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Whole Group Responses Through Written Communication

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Whole Group Responses Through Written Communication

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Whole Group Responses Through Written Communication

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This allows students to communicate effectively in class and gives students a chance to express ideas in the technology classroom. Though this would mostly be done with the presentation of a Google Doc instead of written communication, the same logic and standards would still apply to each paper being turned in. Though the article does state that it can be rather difficult to track progress through learners that have learning disabilities, it is not impossible to see growth in this area (Nagro., 2016). Students should use this strategy as an opportunity to gain more confidence in their writing abilities and realize that the only person they have to write better than is the person who they were yesterday and not compare to their peers writing abilities.

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749

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Whole Group Response through Hand Signals

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Whole Group Response through Hand Signals

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Whole Group Response through Hand Signals

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Hand Signals are a signature way to keep the class and instructor on task and staying on topic for the duration of the instructional period (Nagro et al., 2016). When teaching my technology class I can see how this would come into play when I would ask students to explain to me what image on their phishing, scamming, and dumpster diving is the correct method as a course of action to take: option 1,2,3 or 4. They could indicate this to me with a number pointing in the air with their hand. This would especially be helpful, if students are in a silent period for instance, they could use this as an opportunity to still engage in class and answer questions without verbal communication. They could also use a visual representation of what they see on their screen and enact what they see on their screen with their hands and gestures regarding the lesson.

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749

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Community is what let individuals know they belong. It helps give a sense that individuals feel valid and that their opinion matters and will be taken into consideration. Creating this community presence will allow students to get to know one another through one on one activities and assignments (Rance-Roney, 2010). When students feel comfortable around their peers through i.e ice breakers and the like, students will be more open to share who they are and what makes them unique. This is an extremely vital tool to use to stray away from the traditional cookie cutter student where everyone looks and act the same. It simply isn't the case and Community establishment will help empower students to come out of their shell.

Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20–26.

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A great tool that can be utilized to get multiple students' participation and and to see what level of learning some students are at is a Multi-Response Format Strategy (Rance-Roney, 2010). This could be could in the classroom of Tech App in the context of bell ringers. The level of intricacy and difficulty in an answer would vary from student to student, obviously. Students thrive in an environment in which they feel comfortable and confident expressing their opinions and viewpoints on certain topics. In the sense of a bell ringer presented to the class they are not always required to read their answers out loud to the class but it will be submitted to the teacher in the form of a Google Classroom response. This helps students engage in the class when they otherwise would not.

Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20–26.

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This strategy is a classic as old as education itself. Though it may be dated in its conception, it has yet to shy away from producing results in the classroom. It serves as a strategy to maintain classroom management so as to not let the class get out of control, but still have an opportunity to ask and answer questions. While this may prove problematic in some respects as some students will tune out while only a fraction of students consistently answer (Hunter et al., 2015). I believe a remedy to this can be popcorn answering or calling upon. Now this may not serve as a be all end all solution as major discretion will be required on the teachers part depending of the variety of the students learning capabilities. Some students could be 504 or require SPED accommodations in which being called upon may not be in the best interest of the student. In instances like these, alternative methods should be taken as a course of action.

Hunter, W. C., Maheady, L., Jasper, A. D., Williamson, R. L., Murley, R. C., & Stratton, E. (2015). Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support. Education & Treatment of Children (West Virginia University Press), 38(3), 345–362. https://doi.org/10.1353/etc.2015.0017

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Numbered Heads Together is a great strategy that can help improve involvement in students during content presentation. NHS is utilized as the instructional strategy that gets students thinking collectively on problem areas and allows group think time to come up with individual answers to be presented (Hunter et al., 2015). We currently use this in the Tech App classroom as well. Sometimes we have students numbered into specific groups and when answers are being requested by the teacher, the number corresponding to that student will answer information about Scratch or Micro:Bit, depending on the subject matter that day.

Hunter, W. C., Maheady, L., Jasper, A. D., Williamson, R. L., Murley, R. C., & Stratton, E. (2015). Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support. Education & Treatment of Children (West Virginia University Press), 38(3), 345–362. https://doi.org/10.1353/etc.2015.0017

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The purpose of this strategy is to provide students with the skills to properly apply steps for learning an objective or course material prior to the actual lesson or lecture (Boardmann et al., 2016). In the context of technology applications, we would use this strategy in order to help the students gain a sense of familiarity with CSS or HTML when we would begin our process on creating and formatting websites.

Boardman, A. G., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., & Klingner, J. (2016). Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms. Exceptional Children, 82(4), 409–427. https://doi.org/10.1177/0014402915625067

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I find the CSR strategy particularly helpful when I have a large group of students ready to read off information during a Power Point presentation. This method helps students have familiarity with particular content prior to the actual lesson with somewhat of an "exit ticket" at the end of the lesson. CSR is essentially reading strategies that can help guide the struggling reader into comprehending information that they may otherwise not grasp during a one stop lesson (Boardman et al., 2016).

Boardman, A. G., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., & Klingner, J. (2016). Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms. Exceptional Children, 82(4), 409–427. https://doi.org/10.1177/0014402915625067