Journal Reflection #1 by https://padlet.com/mcnj201/98u6y47bzoy EDLT 512 en-us 2019-10-13 21:17:29 UTC 2019-10-13 21:25:43 UTC hello@padlet.com Real Life Application mcnj201 https://padlet.com/mcnj201/98u6y47bzoy/wish/397179417 In the previous section I listed some of the concepts that I can personally improve on, and I think the area of offering alternative methods of assessments is an area I can start improving on immediately.  Since I’ve started co-teaching we’ve always given out the standard test/quiz model for our assessments.  Meaning that all the assessments we administer are the standard combination of multiple choice, true/false, and short answer questions.  While this model is fine for the most part I feel like certain students (particularly ones with memory issues) would do much better if we provided alternate assessment avenues.  For example, for the Cell Structure unit we teach early on in the year we usually give a quiz at the end of the unit with a picture of a cell and blank labels and lines pointing to the parts of the cell we want students to label.  An alternative assessment could be a short presentation to the class or individually to myself or my co-teacher where the student uses the presentation software of their choice to make a slide for each part of the cell and provide a description and why that part of the cell is necessary.  For a student who may have trouble with working memory this model would allow them to have the time outside of class to put this together and gather their thoughts instead of trying to access what information they could in a limited time frame.  

On a personal note I feel that one of the biggest reasons that we still assess our students using tests and quizzes are because that is the format that most state education departments use in their yearly exams that all public schools need to administer.  From talking to different teachers the fear is that if we provide different assessment types and choices throughout the year that students will not be accustomed to seeing those on their state exams.  A poor reason for staying with the old model I know, but one that is a continued reality to public school teachers.

 



]]> 2019-10-13 21:23:22 UTC https://padlet.com/mcnj201/98u6y47bzoy/wish/397179417 Class Takeaways mcnj201 https://padlet.com/mcnj201/98u6y47bzoy/wish/397179534 So far in this class most of the readings have been informative, and I’ve particularly enjoyed reading about the various instructional design theories.  The 4C/ID Model, Gagnes 9 Steps, and the ARCs model piqued my interest, and I plan on reading more about them in the future.  However, Whitman and Kelly’s Neuroteach book has been the most interesting read for me personally.  In particular, Chapter 3 has really gotten me thinking about how I have been instructing students, and the things that I need to change about the way I deliver the subject material to them.  On the “Unconscionable List” of teaching practices I was happy that I was pretty good on most of them.  Being a special education teacher I’m not one to quickly label students, dumb or lazy, because I know that they have underlying needs that are getting in the way of their learning.  In a similar vein I also understand that not all students have a “fixed” ability ceiling, and am interested in learning more about neuroplasticity.  Some of the items on the list I didn’t fare as well in were how on content was delivered, and that my co-teacher and I rely a little too much on the “sage on the stage” style of teaching and delivering content mainly through lecture.  Our assessments are also dominated by the traditional multiple-choice, true and false, and short answer assessment method, and after our readings I’ve started thinking about how to change them.  

On the list of the Top twelve researched-informed strategies there are also items that I can start adding to our instructional practices.  In particular, the need to give more students more opportunities to reflect on their learning and performance.  There’s also a lot of information about the need for students to know the anatomy of their brain, how it works, the need for a good sleep, etc. It’s as if schools should start interjecting these concepts into various curriculum and teaching it to our students.

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