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Feedback and Score on Culture Scan Project

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Feedback and Score on Culture Scan Project

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Canace Jessica Mid-Term- Culture Scan Analysis 2

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I see some professional goals in your writing, Jessica.
Score = 10 pts.
LP

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There is a lot in the Support for Understanding by Design in Research and Theory section that I believe to be true. One of the biggest findings listed in this section that affirms my beliefs about teaching and learning is feedback is fundamental to learning. In order for students to grow, teachers need to provide specific and timely feedback AND allow students to revise and improve the quality of thinking and understanding (p. 174). Looking at this section, I feel that I strongly agree with all the key findings. One thing that I would like to continue to work on as a teacher would be creating assessments that focus on understanding and not just how well they are able to memorize information for procedures of facts. Information becomes much more valuable and powerful to students when they understand why they are learning it as well as when and where I can be applied. I want to continue to learn about different forms and techniques for assessment that allow students to demonstrate more than just memorizing procedures or facts.

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Jessica,
I agree with you about the challenge that creating assessments that allow choice can bring.  Teachers need to be strong and confident enough to "release" their power!  This can tough for some teachers who are not willing to think outside the box.
Score = 10 pts.
LP

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Janice,
You must be really proud of this young man, and your effort had a lot to do with it!  This is such a great account and demonstrates how children/youth can succeed when they have an adult in their corner.
Score = 10 pts.
LP

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Reflection #6 (Thomlinson & McTigue, Chapter 5)

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Reflection #6 (Thomlinson & McTigue, Chapter 5)

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As a teacher, we are always using assessment methods to provide us with evidence on whether or not our students are learning and understanding what we are teaching. We also use assessment to help us reflect on our lessons and make changes both on the go as well as for future lessons. Assessments play a vital role in the way in which we plan and teach our content and activities. It is important to honor student differences while still promoting crucial learning for each student.

I think one practice that is challenged by these guidelines is creating assessments that allow choice. Often times when we create assessments, they are created, copied, and administrated to the entire class. Although we do include multiple formats on the assessment including multiple choice, matching, written response, numbering, and more, I think many teachers lack appropriate options for demonstrating knowledge, skills, and understanding on assessments. I know as a teacher I sometime struggle with releasing some of the “power” and giving students the power to make choices, especially when it comes to assessment. Another practice I believe is challenged by these guidelines is many teachers consider giving a grade or a score on an assessment as appropriate feedback (p. 78). Often times teachers will also write comments that may be encouraging but are not specific and therefor, do not help the student improve or understand their work. Another part of appropriate feedback I think many teachers struggle with s allowing our student to act on the feedback we provide. Often time’s teachers will give an assignment or assessment, grade that assignment or assessment, pass it back with a score or feedback, and then send it home as is.

These four classroom assessment practices are all practices I am familiar with. Although I can admit I do not necessarily follow all of them on a consistent basis, I try my best to make sure that I am honoring student differences while assessing my students. The first principle is considering photo albums versus snapshots. When planning for assessment in my classroom, I first look at the standard being addressed. Then, as a 2nd grade PLC we go through the unit where that standard is being addressed and plan for assessment. We make sure that for every standard that is being addressed there is 4-5 pieces of evidence presented in multiple formats for each individual child. For example, if the reading standard is focused on main idea we will plan for a multiple assessments. Some examples may include a multiple choice exit slip, a high cognitive demand task where they write interview questions that focus on the main idea of a book about people and then record themselves answering the questions, an end of the unit common assessment, and anecdotal notes from answering questions in guiding reading. By completing all of these different assessments in different formats, we can get a clear idea of the students understanding of the standard. The next principle is match the measures with the goals. One thing that comes to mind when reading about this principle is how we go about assessing the standards on the report cards they have to do with decision making, listening skills, participation, and behavior. As a team we come up with a rubric for each standard for what constitute each grade as well as how we can assess these standards. For example, one standard reads “use communication and social skills to work collaboratively and interact with others”. This is nothing something you can assess by giving a test but rather by observation and notes during collaborative parts of the day. The final principle is form follows function. I feel that I do a very good job of using both summative and formative assessment in my practice. In the text it states “formative assessments provide crucial along the way information to guide instruction in response to the nature and needs of diverse learners” (p.71). When I assign a grade on a report card, it is based on multiple formative assessment as well as an end of unit summative assessment. An example of formative assessment that I use in my classroom during guided reading is I use questioning about the book and how it relates to the standard. From there, I take anecdotal notes. Students are not receiving an end grade on this but it lets me know where the students understanding is at with the topic and what changes or adaptions I may need to make to my instruction or methods. I also use formative assessment in every math lesson that I do. After teaching the shared portion of the lesson, I give student checkpoint questions to answer. Before they can move on to work on their own, I check these questions. Students who demonstrate understanding move on while students who struggle are pulled to a guided group for additional support.

I think if we followed these guidelines appropriately, things would really improve for both teachers and learners in the classroom. One thing I think would change for students would be that motivation would increase. By providing appropriate choices to students, we are empowering them by letting them choose what works best for them. When you give them choice, they are more likely to be successful and motivated to work. I think teachers would be able to better meet the needs of diverse learners because we would be more informed on the needs of each individual child. I think we would better be able to run small group instruction that is differentiated to meet each student’s needs.

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“Some adults can’t reach some children, but all children can be research by an adult” (p.37).  This quote really stood out to me when reading the different stories of aces. I think in my school we do a really good job of making sure that students are receiving all of the aces from either their homeroom teacher, acceleration teacher, principal, social worker, school psychologist, or specials teachers. We have so many different programs in place that allows for students to make connections with different adults in the school. As I was reading about the ace of spades, a student that I worked with last year came to mind. I participated our schools “CICO” or check-in, check-out program. This is a tier 2 intervention for students who are a part of our BEES program. Every morning, this particular child would pick up their BEEs card from me. I would always start with a 2 minute conversation about something that did not have to do with school and then we would set a goal for the day to help them meet their point goal. At the end of the day, this student would check back in with me and we would review his points and see if he met his goal. This particular student was a child who struggled with positive behavior in school. In first grade, he had over 100 office referrals and was having a difficult time in 2nd grade as well. He was often being removed from his homeroom class for unsafe and disrespectful behaviors. His homeroom teacher was really struggling with what to do with this particular student. Through my check-in, check-out process I learned that this particular student felt very incapable of learning and behaving well in school. I had this particular student for 2 half hour blocks a day and he performed great in my class! He participated, smiled, got his work done, and worked well with others. I thought I would sit down with his homeroom teacher and try setting up a meeting with his mother. Upon speaking with his mother, a couple of things came to light. She was going through a divorce in which she was very public about in front of her children. Her older child was also struggling with behavior issues in school. She seemed very much at her breaking point with trying to figure out what to do with both of her children. I explained some of the interventions that I was putting in place in the classroom. I continued with CICO with this student throughout the year as well as had my classroom act as a safe spot for him. If things were escalating in his classroom, he would come see me for a break. I got him into our schools social work groups and he is absolutely thriving this year! Although he struggles here and there, his behavior has improved tremendously, in turn, causing his grades to rise as well.

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Jessica,
I would have to like to read more about how and what you do to address these ideas.  However, your explanations are well-defined with outside examples.

Score = 10 pts.
LP

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In order to support student growth and success, we need to make sure our students understand the importance of the learning outcomes. We want our students to understand that the curriculum is useful and purposeful in their lives so that they will want to be more engaged in the lessons. We want the curriculum to be accessible to all students, no matter their academic abilities. A powerful curriculum will provide opportunities for student growth and success no matter what level the student is academically at (p. 42). Accepting responsibility for learner’s success is important as a teacher. In order to best support student growth and success, we need to realize that every student has the potential and ability to learn and grow. In every classroom, there is going to be outside factors that play a role in children’s learning. However, we as teachers need to not let these outside factors play a role in our acceptance of responsibility for our learner’s success. When we accept responsibility for our student’s success we need to make sure we become familiar with how each of our students learns best and take that into consideration when teaching. We need to track our student’s progress and try different methods of teaching to make sure students are continually growing. We need to communicate to our students that failure leads to success and that they all have the ability to produce quality work (p. 44-45). In order to help a broad range of leaners succeed academically, we need to develop a classroom community of respect from the very beginning of the year. We know that in our classroom we are going to have students at different academic levels. In my classroom I have students who have academic IEP’s, students who are testing for the gifted program, and many EL students. When we set up a classroom community that is focused around the idea of mutual respect, all students can feel that they can grow and succeed. All of our students have unique abilities that we need to value and share. As teacher’s, we need to teach out students to have open minds and value multiple perspectives and approaches. One of the most important parts is making sure that everyone has the ability to participate and contribute multiple times during the day. When they have the chance to participate and engage in learning because they feel respected, they are more likely to grow as individuals and leaners (p. 46). Another practice that is important to help a broad range of learners succeed academically is to build awareness of what works for each individual student. We are best able to support all learners academically when we understand each student’s strengths and weaknesses. We know that what works for one student in the classroom is not always going to work for another. When we make opportunities to communicate individually with learners and gather information about their interests, we can tailor learning to fit both their needs and likes. When we are able to teach with their interests in mind, it can be very motivating! It is important to communicate with and learn from parents and guardians as well. They can provide great insight into their children’s abilities and interests. We can then apply that information in the classroom to help them be academically successful (p. 47). One of the most important things a teacher can do to ensure that all students are academically successful is having good classroom management routines. It is impossible for teachers to keep track of every student at every minute of the day. When strong classroom management strategies and routines are put into place, all students can become more independent as learners and problem solvers, be more a part of a team effort, and develop ownership of the outcomes (p. 48). When classroom routines are in place, a classroom is going to run much smoother resulting in academic growth in students. It is important to constantly monitor classroom routines and make changes if and when necessary. Some routines may work for most individuals but it also important to continue to keep in mind what works for one may not work for all. In order to ensure everyone’s participation in making the classroom work, teachers need to seek information from students about what is and is not working and help students implement the different routines. When behavior is running smoothly in the classroom, more learning can take place (p. 49). Helping students become effective partners in their own success is important because it helps students become aware of their own learning goals and needs and become advocates for themselves in achieving those goals and addressing their needs.  When students become more aware of their individual strengths and weaknesses, they can make choices in the classroom that will help them grow academically. When students are self-aware, they are able to be more productive and set academic goals for themselves that will help them achieve success (p. 49). One of the most important characteristics of a teacher is having flexibility. As teachers, we need to understand that individuals learn differently and require different methods, materials, timing, and so on. We need to differentiate for each individual student so that they are supported academically.  When we use flexible teaching routines based on our students individual needs, we are giving each student the tools they need to be academically successful (p.51). This goes along with expanding a repertoire of instructional strategies. When we vary our instructional strategies, students are more likely to be engaged learners! Also, when teachers use a variety of instructional strategies, we can make note of what strategies work best for which groups or individual students. This is very helpful information to be aware of for teaching future lessons to best meet the needs of your students (p. 53). Finally, it is important for teachers to support student growth and success by noting that each individual is going to make personal growth based on their starting point. Student growth should not be determined based on comparing students to other students. Instead, we need to think about where a student started, continually assess and goal set with our students, and then reflect on growth in order to adjust instruction to best benefit each child. When we do this, we will hopefully see each child make academic gains from where they began (p. 55).

Sources:
Tomlinson, Carol Ann and McTighe, Jay (2006).  Integrating differentiated instruction and

Understanding by design.  ASCD:  Alexandria, VA.

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Candace,
Your writing reflects your understanding of how we are all connected to and vested in our children's success (parents, teachers, administrators).  I really like the techniques you are using as a teacher to create a warm and inviting environment.  Your classroom sounds lovely!! I think we are going to see more and more classrooms that have those desks that allow students to stand and sit.  This movement began in business offices, and we recognize the benefits for our students!

Score = 10 points
LP

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Week 2- Reflection: Getting the Brain Ready

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Week 2- Reflection: Getting the Brain Ready

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There are both pros and cons of the school-based effots to help parents of future students prepare their children’s brains for school. From the perspective of a parent, you want your child to have the best opportunity as possible to succeed in school. Parents play a very vital role in the early years of preparing their children for academic success in school. In the text Teaching with the Brain in Mind (2016), parents should read to their children, give them time to discover and learn on their own, avoid too much technology time, encourage imagination, and ask lots of questions (p.27) Along with helping their child prepare for the academic demands of school, they should also be helping students prepare for the emotional and social components as well. Jensen states that “the brains cognitive-emotional map is being drawn early on, and parents can either be the cartographers or the victims” (p. 28). In order to promote good social and emotional skills in children from early on parents can provide opportunities for social interactions and games, teach kindness and how to behave with other peers, as well as start to teach them how to be comfortable when they are in settings where they are not present. While I was reading and thinking about all this from perspective of a parent, one of the pros I felt was that many of the tips and strategies for preparing children for school allowed parents to spend quality time with their children. However, on the flip side, there are many parents who have demanding jobs or other outside factors that do not allow for the opportunity to spend all the time it may take to get their children prepared. As teachers and administrators, we need to be aware of our children’s home lives and how that may effect their academic, social, and emotional capabilities at school.

As a teacher, it is our job to provide all of our students with equal opportunities to learn and succeed and grow academically, socially, and emotionally. It is the teachers job educate parent are best as possible about the school and community resources that are available to help their child be ready for school. By providing parents with all of this critical information about their child’s early years and how it can help prepare them for school, we are ensuring that students come to school ready to learn (p. 32). As a teacher, one of the pros I see of the school- based efforts is that there are so many wonderful resources that can provided to parents In a way, we get to be advocates for students before they even enter school by proving parents with the information about the benefits of getting their child ready to learn. However, the text by Jensen, it state that as educators, there is not much we can do to influence brain development. Although I work in a District where many kids are fortunate in their home lives, I know that there are many parents who have full time jobs and even multiple jobs. Many kids live and are raised by their grandparents and so on. Although we can prepare and provide opportunities and resources for parents and guardians to prepare their child for the academic, social, and emotional challenges of school, it does not always mean parents are willing or able to take on that responsibly.  If that is the case, I believe it is our job as teachers to do our best to meet the student where they are at and move them forward from there. Although I work with younger students, I thought the text provided some good ideas about teenage brains and what teachers can do, as well as parents, to help. Giving clear, straightforward, and short directions, use modeling, be a coach, and be understanding, are all things that good teachers should be practicing.

Thinking about this from the perspective of an administrator is interesting to me because one day I would like to eventually move into this role. I think one of the most vital roles of someone in an administrator position would be to reach out to the community for resources that could benefit parents and provide them with information about ways to prepare student’s brains for schools. In the text it provided some great ideas such as creating alliances with local hospitals and businesses to help spread the word. Providing newsletters to parents would be something I would do that provides helpful and trusted websites with valuable information. I also really like the idea of providing parents with free sessions where they can receive more information (p. 32).

No matter if you are a parent, teacher, or administrator, I believe we all have the same end goal. To see our children and students happy and successful. We all need to work together to make that happen!

Resources:

Jensen, Eric (2008).  Teaching with the brain in mind (2nd ed.).  ASCD: Alexandria, VA.

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Jessica,
First of all, congrats to you for receiving a rating excellent in Domain 1;  that is quite an accomplishment and speaks highly of your practice!  It looks like you are doing many positive things for your students.  I am impressed with the goal setting, for I don't we can never begin too early.  You also place a strong emphasis on growth mindset--great!  I also liked your example and strong case for building intrinsic motivation (the BEEs program example).
Score = 10 points
LP

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The key ideas I took away from this week’s readings was that motivation is very important in student success. If students are motivated to complete their work, regardless of their ability level, they are more likely to succeed at the task at hand. In order to be motivated, students need to be intrinsically motivated and be challenged with interesting assignments. I also learned that as teachers, it is our job to teach our students to have a growth mindset so that they learn to believe in themselves, even when things are challenging. One of the things that stood out the most to me was providing students with choice in order to keep them motivated.

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At my school, we use the Danielson framework for our evaluation and reflection so I am constantly referring back to domain 1. In my first 2 years teaching I received an overall rating of proficient and last year I received an overall rating of excellent in domain 1. I feel that I am always moving between proficient and excellent. One aspect I feel that I am very good at in domain 1b is using ongoing assessments of my students in order to plan and design instruction to best meet the needs of each individual student. It is important to understand that each child learns differently and what is appropriate for one student may not be appropriate for another. I want to make sure students have options and are being challenged at their specific level so that they can grow as learners.

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I think one of the most important things to do from the very first day of school is establish a sense of community within the classroom. I want students to understand that this is “our” classroom and not “my” classroom. On the first day of school we make our classroom agreements together. Another thing I do to foster a community in the classroom is our morning meeting time. Every morning the first thing we do is come together as a whole class on the carpet and complete some type of activity that allows for students to socially interact as well as share about themselves. This has proven to be one of my student’s favorite times of the day. I have found that by placing an emphasis on their outside lives, it creates a sense of belonging and understanding in the classroom. I think another very important way to foster community within the classroom is making sure that parents are informed and included. At the beginning of the year we have meet the teacher as well as a separate curriculum night where parents can come in, learn about the classroom and the upcoming year, as well as ask questions and voice their opinions. Parents in our classroom have multiple opportunities to be included in our learning by volunteering for different activities in the classroom. We also make sure to keep our parents updated with information that goes home on a weekly basis.

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In my school we have a Tier 2 intervention called the BEEs program. On this program, students who need extra support have a BEEs card where they have 3 goals listed on their card. These goals can be universal (be safe, respectful, and responsible) or they may be more specific to their needs. I am using an example from last year because I feel like it really showed me how extrinsic motivation is not as beneficial. I had a student who had been a part of the BEEs program in kindergarten and 1st grade.  Every day when she would meet her goal, she would take her card to the school social worker or school psychologist and check out. If she met her point goal, she would get to pick out a prize for the day. As her teacher, I tried to intrinsically motivate her between each check in (every half hour) with compliments on her behavior and reflections about what occurred during that half hour. She absolutely loved having quick check-ins with me and felt very proud when she was making her goal. As she made progress, as a team we decided she would start earning a prize every 5 days she met her goal instead of every day. Because she had been extrinsically motivated for 2 straight years in school, she began to EXPECT that reward. We saw an increase in challenging behaviors. If this student started to realize that she may not be meeting her goal that day, meaning she would not get her prize, she started to give up. However, as I continued to provide her with intrinsic motivation and positive feedback, she started to demonstrate more pride in her work and less tantrums in the classroom. Although some extrinsic motivation was beneficial for her, I found that intrinsic motivation worked just as well after it was introduced and implemented over time.

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Motivating our students to want to get their work done and feel excited about what they are doing on a daily basis in school is very important. The first of the give big ideas is about how intrinsically rewarding students is usually going to be more powerful than extrinsically motivating them. By offering students extrinsic rewards, learning can begin to learn its meaning. It can also cause the teacher to lose focus of the purpose of the lesson and does not promote the learning objective (Headden & Mckay p. 7).  The 2nd big idea discusses how in order to be motivated to complete work or learn, what you are learning and the work you are being asked to complete must be somewhat challenging and interesting. I see this in my classroom with many of my students who are working above grade level. If I teach them only the 2nd grade material and do not challenge them, the work they turn in is often not a reflection of their actual ability. Instead, I adapt activities, such as their independent high cognitive demand task during reading, to challenge them to extend their thinking. It is important to make sure that this does not just become busy work but is meaningful for them. Another way to motivate my students promoting a positive culture and having students have a growth mindset. One way to do this is by goal setting, which is some we do often in our classroom. When students set realistic and positive goals for themselves, and come up with a plan to succeed and reach that goal, motivation increases. In my classroom, we celebrate small and large successes when it comes to our goal setting so that student’s begin and continue to have the mindset that with effort, their ability and performance can improve.