrooms that are diverse, it is equally important to look beyond textbooks in engaging our students to be involved in the learning process. If we want students who are ready for jobs of the future, we must equip them with the 21st-century learning skills to thrive. This means finding content they can connect to and learn from.
References:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. Alexandria, VA: Association for Supervisors and Curriculum Developers.
Kaplan, E. (2019, April 12). 6 Essential Strategies for Teaching English Language Learners. Retrieved from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners
Teaching Channel. (2018, July 26). Retrieved May 24, 2020, from https://learn.teachingchannel.com/video/deeper-learning-for-ell-inps
Course: EDUC5810 Living and Learning Globally
Date: April 2020
Instructor: M. McGrath
Innovation comes in various types, and in education, we have technological innovations, organizational innovations as to how a school is structured, methodological innovations that define a teacher’s role, and how students learn (Hargreaves, 2004). In the administrative aspect, altering schedules from 40-minute to 60-minute sessions are considered an innovation. As educators, being lifelong learners ourselves is key to being agents of change and meet the demands of a globally-changing world.
Due to the recent pandemic, schools around the world have turned to distance learning or remote learning. This is a great example of what innovation looks like in education. Educators have had to adapt and be flexible in their instructional strategies. Learning to communicate differently with our students through Google Hangouts or conducting Zoom meetings, educators changed the way students viewed classes. Administrators have taken off final exams and teachers gamified education to alleviate stress and anxiety for students as they transition to distance learning and keep them learning and engaged.
A globally-oriented school or classroom is where all stakeholders are deemed important in the learning process and as change-agents. Hargreaves (2004) notes that schools should collectively define lifelong learning in terms of curriculum, pedagogy, technology, school organization, and have these implemented in the classrooms as seen from the values and preferences of stakeholders. This means using what is available in our reach to improve on lessons as students gain knowledge, skills, values, and attitudes associated with global competencies. These elements help students have a deeper understanding of how the world works and encourage students to be active, compassionate, and lifelong learners who are understanding of other people (IBO, n.d.).
References
Hargreaves, D. (2004). Innovation. In Learning for life: The foundations for lifelong learning (pp. 65-74). Bristol: Bristol University Press. doi:10.2307/j.ctt1t89gwx.12 Lessons from democratic Innovations
IBO. (n.d). About the IB. Retrieved from https://www.ibo.org/about-the-ib/
Date: April 2020
Instructor: M. McGrath
Innovation comes in various types, and in education, we have technological innovations, organizational innovations as to how a school is structured, methodological innovations that define a teacher’s role, and how students learn (Hargreaves, 2004). In the administrative aspect, altering schedules from 40-minute to 60-minute sessions are considered an innovation. As educators, being lifelong learners ourselves is key to being agents of change and meet the demands of a globally-changing world.
Due to the recent pandemic, schools around the world have turned to distance learning or remote learning. This is a great example of what innovation looks like in education. Educators have had to adapt and be flexible in their instructional strategies. Learning to communicate differently with our students through Google Hangouts or conducting Zoom meetings, educators changed the way students viewed classes. Administrators have taken off final exams and teachers gamified education to alleviate stress and anxiety for students as they transition to distance learning and keep them learning and engaged.
A globally-oriented school or classroom is where all stakeholders are deemed important in the learning process and as change-agents. Hargreaves (2004) notes that schools should collectively define lifelong learning in terms of curriculum, pedagogy, technology, school organization, and have these implemented in the classrooms as seen from the values and preferences of stakeholders. This means using what is available in our reach to improve on lessons as students gain knowledge, skills, values, and attitudes associated with global competencies. These elements help students have a deeper understanding of how the world works and encourage students to be active, compassionate, and lifelong learners who are understanding of other people (IBO, n.d.).
References
Hargreaves, D. (2004). Innovation. In Learning for life: The foundations for lifelong learning (pp. 65-74). Bristol: Bristol University Press. doi:10.2307/j.ctt1t89gwx.12 Lessons from democratic Innovations
IBO. (n.d). About the IB. Retrieved from https://www.ibo.org/about-the-ib/
reflections
EdUC 5520 May 2019 (l. gonzalez)
Course: EDUC5220 Curriculum
Date: May 2019
Instructor: L. Gonzalez
Prompt: Reflect on the information to which you were introduced throughout the course. Drawing on your experiences and knowledge to expand upon your thoughts, compose an entry for your portfolio based on the following:
“Where people live has everything to do with their possibilities in life” (Jacobs, 2010, para. 45).
Where a school is located and how it structures its curriculum determines the possibility of meeting the needs of learners. Noddings explores the question on whether curriculum is best centered around traditional disciplines or if we should push back the boundaries separating these disciplines. In order to adapt curriculum in response to social change, we have to “ask what all students need to learn and be able to do but to also ask what students with specialized interests need” (Noddings, 2007, p. 81).
Reading Jacobs’ take on new school versions has impacted the way I view reform. She suggests looking at a new form from the perspective of an architect’s design habits, mainly asking two questions: whom the building is to serve, and what the building’s function will be (2010). Reflecting on these questions, I believe education professionals can create a 21st century curriculum that meets the needs of the current generation and appropriately responds to social change.
With the rise of technology and its effect on daily interactions, there is a need for socio-emotional learning. Children increasingly lack the ability to be compassionate towards each other partly due to not understanding how to do so. The needs of the current generation have a lot to do with being kind and understanding the way the world works. With this understanding of the world, we can hope that they can treat each other and work together to achieve a common goal.
In conclusion, how we meet the needs of the current generation is to balance personalized education with understanding their role and impact in society. I have often told my students that I may not be able to teach them everything they know, but I can teach them how to learn. This goes hand in hand with the saying: Give a man a fish and he’ll eat for a day, but teach a man to fish and he’ll eat for a lifetime. To me, being able to do something by yourself is great, but the most empowering thing is to be able to educate and teach yourself in a world full of information.
Date: May 2019
Instructor: L. Gonzalez
Prompt: Reflect on the information to which you were introduced throughout the course. Drawing on your experiences and knowledge to expand upon your thoughts, compose an entry for your portfolio based on the following:
- How do we adapt curriculum in response to social change?
- What are the needs of the current generation of learners and how do we meet those needs?
“Where people live has everything to do with their possibilities in life” (Jacobs, 2010, para. 45).
Where a school is located and how it structures its curriculum determines the possibility of meeting the needs of learners. Noddings explores the question on whether curriculum is best centered around traditional disciplines or if we should push back the boundaries separating these disciplines. In order to adapt curriculum in response to social change, we have to “ask what all students need to learn and be able to do but to also ask what students with specialized interests need” (Noddings, 2007, p. 81).
Reading Jacobs’ take on new school versions has impacted the way I view reform. She suggests looking at a new form from the perspective of an architect’s design habits, mainly asking two questions: whom the building is to serve, and what the building’s function will be (2010). Reflecting on these questions, I believe education professionals can create a 21st century curriculum that meets the needs of the current generation and appropriately responds to social change.
With the rise of technology and its effect on daily interactions, there is a need for socio-emotional learning. Children increasingly lack the ability to be compassionate towards each other partly due to not understanding how to do so. The needs of the current generation have a lot to do with being kind and understanding the way the world works. With this understanding of the world, we can hope that they can treat each other and work together to achieve a common goal.
In conclusion, how we meet the needs of the current generation is to balance personalized education with understanding their role and impact in society. I have often told my students that I may not be able to teach them everything they know, but I can teach them how to learn. This goes hand in hand with the saying: Give a man a fish and he’ll eat for a day, but teach a man to fish and he’ll eat for a lifetime. To me, being able to do something by yourself is great, but the most empowering thing is to be able to educate and teach yourself in a world full of information.
educ 5210 June 2019 (V. Hicks)
Course: EDUC5210 Learning Theory
Date: June 2019
Instructor: V. Hicks
Prompt: Given the materials from this unit, as well as any of the earlier materials you have completed, how would you characterize your pedagogical philosophy? Your pedagogy refers to the way in which you construct lesson plans, deliver instruction, evaluate student learning gains, and the strategies you include in your best practices of teaching. If you are currently not teaching, how would you respond if you were? For your consideration, think about:
Teaching can be the most rewarding of professions at the same time the most tiring job. Due to the sheer amount of time spent on lesson plans, activities, and preparations, teachers at often times are overwhelmed with everything they have to do where some don’t even know where to start. Essential to understanding what it means to teach is to place students at the heart of decisions made in the classroom. When teachers place students’ interests first, more students become engaged and accomplish their tasks.
Learning factors change, experience, and time that is involved in the process (Schunk, 2012). In my milieu, diversity is embraced as different perspectives of learning are incorporated in a community setting. Learner-centered environments take into account students’ background knowledge, interests, and cultural values (Bransford, Brown, and Cocking, 2000). Teaching includes these aspects so that students are able to reflect on their learning and gain insight into themselves and the world (Chapman, McPhee, & Proudman, 1995, as cited by Schwartz, 2012). This experiential learning helps to understand who they are as learners.
Best practices of teaching requires teachers to be flexible in how they deliver lessons. According to Schunk (2012), the left hemisphere processes content while the right hemisphere processes context. Understanding this concept is to reflect that there is more emphasis on content. A balance of both leads to a more holistic form of education such as implementing project-based learning. These design elements found in PBL give students opportunities to showcase authentic learning, their voice and choice, and reflection (Larmer, 2015). Planning PBLs are difficult and require careful thought and planning for scaffolding; however, it makes students wonder about what’s around them and are eager to share what they have experienced.
With the interplay of student characteristics, prior experiences, medium of instruction, and cultural influences, teachers are tasked to find solutions to address differences in the classroom. Barriers to learning are alleviated by adopting practices of reflection so that students have better access to education. Though it may seem difficult to find best practices, universities are doing better in preparing teachers to have a more inclusive classroom.
We have a responsibility to make children feel that they belong in order to set them up for success. No single learning theory is going to answer our needs; however, combining and using various theories that support student learning can help make lessons that engage each and every learner.
Date: June 2019
Instructor: V. Hicks
Prompt: Given the materials from this unit, as well as any of the earlier materials you have completed, how would you characterize your pedagogical philosophy? Your pedagogy refers to the way in which you construct lesson plans, deliver instruction, evaluate student learning gains, and the strategies you include in your best practices of teaching. If you are currently not teaching, how would you respond if you were? For your consideration, think about:
- How do you teach or plan to teach?
- Moving forward in your teaching career, what values do you consider a priority?
- Which theoretical principles will drive your classroom planning?
- Which student characteristics do you think are critical to successful learning?
Teaching can be the most rewarding of professions at the same time the most tiring job. Due to the sheer amount of time spent on lesson plans, activities, and preparations, teachers at often times are overwhelmed with everything they have to do where some don’t even know where to start. Essential to understanding what it means to teach is to place students at the heart of decisions made in the classroom. When teachers place students’ interests first, more students become engaged and accomplish their tasks.
Learning factors change, experience, and time that is involved in the process (Schunk, 2012). In my milieu, diversity is embraced as different perspectives of learning are incorporated in a community setting. Learner-centered environments take into account students’ background knowledge, interests, and cultural values (Bransford, Brown, and Cocking, 2000). Teaching includes these aspects so that students are able to reflect on their learning and gain insight into themselves and the world (Chapman, McPhee, & Proudman, 1995, as cited by Schwartz, 2012). This experiential learning helps to understand who they are as learners.
Best practices of teaching requires teachers to be flexible in how they deliver lessons. According to Schunk (2012), the left hemisphere processes content while the right hemisphere processes context. Understanding this concept is to reflect that there is more emphasis on content. A balance of both leads to a more holistic form of education such as implementing project-based learning. These design elements found in PBL give students opportunities to showcase authentic learning, their voice and choice, and reflection (Larmer, 2015). Planning PBLs are difficult and require careful thought and planning for scaffolding; however, it makes students wonder about what’s around them and are eager to share what they have experienced.
With the interplay of student characteristics, prior experiences, medium of instruction, and cultural influences, teachers are tasked to find solutions to address differences in the classroom. Barriers to learning are alleviated by adopting practices of reflection so that students have better access to education. Though it may seem difficult to find best practices, universities are doing better in preparing teachers to have a more inclusive classroom.
We have a responsibility to make children feel that they belong in order to set them up for success. No single learning theory is going to answer our needs; however, combining and using various theories that support student learning can help make lessons that engage each and every learner.
educ 5240 June 2019 (S. King)
Course: EDUC5240 Positive Learning
Date: June 2019
Instructor: S. King
Prompt: Reflect upon the topics we have covered throughout this course. In 1-1.5 pages, respond to the following:
Positive classroom environments are created when classroom management is implemented well along with quality instruction. Reading articles about the effects of classroom management on providing quality instruction has changed the way I view my teaching practices. Engaging lessons allow students to be on task so that disruptive behavior occurs less (Alen, 2010). Taking this course taught me to focus on building positive relationships with students at the beginning of the year by investing the time.
Kounin (1970) believes that what a teacher does contribute to high student engagement, reduced student misbehavior, and maximization of instructional time (as cited by Wong et al., 2009). This statement impacts my perception of teaching as I now carefully plan instruction from the learning objectives all the way down to the routines involved. It is no longer about what the student needs to know but how they will learn as well as the procedures they use for thinking.
Classroom management is based on how teachers behave in the classroom. This idea resonates a lot with how I perceive classroom management since I emphasize classroom expectations with my students. The five classroom expectations I have chosen for this reflection previously were expectations set by themselves. Harmon (2017) stated that allowing students to construct their own classroom agreements made them feel valued and empowered. They are given the opportunity to share their voice and collaborate with their peers in creating their positive learning environment.
The importance of nurturing a safe learning space is essential in building a positive classroom environment. Students need a positive discipline approach that help to establish and maintain a respectful classroom. Coloroso’s take on inner discipline combined with Albert’s cooperative discipline are ways teaching can be daunting. The sheer amount of possible ways to deal with student misbehavior always takes me aback. However, this course has shed light on the importance of allowing students to take ownership of their actions through self-reflection. It’s necessary as a teacher to understand student capabilities in order to set them up for success and deal with the problem.
According to Kohn (1995), setting an environment where students are valued and respected help them to be good people and good learners. Teachers cannot foresee how discipline will affect the student’s behavior. However, teachers have a duty to ensure that problems are handled in a fair, positive, and consistent manner (Kelly, 2019). Consistency, clear, and concise expectations enable students to feel safe and understand how they can succeed. Striving for good classroom management propels students to be engaged and help create a positive learning environment.
References:
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+.
Date: June 2019
Instructor: S. King
Prompt: Reflect upon the topics we have covered throughout this course. In 1-1.5 pages, respond to the following:
- Analyze the topic and/or reading that affected you most during this course. Explain why and how it affected your thoughts on education and teaching? How will it impact your teaching in the future?
Positive classroom environments are created when classroom management is implemented well along with quality instruction. Reading articles about the effects of classroom management on providing quality instruction has changed the way I view my teaching practices. Engaging lessons allow students to be on task so that disruptive behavior occurs less (Alen, 2010). Taking this course taught me to focus on building positive relationships with students at the beginning of the year by investing the time.
Kounin (1970) believes that what a teacher does contribute to high student engagement, reduced student misbehavior, and maximization of instructional time (as cited by Wong et al., 2009). This statement impacts my perception of teaching as I now carefully plan instruction from the learning objectives all the way down to the routines involved. It is no longer about what the student needs to know but how they will learn as well as the procedures they use for thinking.
Classroom management is based on how teachers behave in the classroom. This idea resonates a lot with how I perceive classroom management since I emphasize classroom expectations with my students. The five classroom expectations I have chosen for this reflection previously were expectations set by themselves. Harmon (2017) stated that allowing students to construct their own classroom agreements made them feel valued and empowered. They are given the opportunity to share their voice and collaborate with their peers in creating their positive learning environment.
The importance of nurturing a safe learning space is essential in building a positive classroom environment. Students need a positive discipline approach that help to establish and maintain a respectful classroom. Coloroso’s take on inner discipline combined with Albert’s cooperative discipline are ways teaching can be daunting. The sheer amount of possible ways to deal with student misbehavior always takes me aback. However, this course has shed light on the importance of allowing students to take ownership of their actions through self-reflection. It’s necessary as a teacher to understand student capabilities in order to set them up for success and deal with the problem.
According to Kohn (1995), setting an environment where students are valued and respected help them to be good people and good learners. Teachers cannot foresee how discipline will affect the student’s behavior. However, teachers have a duty to ensure that problems are handled in a fair, positive, and consistent manner (Kelly, 2019). Consistency, clear, and concise expectations enable students to feel safe and understand how they can succeed. Striving for good classroom management propels students to be engaged and help create a positive learning environment.
References:
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+.
educ 5010 Sept 2019 (R. Ryan)
Course: EDUC5010 Education in Context
Date: September 2019
Instructor: Rodney Ryan
Prompt: As educators, we often feel called to improve the lives of the students with whom we work. How does this impact your teaching philosophy and practice? How do you identify and address students' diverse backgrounds in your teaching practice?
Essential to understanding what it means to teach is to place students at the heart of decisions made in the classroom. I feel that when teachers place students’ interests first, more students become engaged and accomplish their tasks.
In my milieu, diversity is embraced as different perspectives of learning are incorporated in a community setting. Learner-centered environments take into account students’ background knowledge, interests, and cultural values (Bransford, Brown, and Cocking, 2000). Teaching includes these aspects so that students are able to reflect on their learning and gain insight into themselves and the world (Chapman, McPhee, & Proudman, 1995, as cited by Schwartz, 2012). This experiential learning helps to understand who they are as learners.
Best practices of teaching asks teachers to be flexible in the way lesson are delivered. Schunk (2012) states that the left hemisphere of our brains process content while the right processes context. One needs to understand that currently, there is more emphasis on content. A balance of both leads to a more holistic form of education. This is mostly why I choose to implement project-based learning (PBL). These design elements found in PBL give students opportunities to showcase authentic learning, their voice and choice, and reflection (Larmer, 2015). Planning PBLs are difficult and require careful thought and planning for scaffolding; however, it makes students wonder about what’s around them and are eager to share what they have experienced. Their diverse backgrounds are not seen as a barrier to learning but a key component in understanding the world around them.
With the interplay of student characteristics, prior experiences, medium of instruction, and cultural influences, teachers are tasked to find solutions to address differences in the classroom. Barriers to learning are alleviated by adopting practices of reflection so that students have better access to education. As educators responsible for children under our care, we must set them up for success. Combining and using various theories that support student learning can help make lessons that engage each and every learner.
Date: September 2019
Instructor: Rodney Ryan
Prompt: As educators, we often feel called to improve the lives of the students with whom we work. How does this impact your teaching philosophy and practice? How do you identify and address students' diverse backgrounds in your teaching practice?
Essential to understanding what it means to teach is to place students at the heart of decisions made in the classroom. I feel that when teachers place students’ interests first, more students become engaged and accomplish their tasks.
In my milieu, diversity is embraced as different perspectives of learning are incorporated in a community setting. Learner-centered environments take into account students’ background knowledge, interests, and cultural values (Bransford, Brown, and Cocking, 2000). Teaching includes these aspects so that students are able to reflect on their learning and gain insight into themselves and the world (Chapman, McPhee, & Proudman, 1995, as cited by Schwartz, 2012). This experiential learning helps to understand who they are as learners.
Best practices of teaching asks teachers to be flexible in the way lesson are delivered. Schunk (2012) states that the left hemisphere of our brains process content while the right processes context. One needs to understand that currently, there is more emphasis on content. A balance of both leads to a more holistic form of education. This is mostly why I choose to implement project-based learning (PBL). These design elements found in PBL give students opportunities to showcase authentic learning, their voice and choice, and reflection (Larmer, 2015). Planning PBLs are difficult and require careful thought and planning for scaffolding; however, it makes students wonder about what’s around them and are eager to share what they have experienced. Their diverse backgrounds are not seen as a barrier to learning but a key component in understanding the world around them.
With the interplay of student characteristics, prior experiences, medium of instruction, and cultural influences, teachers are tasked to find solutions to address differences in the classroom. Barriers to learning are alleviated by adopting practices of reflection so that students have better access to education. As educators responsible for children under our care, we must set them up for success. Combining and using various theories that support student learning can help make lessons that engage each and every learner.
educ 5440 nov 2019 (D. Mccollum)
Course: EDUC5440 Assessment and Evaluation
Date: November 2019
Instructor: D. McCollum
Starting a Professional Learning Community
In my milieu, there is currently no practice of small groups coming together to help each other improve student learning aside from the usual grade-level team meetings. However, these meetings are solely for the purpose of relaying important announcements, making necessary decisions, and working on the curriculum. There is some evidence of PLC in terms of colleagues observing each other’s practices and discussing best teaching practices. Though there are elements of PLC in my milieu, there are certain benefits when educators adopt this communal mindset.
As cited by Owen (2014), PLC is when teachers share and reflect on their practice and personal experiences, study and apply research best practices together (Education Northwest, 2012). Owen’s research found various insights into applying a PLC in the workplace. There is bound to be significant teacher growth when they are presented with sources of data about improvements in student learning. As many of us can relate, there is an abundance of information regarding education - sorting through it is another matter. By discussing with peers on practice literature, what can seem daunting as an individual task actually becomes more enjoyable with others who are passionate about improving their practices.
Another way educators can develop their teaching practice is through co-assessing student work, debating its quality and learning from each other. The ultimate beneficiaries here are the students. When teachers engage in PLCs that support staff professional growth that transforms educational practices, it improves student learning. As stated before, there is evidence in my milieu of this sort of mindset. The problem lies in the inconsistency. To take advantage of the benefits, teachers must adopt a communal take on education.
Engaging educators to be part of professional learning communities allows them to celebrate not only student learning, but also teacher growth. If my milieu were to implement such practices, I think there would be more collaboration and communication with each other and eventually lead to positive morale.
Date: November 2019
Instructor: D. McCollum
Starting a Professional Learning Community
In my milieu, there is currently no practice of small groups coming together to help each other improve student learning aside from the usual grade-level team meetings. However, these meetings are solely for the purpose of relaying important announcements, making necessary decisions, and working on the curriculum. There is some evidence of PLC in terms of colleagues observing each other’s practices and discussing best teaching practices. Though there are elements of PLC in my milieu, there are certain benefits when educators adopt this communal mindset.
As cited by Owen (2014), PLC is when teachers share and reflect on their practice and personal experiences, study and apply research best practices together (Education Northwest, 2012). Owen’s research found various insights into applying a PLC in the workplace. There is bound to be significant teacher growth when they are presented with sources of data about improvements in student learning. As many of us can relate, there is an abundance of information regarding education - sorting through it is another matter. By discussing with peers on practice literature, what can seem daunting as an individual task actually becomes more enjoyable with others who are passionate about improving their practices.
Another way educators can develop their teaching practice is through co-assessing student work, debating its quality and learning from each other. The ultimate beneficiaries here are the students. When teachers engage in PLCs that support staff professional growth that transforms educational practices, it improves student learning. As stated before, there is evidence in my milieu of this sort of mindset. The problem lies in the inconsistency. To take advantage of the benefits, teachers must adopt a communal take on education.
Engaging educators to be part of professional learning communities allows them to celebrate not only student learning, but also teacher growth. If my milieu were to implement such practices, I think there would be more collaboration and communication with each other and eventually lead to positive morale.
educ 5270 Jan 2020 (e. Erbilgin)
Course: EDUC5270 Instructional Techniques
Date: January 2020
Instructor: E. Erbilgin
Prompt: Reflect on all that we covered in this course learning theory and related instructional techniques. Review your teaching philosophy statement you created earlier for this course in Unit 2. Now, compare and contrast your current thoughts on teaching practices and instructional methodologies. Discuss how these ideas have changed or not changed. Reference your earlier coursework to further exemplify your statements and idea as necessary.
Student-Driven Inquiry
In the teaching philosophy I shared, there is an emphasis on inquiry and cooperative learning that I implement in the classroom through reflection, project-based learning, and various discussions of accountable talk. Not much has changed with this perspective, however, I have plans on enhancing the way students interact and projects they engage in. To further elaborate, the instructional approach I would like to use is to have students participate in co-developing questions during inquiry.
The Wildwood IB World Magnet school had fourth grade students ask questions about money matters that led them to study the character traits of billionaires (Edutopia, 2015). I could see myself using this approach as students discover how ideas change the world. Prior to learning about student-driven inquiry, I had given students the essential questions before we started a unit. I didn’t realize that I was depriving them of the chance to ask their own questions and inquire about the topic of study. Upon reflecting, it is important to engage students in inquiring as they become engaged and motivated to discover about their surroundings.
Primary Sources
Currently, I implement cooperative learning techniques through project-based units in which the teacher’s role is minimized but still integral to the child’s success. Thomas notes the benefits of PBL units because of its academic rigorous nature and allows students to practice 21st-century learning skills when collaborating with peers and solving real world problems (2000; as cited by Barron and Darling-Hammond, 2008).
Another instructional approach I would like to add to this PBL learning framework is the use of primary sources. The Library of Congress was able to note the difference in a student’s higher-order thinking skills when developing historical thinking (2006; as cited by Fry, 2010). To add, Coppersmith and Song state that students’ inquiry skills improved when learning was supported with primary sources (2017). This meant that students refined their skills in asking good questions as teachers integrated primary sources effectively and appropriately.
I would like to incorporate primary sources in the classroom because of the many benefits students can gain from it. There are articles from the Library of Congress that give suggestions as to how historical thinking develops literacy skills. Though there are drawbacks to using primary sources, such as subjectivity of the sources and appropriateness, it could definitely allow students to see the bigger picture. Utilizing proper instructional methods in integrating primary sources could lead students to develop their critical and analytical skills while adjusting their inquiry.
Conclusion
To conclude, my teaching philosophy remains the same with added features taken from this course. The role I have in the classroom is a major influence on student learning. I strive to have a positive learning environment, in which students feel that it is safe to take risks and ask questions. Creating this environment has to take into account students’ background knowledge, interests, and values which allows me to make materials more relatable to them (Bransford, Brown, and Cocking, 2000). I want students to wonder about their surroundings and to share their voice, leaving them feeling empowered and engaged to succeed.
Date: January 2020
Instructor: E. Erbilgin
Prompt: Reflect on all that we covered in this course learning theory and related instructional techniques. Review your teaching philosophy statement you created earlier for this course in Unit 2. Now, compare and contrast your current thoughts on teaching practices and instructional methodologies. Discuss how these ideas have changed or not changed. Reference your earlier coursework to further exemplify your statements and idea as necessary.
Student-Driven Inquiry
In the teaching philosophy I shared, there is an emphasis on inquiry and cooperative learning that I implement in the classroom through reflection, project-based learning, and various discussions of accountable talk. Not much has changed with this perspective, however, I have plans on enhancing the way students interact and projects they engage in. To further elaborate, the instructional approach I would like to use is to have students participate in co-developing questions during inquiry.
The Wildwood IB World Magnet school had fourth grade students ask questions about money matters that led them to study the character traits of billionaires (Edutopia, 2015). I could see myself using this approach as students discover how ideas change the world. Prior to learning about student-driven inquiry, I had given students the essential questions before we started a unit. I didn’t realize that I was depriving them of the chance to ask their own questions and inquire about the topic of study. Upon reflecting, it is important to engage students in inquiring as they become engaged and motivated to discover about their surroundings.
Primary Sources
Currently, I implement cooperative learning techniques through project-based units in which the teacher’s role is minimized but still integral to the child’s success. Thomas notes the benefits of PBL units because of its academic rigorous nature and allows students to practice 21st-century learning skills when collaborating with peers and solving real world problems (2000; as cited by Barron and Darling-Hammond, 2008).
Another instructional approach I would like to add to this PBL learning framework is the use of primary sources. The Library of Congress was able to note the difference in a student’s higher-order thinking skills when developing historical thinking (2006; as cited by Fry, 2010). To add, Coppersmith and Song state that students’ inquiry skills improved when learning was supported with primary sources (2017). This meant that students refined their skills in asking good questions as teachers integrated primary sources effectively and appropriately.
I would like to incorporate primary sources in the classroom because of the many benefits students can gain from it. There are articles from the Library of Congress that give suggestions as to how historical thinking develops literacy skills. Though there are drawbacks to using primary sources, such as subjectivity of the sources and appropriateness, it could definitely allow students to see the bigger picture. Utilizing proper instructional methods in integrating primary sources could lead students to develop their critical and analytical skills while adjusting their inquiry.
Conclusion
To conclude, my teaching philosophy remains the same with added features taken from this course. The role I have in the classroom is a major influence on student learning. I strive to have a positive learning environment, in which students feel that it is safe to take risks and ask questions. Creating this environment has to take into account students’ background knowledge, interests, and values which allows me to make materials more relatable to them (Bransford, Brown, and Cocking, 2000). I want students to wonder about their surroundings and to share their voice, leaving them feeling empowered and engaged to succeed.
educ 5711 jan 2020 (E. Na)
Course: EDUC5711 Diverse and Inclusive Classrooms
Date: January 2020
Instructor: E. Na
Prompt: For your reflective portfolio activity, reflect on how creating a classroom lesson plan for a diverse and inclusive classroom has increased your knowledge about the lesson planning process. How did the readings from this unit and the writing assignment expand your knowledge about planning inclusive lessons? Think about and briefly describe improvements needed in planning to create inclusive lessons in classrooms you have participated in, taught in, or observed.
Teaching for a number of years, I have often felt the rewards that come with the profession and at times experienced how exhausting it could be. The time I’ve spent creating lesson plans, preparing materials for said lesson plans, and going through that cycle numerous times leaves me overwhelmed. However, I appreciate the feeling I get from anticipating what’s to come and knowing that I have everything I need to make the lesson run smoothly. For this activity, I would like to reflect on how creating an inclusive plan for diverse learners has expanded my knowledge about the lesson planning process.
From the start, I knew that understanding students was essential to developing an inclusive plan. As cited by Wong and his colleagues (2009), what a teacher does contribute to high student engagement, reduced student misbehavior, and increases instructional time (Kounin, 1970). The article written by Hill (2017) promotes building rapport with students to understand their backgrounds and know how best to approach their various needs. Both these statements make it clear to me it is necessary to know my students in order to provide them with equitable opportunities to demonstrate their learning. The accommodations needed to be considered in the inclusive plan is close to my current classroom scenario with the exception of IEPs. My students have various needs at different times that planning ahead alleviates some of the stress I feel when the lesson is being implemented.
On another note, I understand differentiation better and how it should be used in the classroom. McFarland-McDaniels (n.d.) notes that this instructional approach applies to both advanced students and those who have learning disabilities. I learned from an article written by Olinghouse (2008) that content, process, product, and the learning environment can all be varied to provide an inclusive environment. With this knowledge, creating stations is helpful during differentiation and mostly reminds me of how I structure reading centers. I work and meet with students that are grouped together based on their reading ability. These reading groups change as the skills we focus on change during the school year. When developing the inclusive plan for the written assignment, I placed students into three groups based on their mathematical abilities: struggling, proficient, and advanced. The tasks they needed to be completed varied and modified while the teacher helped students with those who were struggling.
To some extent, I feel that I have given much thought to what I implement in the classroom. Getting to know the students and talking to their previous teachers help me make adjustments to instruction and provide them with different ways to access content, develop skills, and show their learning. I confer with specialists and the ESOL teacher to come up with ways we can support student learning. Because of this, I have become confident in making sure that I meet the needs of diverse learners.
Planning inclusive lessons is time-consuming. The process of creating inclusive lesson plans can be improved when teachers are given time and support to complete them. I had difficulties in completing the assignment because there were many students who needed accommodations. Even though the plan was for a lesson, I can’t imagine having to make one for every unit. If there was an efficient and effective way to create these lesson plans, I’d more likely develop one for each lesson I teach.
References:
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+.
Date: January 2020
Instructor: E. Na
Prompt: For your reflective portfolio activity, reflect on how creating a classroom lesson plan for a diverse and inclusive classroom has increased your knowledge about the lesson planning process. How did the readings from this unit and the writing assignment expand your knowledge about planning inclusive lessons? Think about and briefly describe improvements needed in planning to create inclusive lessons in classrooms you have participated in, taught in, or observed.
Teaching for a number of years, I have often felt the rewards that come with the profession and at times experienced how exhausting it could be. The time I’ve spent creating lesson plans, preparing materials for said lesson plans, and going through that cycle numerous times leaves me overwhelmed. However, I appreciate the feeling I get from anticipating what’s to come and knowing that I have everything I need to make the lesson run smoothly. For this activity, I would like to reflect on how creating an inclusive plan for diverse learners has expanded my knowledge about the lesson planning process.
From the start, I knew that understanding students was essential to developing an inclusive plan. As cited by Wong and his colleagues (2009), what a teacher does contribute to high student engagement, reduced student misbehavior, and increases instructional time (Kounin, 1970). The article written by Hill (2017) promotes building rapport with students to understand their backgrounds and know how best to approach their various needs. Both these statements make it clear to me it is necessary to know my students in order to provide them with equitable opportunities to demonstrate their learning. The accommodations needed to be considered in the inclusive plan is close to my current classroom scenario with the exception of IEPs. My students have various needs at different times that planning ahead alleviates some of the stress I feel when the lesson is being implemented.
On another note, I understand differentiation better and how it should be used in the classroom. McFarland-McDaniels (n.d.) notes that this instructional approach applies to both advanced students and those who have learning disabilities. I learned from an article written by Olinghouse (2008) that content, process, product, and the learning environment can all be varied to provide an inclusive environment. With this knowledge, creating stations is helpful during differentiation and mostly reminds me of how I structure reading centers. I work and meet with students that are grouped together based on their reading ability. These reading groups change as the skills we focus on change during the school year. When developing the inclusive plan for the written assignment, I placed students into three groups based on their mathematical abilities: struggling, proficient, and advanced. The tasks they needed to be completed varied and modified while the teacher helped students with those who were struggling.
To some extent, I feel that I have given much thought to what I implement in the classroom. Getting to know the students and talking to their previous teachers help me make adjustments to instruction and provide them with different ways to access content, develop skills, and show their learning. I confer with specialists and the ESOL teacher to come up with ways we can support student learning. Because of this, I have become confident in making sure that I meet the needs of diverse learners.
Planning inclusive lessons is time-consuming. The process of creating inclusive lesson plans can be improved when teachers are given time and support to complete them. I had difficulties in completing the assignment because there were many students who needed accommodations. Even though the plan was for a lesson, I can’t imagine having to make one for every unit. If there was an efficient and effective way to create these lesson plans, I’d more likely develop one for each lesson I teach.
References:
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+.
educ 5710 apr 2020 (L. Massengale)
Course: EDUC5710 Barriers to Learning
Date: April 2020
Instructor: L. Massengale
Prompt: As we are ending this course, please reflect on the course’s information on diversity that has been most useful for your practice in the classroom. We have not touched on the study of religions and worldviews in schools as part of the conversation on diversity until now. Refer to the articles by Robert Jackson in your reading list. Reflect on whether the study of religions and worldviews in schools is an aspect that you need to address or not in your practice?
In the classroom, I strive to respect each student in my classroom where they can feel safe and learning can happen (Schiller & Joseph, 2010). I would like to celebrate diversity more by using a different language to say common phrases used in the classroom. This was done on a monthly basis where we spent four weeks saying these phrases in another language. For example, instead of saying “good morning” to each other, we would say “anyeong” because it was Korean language month. The Korean students were also given the opportunity to explain why they say “anyeong” for their friends and “anyeong haseo” to show respect. To make things more fun, the Korean students gave their classmates a Korean tongue twister, which many of them persevered in doing. These discussions allowed others to share the similarities and differences of their languages and promoted intercultural understanding.
Jackson’s (2016) article on studying religions and worldviews in schools makes me recall my unit on Social Studies about identity. I introduced the unit with a video showing how a ‘lost’ girl was treated differently based on her appearance. When dressed in nice clean clothes, people approached her and tried to help her find her parents. However, strangers walked past without looking when the girl was dressed in dirty, torn clothes. This turned into a discussion with the class about social status, race, and culture. Another video was shown about cultural practices around the world. When the video was done, I allowed the students to express their thoughts and facilitated the discussion by reminding them to use accountable talk in respectfully listening and speaking towards their peers. The unit focused on how our differences and similarities is what makes us unique. I do think that studying religions could be emphasized as students gain a better understanding of how things work in the world. The way that European countries study religions to combat extremism amongst students could promote intercultural understanding and empathy, especially when there is so much hatred and oppression in the world (Jackson, 2016).
This course has definitely given me a lot to consider when a student walks into my room which can be daunting. But as I have said before, I know it’s alright to feel uncertain when dealing with various needs as long as this uncertainty drives me to be a teacher who strives to do better. I am appreciative of the course materials that I can look back on to refresh my understanding of impairments, disabilities, or differences in learning.
References:
Jackson, R. (2016). Inclusive study of religions and worldviews in schools: Signposts from the council of Europe. Social Inclusion, 4(2), 14-25.
Schaetti, B. (2015). Third-culture kids/global nomads. In J. Bennett (Ed.), The SAGE encyclopedia of intercultural competence (pp. 798-800). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781483346267.n267
Date: April 2020
Instructor: L. Massengale
Prompt: As we are ending this course, please reflect on the course’s information on diversity that has been most useful for your practice in the classroom. We have not touched on the study of religions and worldviews in schools as part of the conversation on diversity until now. Refer to the articles by Robert Jackson in your reading list. Reflect on whether the study of religions and worldviews in schools is an aspect that you need to address or not in your practice?
In the classroom, I strive to respect each student in my classroom where they can feel safe and learning can happen (Schiller & Joseph, 2010). I would like to celebrate diversity more by using a different language to say common phrases used in the classroom. This was done on a monthly basis where we spent four weeks saying these phrases in another language. For example, instead of saying “good morning” to each other, we would say “anyeong” because it was Korean language month. The Korean students were also given the opportunity to explain why they say “anyeong” for their friends and “anyeong haseo” to show respect. To make things more fun, the Korean students gave their classmates a Korean tongue twister, which many of them persevered in doing. These discussions allowed others to share the similarities and differences of their languages and promoted intercultural understanding.
Jackson’s (2016) article on studying religions and worldviews in schools makes me recall my unit on Social Studies about identity. I introduced the unit with a video showing how a ‘lost’ girl was treated differently based on her appearance. When dressed in nice clean clothes, people approached her and tried to help her find her parents. However, strangers walked past without looking when the girl was dressed in dirty, torn clothes. This turned into a discussion with the class about social status, race, and culture. Another video was shown about cultural practices around the world. When the video was done, I allowed the students to express their thoughts and facilitated the discussion by reminding them to use accountable talk in respectfully listening and speaking towards their peers. The unit focused on how our differences and similarities is what makes us unique. I do think that studying religions could be emphasized as students gain a better understanding of how things work in the world. The way that European countries study religions to combat extremism amongst students could promote intercultural understanding and empathy, especially when there is so much hatred and oppression in the world (Jackson, 2016).
This course has definitely given me a lot to consider when a student walks into my room which can be daunting. But as I have said before, I know it’s alright to feel uncertain when dealing with various needs as long as this uncertainty drives me to be a teacher who strives to do better. I am appreciative of the course materials that I can look back on to refresh my understanding of impairments, disabilities, or differences in learning.
References:
Jackson, R. (2016). Inclusive study of religions and worldviews in schools: Signposts from the council of Europe. Social Inclusion, 4(2), 14-25.
Schaetti, B. (2015). Third-culture kids/global nomads. In J. Bennett (Ed.), The SAGE encyclopedia of intercultural competence (pp. 798-800). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781483346267.n267
educ 5810 apr 2020 (m. Mcgrath)
Course: EDUC5810 Living and Learning Globally
Date: April 2020
Instructor: M. McGrath
Prompt: Teachers must be critical thinkers, reflective decision-makers, creative problem-solvers, and agents of positive social change, prepared to respond to the continually evolving needs of a diverse population in a pluralistic, democratic society-living and learning. Reflect on what you have learned throughout this course. What does this statement mean to you as an educator striving to educate global citizens?
Faced with the challenge of creating schools that reflect the needs of diverse settings, educators should strive to develop students into global citizens. Providing opportunities for all stakeholders to promote cross-cultural understanding can help in addressing this challenge. For this reflection, I’d like to examine how I can be a positive change-agent who continually evolves in order to respond appropriately in an interconnected world.
In the beginning of this course, I was asked to contemplate on what constitutes my global mindedness. It if weren’t for the interactions I’ve had with people and the way I was raised, I wouldn’t be the person who practices empathy, kindness, and shows respect towards others. I believe that being global is to work together and look beyond appearances or religions they observe. To be a positive change-agent, I must have the ability to be reflexive of my assumptions, values, and beliefs that might affect the way I perceive my students. By understanding these things about myself, I can educate students to develop the knowledge and practice of global competences because I went through it myself.
As an educator, I can build on students’ global competencies by accepting and celebrating diversity in the classroom. This can be strategically accomplished by knowing the importance of my worldview and ability to enhance my personal knowledge of diversity. According to Weinstein and his colleagues (2004), I could examining my prior knowledge and attitudes towards diversity, build rapport with students and families, model acceptance for a more positive learning environment, and have the willingness to revisit the curriculum and my teaching practices to implement relatable learning experiences for all learners (as cited by Cousik, 2015).
Important characteristics of global educators are risk-taking and active reflection. As instructional strategies are modified, there is an understanding that these modifications don’t always work. Therefore, an essential measure is the active reflection. This means to revise instructional practices that better fit the needs of our students. Innovation in these classrooms looks for opportunities to grow in understanding, both themselves and the world around them. In the IB Learner Profile, educators aim to develop internationally minded people in helping to create a better and more peaceful world. Students are reflective in considering the world and their ideas and experiences as they work to understand their strengths and weaknesses to support their learning and personal development (IBO, 2013). Therefore, educators take risks in the way they teach to provide students with authentic experiences where they develop a global mindset. They improve on their ability to see things from multiple viewpoints which allows students to engage and practice global competencies (K-12 Global Competence Grade-Level Indicators, n.d.).
Educators should be adaptive with regard to the increasing diversity in classrooms (Brisk, Barnhardt, Herrera, and Rochon, 2002). Flexibility and adaptability both contribute to being change-agents in globally-oriented classrooms. This innovation in the classroom can be seen on a micro or macro level. Following the interests of the students in a unit of inquiry is micro-level innovation while changing the way we have always thought, organized, and even our view of education itself is on a macro-level. In essence, innovative teaching is not being afraid to admit that things could be done better and taking risks to change our practices.
Throughout this course, I was questioned on my ability to be a teacher that produces students who are adept for an ever-changing world. One thing is clear to me, I am a lifelong learner who continues to search for best practices and prepare students to thrive in the 21st century. For a child to believe they are agents of change, I, too, must believe that I have the ability to make a difference.
Date: April 2020
Instructor: M. McGrath
Prompt: Teachers must be critical thinkers, reflective decision-makers, creative problem-solvers, and agents of positive social change, prepared to respond to the continually evolving needs of a diverse population in a pluralistic, democratic society-living and learning. Reflect on what you have learned throughout this course. What does this statement mean to you as an educator striving to educate global citizens?
Faced with the challenge of creating schools that reflect the needs of diverse settings, educators should strive to develop students into global citizens. Providing opportunities for all stakeholders to promote cross-cultural understanding can help in addressing this challenge. For this reflection, I’d like to examine how I can be a positive change-agent who continually evolves in order to respond appropriately in an interconnected world.
In the beginning of this course, I was asked to contemplate on what constitutes my global mindedness. It if weren’t for the interactions I’ve had with people and the way I was raised, I wouldn’t be the person who practices empathy, kindness, and shows respect towards others. I believe that being global is to work together and look beyond appearances or religions they observe. To be a positive change-agent, I must have the ability to be reflexive of my assumptions, values, and beliefs that might affect the way I perceive my students. By understanding these things about myself, I can educate students to develop the knowledge and practice of global competences because I went through it myself.
As an educator, I can build on students’ global competencies by accepting and celebrating diversity in the classroom. This can be strategically accomplished by knowing the importance of my worldview and ability to enhance my personal knowledge of diversity. According to Weinstein and his colleagues (2004), I could examining my prior knowledge and attitudes towards diversity, build rapport with students and families, model acceptance for a more positive learning environment, and have the willingness to revisit the curriculum and my teaching practices to implement relatable learning experiences for all learners (as cited by Cousik, 2015).
Important characteristics of global educators are risk-taking and active reflection. As instructional strategies are modified, there is an understanding that these modifications don’t always work. Therefore, an essential measure is the active reflection. This means to revise instructional practices that better fit the needs of our students. Innovation in these classrooms looks for opportunities to grow in understanding, both themselves and the world around them. In the IB Learner Profile, educators aim to develop internationally minded people in helping to create a better and more peaceful world. Students are reflective in considering the world and their ideas and experiences as they work to understand their strengths and weaknesses to support their learning and personal development (IBO, 2013). Therefore, educators take risks in the way they teach to provide students with authentic experiences where they develop a global mindset. They improve on their ability to see things from multiple viewpoints which allows students to engage and practice global competencies (K-12 Global Competence Grade-Level Indicators, n.d.).
Educators should be adaptive with regard to the increasing diversity in classrooms (Brisk, Barnhardt, Herrera, and Rochon, 2002). Flexibility and adaptability both contribute to being change-agents in globally-oriented classrooms. This innovation in the classroom can be seen on a micro or macro level. Following the interests of the students in a unit of inquiry is micro-level innovation while changing the way we have always thought, organized, and even our view of education itself is on a macro-level. In essence, innovative teaching is not being afraid to admit that things could be done better and taking risks to change our practices.
Throughout this course, I was questioned on my ability to be a teacher that produces students who are adept for an ever-changing world. One thing is clear to me, I am a lifelong learner who continues to search for best practices and prepare students to thrive in the 21st century. For a child to believe they are agents of change, I, too, must believe that I have the ability to make a difference.
educ 5272 june 2020 (A. han)
Course: EDUC5272 STEM Fields
Date: June 2020
Instructor: A. Han
Prompt: In this unit, you have learned about professional development and you have considered how that might look in STEM areas. Suppose that you have been asked to create and facilitate a professional development program for STEM at your school. For this discussion, describe a STEM professional development program that you would create. Assume that typical challenges exist so that this is a realistic PD program that could actually be enacted at your school.
Using Flipped Learning for STEM Instruction
A school’s culture has an impact on whether teachers will experiment with technology or new teaching practices like flipped learning. Having the freedom to explore and innovate has a huge effect on teaching methods (Andrews, 2013). Many teachers in my milieu struggle to integrate technology and science effectively in their classrooms. Therefore, implementing a professional development program that gives access to using flipped learning for STEM instruction can provide these educators an open-minded approach to teaching STEM. Hopefully, this program can lead to a higher chance of flipped learning being used to engage students.
Having a professional learning community for educators to share and reflect on their practices can greatly benefit those who are new to teaching or those who are open to trying other teaching approaches. The abundance of information can seem overwhelming for one person to undertake, but having a group of passionate educators wanting to improve their practice to bounce some ideas off can become a more enjoyable task.
Date: June 2020
Instructor: A. Han
Prompt: In this unit, you have learned about professional development and you have considered how that might look in STEM areas. Suppose that you have been asked to create and facilitate a professional development program for STEM at your school. For this discussion, describe a STEM professional development program that you would create. Assume that typical challenges exist so that this is a realistic PD program that could actually be enacted at your school.
Using Flipped Learning for STEM Instruction
A school’s culture has an impact on whether teachers will experiment with technology or new teaching practices like flipped learning. Having the freedom to explore and innovate has a huge effect on teaching methods (Andrews, 2013). Many teachers in my milieu struggle to integrate technology and science effectively in their classrooms. Therefore, implementing a professional development program that gives access to using flipped learning for STEM instruction can provide these educators an open-minded approach to teaching STEM. Hopefully, this program can lead to a higher chance of flipped learning being used to engage students.
- Participants:
- STEM Teachers in the milieu would be involved in planning and ask participants who are interested in implementing Flipped Learning for STEM instruction to join the PD. This invitation could be extended to other schools in the city to create a network of STEM teachers aimed at improving their practice.
- PD Activities:
- The PD activities that would occur would be engaging in Flipped Learning themselves. Having the participants do the understanding portion of the PD in their own time allows the facilitators to use the PD session for discussions and in-depth learning through hands-on activities.
- Understanding Portion: Participants will read the Flipped Learning Network’s (2014) acronym of FLIP and answer a short Quizizz so that the facilitator can personalize the discussion for the upcoming PD.
- During the PD: Participants will be placed in small groups and discuss their ideas regarding the use of flipped learning. They are also tasked to come up with their own Flipped Learning unit based on Niehoff’s (2018) list of “7 Real-World Issues That Can Allow Students to Tackle Big Challenges” they could implement for a grade level they choose.
- Ending the PD: Participants will present their flipped learning approach in front of the other groups and reflect on their experiences of engaging in flipped learning themselves.
- Therefore, it would be a mix of traditional workshop and learning communities as there is hope of creating a network of STEM teachers through this PD. This learning community can start off with teachers in the milieu but could grow into more if others (from outside the milieu) are interested. The PD program would take no more than 2 days, with the notion that participants do their ‘home work’ before attending the PD.
- Applying and Sustaining Learning:
- Participants can be asked to contribute their thoughts onto a Padlet so that as they implement this approach in their own classrooms, they can give feedback and share resources found to those who are attempting to do it as well. Creating a PLC can improve everyone’s teaching methods as Kelly and Denson (2017) stated that teachers grew in their confidence of implementing flipped learning as they shared limitations and were reflective of their instruction.
- I would plan on sustaining the PD program by using the Padlet or using Flipgrid to have participants share their progress. This program could also be sustained by having the network of teachers provide mini-PDs throughout the school year.
Having a professional learning community for educators to share and reflect on their practices can greatly benefit those who are new to teaching or those who are open to trying other teaching approaches. The abundance of information can seem overwhelming for one person to undertake, but having a group of passionate educators wanting to improve their practice to bounce some ideas off can become a more enjoyable task.
educ 5410 june 2020 (a. Panchoo)
Course: EDUC5410 Child Development
Date: June 2020
Instructor: A. Panchoo
Prompt: Read Kolb's Model of Reflection and reflect on week three topics and relate it to instruction and learning using the points below to better guide you:
Completing the Multiple Intelligence assessment and understanding its implication in the classroom was the focus of this week’s unit. The eight/nine different types of intelligences were founded on various fields such as psychology, anthropology, and sociology (Zhou and Brown, 2015). It is said that we teach the way we personally learn. However, there is a need for adjusting our methods to cater to learners’ strengths. For this week’s reflection, I’d like to discuss my experience of using project-based learning to meet a particular combination of intelligences.
Concrete Experience
In the beginning of the school year, students were tasked to trace the history of certain crops that are considered foods of the future. They made infographics, taking design into consideration, and were partnered up to create a presentation listing the health benefits of a crop. They also had to share a recipe that was easy to make and nutritious. This recipe was then used to make sample servings for their audience. When it was time to share their learning, students were given responsibilities to make the presentation as student led as possible. There were students in logistics, those who hosted the event, some who managed slides of the presentation and photographers.
Reflective Observations
At various times during the project, I could tell which students excelled, having a ‘knack’ for design and those who carried themselves well in presentations. Whenever a student had difficulties, I was there to facilitate and guide them to creating something they would be proud of. Having students choose what role they played at their event gave me an insight as to who they are and what they were capable of. The photos students took could be said to be better than mine. Some infographics were well designed and most students gave high-quality presentations. To me, the different activities in the project allowed students to flourish in their own ways and even gain more confidence in their ability to present, design, and communicate.
Application
Reflecting that the PBL unit I implemented allowed students to grow in many intelligences encourages me to emphasize this more in the future in lesson planning. It has been my understanding that we shouldn’t push learners to their strengths but to nurture the whole-child, a more holistic approach to education. In the future, I can see myself having a checklist of Gardner’s MI and cross-checking to ensure that the unit is well-balanced. The knowledge I gained from Gardners’ theory is that all human beings possess the intelligences at varying degrees. As an educator, it is essential I implement and design activities to improve on those intelligences and provide a whole-child education.
Abstract Conceptualization
I knew of Gardner’s MI when I took education classes back in college and I remember being told that I shouldn’t try fitting all eight or nine intelligences in one lesson. This seemed to make sense then and still does now. When I came up with the ‘Food Trip’ PBL, I was only thinking of integrating science, math, and social studies. As the project came to fruition, I realized that students were creating, designing, and presenting throughout this journey. In my reflection, I said that I recognized students who did well in the infographics and those who excelled in presenting. Only when I connected them to Gardner’s MI did I notice that the PBL unit allowed students to grow in various intelligences. The table below shows that at various points in the project, students were able develop, if not enhance, their multiple intelligences (Seifert and Sutton, 2007; Zhou & Brown, 2015).
Date: June 2020
Instructor: A. Panchoo
Prompt: Read Kolb's Model of Reflection and reflect on week three topics and relate it to instruction and learning using the points below to better guide you:
Completing the Multiple Intelligence assessment and understanding its implication in the classroom was the focus of this week’s unit. The eight/nine different types of intelligences were founded on various fields such as psychology, anthropology, and sociology (Zhou and Brown, 2015). It is said that we teach the way we personally learn. However, there is a need for adjusting our methods to cater to learners’ strengths. For this week’s reflection, I’d like to discuss my experience of using project-based learning to meet a particular combination of intelligences.
Concrete Experience
In the beginning of the school year, students were tasked to trace the history of certain crops that are considered foods of the future. They made infographics, taking design into consideration, and were partnered up to create a presentation listing the health benefits of a crop. They also had to share a recipe that was easy to make and nutritious. This recipe was then used to make sample servings for their audience. When it was time to share their learning, students were given responsibilities to make the presentation as student led as possible. There were students in logistics, those who hosted the event, some who managed slides of the presentation and photographers.
Reflective Observations
At various times during the project, I could tell which students excelled, having a ‘knack’ for design and those who carried themselves well in presentations. Whenever a student had difficulties, I was there to facilitate and guide them to creating something they would be proud of. Having students choose what role they played at their event gave me an insight as to who they are and what they were capable of. The photos students took could be said to be better than mine. Some infographics were well designed and most students gave high-quality presentations. To me, the different activities in the project allowed students to flourish in their own ways and even gain more confidence in their ability to present, design, and communicate.
Application
Reflecting that the PBL unit I implemented allowed students to grow in many intelligences encourages me to emphasize this more in the future in lesson planning. It has been my understanding that we shouldn’t push learners to their strengths but to nurture the whole-child, a more holistic approach to education. In the future, I can see myself having a checklist of Gardner’s MI and cross-checking to ensure that the unit is well-balanced. The knowledge I gained from Gardners’ theory is that all human beings possess the intelligences at varying degrees. As an educator, it is essential I implement and design activities to improve on those intelligences and provide a whole-child education.
Abstract Conceptualization
I knew of Gardner’s MI when I took education classes back in college and I remember being told that I shouldn’t try fitting all eight or nine intelligences in one lesson. This seemed to make sense then and still does now. When I came up with the ‘Food Trip’ PBL, I was only thinking of integrating science, math, and social studies. As the project came to fruition, I realized that students were creating, designing, and presenting throughout this journey. In my reflection, I said that I recognized students who did well in the infographics and those who excelled in presenting. Only when I connected them to Gardner’s MI did I notice that the PBL unit allowed students to grow in various intelligences. The table below shows that at various points in the project, students were able develop, if not enhance, their multiple intelligences (Seifert and Sutton, 2007; Zhou & Brown, 2015).
Multiple Intelligence |
Application in Food Trip PBL |
Linguistic - ability to use language well |
Students had to summarize information they gathered and write them on an infographic and slides presentation |
Spatial - ability to imagine or manipulate arrangement of objects in the environment |
Students created infographics to present information and add visuals to enhance meaning |
Logical - ability to reason, often using mathematics |
Students used their mathematical skills to discern how much food they needed to make for their audience |
Naturalist - sensitivity to subtle differences and patterns found in the natural environment |
Students had a deeper appreciation for the food they ate and realization that there are food banks prepared for extreme natural disasters |
Interpersonal - ability to discern others' nonverbal feelings and thoughts |
Students worked with peers and presented their slides to an audience, interacting with them after their presentations |
Intrapersonal - sensitivity to one’s own thoughts and feelings |
Students worked independently on their own pace while researching about their crops |
educ 5470 june 2020 (a. mokhtari)
Course: EDUC5470 Research in Education
Date: June 2020
Instructor: A. Mokhtari
Prompt: As you may have found searching the web is a time-consuming and rather inefficient chore: even when using quality search engines, you may have to sift through dozens of irrelevant “hits” to find the information you want. In no more than 1-page, critically reflect on your search process. Interpret the success and challenges you faced when finding sources for your research study. Was it difficult to find scholarly resources on your topic? What are some hints or tips you would have for your peers in conducting a search for sources via the internet?
It comes to no surprise how much information a person needs to sift through to find something that isn’t so popular. This is what I experienced when researching for scholarly articles on the web. To be fair, finding articles about problem-based learning (PBL) was easy. However, research on the effectiveness of PBL in developing research skills and media skills took more effort.
There were many popular sources such as news articles that I could have used for my annotated bibliography. But I found out the I needed peer-reviewed scholarly articles since the element of ‘peer-review’ makes these articles more credible and valuable (UWlibraries, 2011). When writing the research topic proposal, I had found a case study in a PBL journal which led me to use key terms such as research methodology. This helped me to use those keywords in Google Scholar and eventually lead me to other texts related to my topic.
In the end, I began to look more at the bibliographies and references more than the article itself. I saw the initial article as a gateway to many possible journal articles I could use for my literature review. Though the same problem presented itself in that there were not many articles that supported my research topic. One article said that PBL is considered effective but not yet proven due to the unavailability of measuring its success. More articles focused on critical thinking skills rather than research skills but none discussed about promoting media literacy.
This challenge allowed me to look beyond my current topic and to view it from different angles. I saw that research skills are part of critical thinking skills, which is a form of higher thinking. Masek and Yamin write an article about the effectiveness of PBL in developing critical thinking skills. A number of studies also support that students have positive experiences with PBL and observed how they displayed more leadership, motivation, and collaboration (Tiwari, Arya, and Bansal, 2017; Bukamal, 2015).
A fellow colleague reminded me to use keywords and taking advantage of Google’s advanced search features. I would honestly have them use the same tip I learned about bibliographies. This list of articles invites us to do deeper research to help in understanding more about our topic and be part of the ‘conversation’ everyone in that field is having. As stated earlier, I have also used popular news sources like Edutopia who have led me to journal articles I have used in my annotated bibliography. Using Google Scholar gave me access to many peer-reviewed articles and know how many times a particular article has been cited in other journals. I’d like to think the more numbers an article has been cited, gives it more credibility. Proceeding to write a literature review in the following unit, I am both anxious and excited to use the research skills I gained from experience and peers.
Date: June 2020
Instructor: A. Mokhtari
Prompt: As you may have found searching the web is a time-consuming and rather inefficient chore: even when using quality search engines, you may have to sift through dozens of irrelevant “hits” to find the information you want. In no more than 1-page, critically reflect on your search process. Interpret the success and challenges you faced when finding sources for your research study. Was it difficult to find scholarly resources on your topic? What are some hints or tips you would have for your peers in conducting a search for sources via the internet?
It comes to no surprise how much information a person needs to sift through to find something that isn’t so popular. This is what I experienced when researching for scholarly articles on the web. To be fair, finding articles about problem-based learning (PBL) was easy. However, research on the effectiveness of PBL in developing research skills and media skills took more effort.
There were many popular sources such as news articles that I could have used for my annotated bibliography. But I found out the I needed peer-reviewed scholarly articles since the element of ‘peer-review’ makes these articles more credible and valuable (UWlibraries, 2011). When writing the research topic proposal, I had found a case study in a PBL journal which led me to use key terms such as research methodology. This helped me to use those keywords in Google Scholar and eventually lead me to other texts related to my topic.
In the end, I began to look more at the bibliographies and references more than the article itself. I saw the initial article as a gateway to many possible journal articles I could use for my literature review. Though the same problem presented itself in that there were not many articles that supported my research topic. One article said that PBL is considered effective but not yet proven due to the unavailability of measuring its success. More articles focused on critical thinking skills rather than research skills but none discussed about promoting media literacy.
This challenge allowed me to look beyond my current topic and to view it from different angles. I saw that research skills are part of critical thinking skills, which is a form of higher thinking. Masek and Yamin write an article about the effectiveness of PBL in developing critical thinking skills. A number of studies also support that students have positive experiences with PBL and observed how they displayed more leadership, motivation, and collaboration (Tiwari, Arya, and Bansal, 2017; Bukamal, 2015).
A fellow colleague reminded me to use keywords and taking advantage of Google’s advanced search features. I would honestly have them use the same tip I learned about bibliographies. This list of articles invites us to do deeper research to help in understanding more about our topic and be part of the ‘conversation’ everyone in that field is having. As stated earlier, I have also used popular news sources like Edutopia who have led me to journal articles I have used in my annotated bibliography. Using Google Scholar gave me access to many peer-reviewed articles and know how many times a particular article has been cited in other journals. I’d like to think the more numbers an article has been cited, gives it more credibility. Proceeding to write a literature review in the following unit, I am both anxious and excited to use the research skills I gained from experience and peers.
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