Nancy Long: 6th - 8th Grade Behavior, Management, and Transition (BMT) by Nancy Long https://padlet.com/nlong12/x82f4fjw348xp6fp Module 5 - Effective Instruction and Assessment - Exploring Instructional Strategies and Learning Experiences en-us 2020-07-05 21:37:24 UTC 2020-07-09 22:11:04 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f3eb.png Project-Based Learning Instructional Strategy nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647840626 According to Lathram, Lenz, and Vander Ark (2016), Project-based learning (PBL) “is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.”  Project-based learning strategy requires extended periods for the student to learn about the project; however, because most of the students within the BMT have attention problems, this type of strategy would not work for most of the classes.  It might work with the more mature 8th graders, but not for most of the 6th graders.  Lathrm et al. (2016) created a quick start guide called Learning in a Project-Based World: A Quick Start Guide for Students.  Enclosed is the website for this guide: https://www.gettingsmart.com/wp-content/uploads/2016/08/PBW-StudentGuide-23Aug2016.pdf ]]> 2020-07-05 21:42:12 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647840626 Student-Centered Learning Instructional Strategy nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647840759 According to Liebtag (2017), the Nellie Mae Education Foundation describes, student-centered learning "engages students in their own success—and incorporates their interests and skills into the learning process." Student learning is personalized, competency-based, happens anytime or anywhere, and students have ownership in their knowledge—an activity used for this type of education: forced debate. A forced debate causes students to defend what they researched. Two students research the same topic, but "must defend the opposite side of their personal opinion (Knapen, 2018)." By doing this, the students look at the other side of what they believe, forcibly, and see how someone else might observe the issue. Another activity by Knapen: optimist/pessimist - allowing the students to take opposite sides of an emotional topic and indeed be empathic and "live" the research material (2018).   Because the students assigned to the BMT have disabilities, they tend to be self-focused. By forcing them to look at something from a different viewpoint and to look someone in the eye, their learning shows them new ideals.]]> 2020-07-05 21:42:35 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647840759 Real-World Learning Instructional Strategy nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647841133 According to Frank (2020), real-world learning is learning about topics that exist right now in the "real-world, such as bullying, autism, school safety, and beauty."  Frank uses the approach of creating podcasts to attack the issues first by assigning books to groups of students. Then, the students apply what they read to a real-world problem.  Frank has the students write the script to the podcast.  She ensures the students are writing grammatically correct scripts. Another approach is to write an infomercial or public service announcement.  The students would use the same criteria for real-world learning to these same topics by recording a segment that uses persuasive speech to inform fellow students about these issues as defined by The TeachHUB Team (2012). And as Ferriter (2014) states in his article about formative assessments,  make sure that higher-level questions are asked of students to apply knowledge or skills in new situations for which they are trying to convey.  The use of real-world learning in the BMT classroom would help students address topics they have opinions on and give them greater knowledge to formulate facts instead of just making statements based on their views. The use of a podcast or infomercial would create a learning environment with the use of various forms of technologies.  ]]> 2020-07-05 21:43:46 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647841133 References nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647841271 Day, E. (2017, October 6). 5 New teaching methods improving education. Getting Smart. Retrieved from https://www.gettingsmart.com/2017/10/5-new-teaching-methods-improving-education/

Frank, S. (2020, July 5). Students tackle real-world topics with podcasts. 

Getting Smart. Retrieved from  https://www.gettingsmart.com/2020/07/students-tackle-real-world-topics-with-podcasts/


Ferriter, B. (2014, April 4). Ten tips for writing common formative assessments.  Center of Teaching Quality. Retrieved from
https://www.teachingquality.org/ten-tips-for-writing-common-formative-assessments/

Knapen, R. (2018, June 13). 20 interactive teaching activities for in the interactive classroom. BookWidgets interactive learning. Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom


Lathram, B., Lenz, B., & Vander Ark, T. (2016). Preparing students for a project-based world. Getting Smart. Retrieved from
https://www.gettingsmart.com/publication/preparing-students-project-based-world/

Liebtag, E. (2017, August 9). 8 things to look for in a student-centered learning
environment. Getting Smart. Retrieved from https://www.gettingsmart.com/2017/08/8-things-look-student-centered-learning-environment/

The TeachHUB. (2012, June 30). 40 alternatives assessment ideas for learning.  The TeachHUB. Retrieved from  https://www.teachhub.com/teaching-strategies/2012/06/40-alternative-assessment-ideas-for-learning/
]]> 2020-07-05 21:44:08 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647841271 Place-Based Education Instructional Strategy nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647855224 According to Day (2017), place-based education is a focus on integrating schools and communities by leveraging the "power of place" to equip–through authentic learning experiences–students with the tools and skills they need to collaborate, think critically, and solve complex challenges. An activity the students could do would be to brainstorm. According to Knapen (2018), brainstorming "is useful for generating creative thoughts and ideas," and the class determines what kind of action they could do within the community. Along with brainstorming, according to Knapen (2018), the students will use a buzz session, defined as "every student contributes thoughts and ideas." The difference between the two activities being (1) the process of generating creative thoughts and ideas, and (2) every student contributes views and opinions. This activity needs to be an activity in the community/area the students believe has beneficial qualities requiring to put into place.  For example, BMT students will learn about recycling.  The students would research the process of recycling, the benefits of recycling, and what their environment would be like if they did recycle.  ]]> 2020-07-05 22:25:19 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647855224 Behavior, Management, and Transition Class (BMT) nlong12 https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647874050 The BMT classroom teaches students how to behave in the school environment productively.  But, it is also situated to instruct students how to act outside of the school - within home settings, restaurant settings, and possible future work settings.  The strategies listed below enhance the classroom learning as well as teach the students ways to assist them in gaining knowledge usefully for other classroom settings and outside of school.  Sadly, some of the students will not go on to high school.  This class prepares them to function with self-assurance and to be self-advocating. The BMT is an inclusion classroom because it falls under Special Education.  ]]> 2020-07-05 23:20:48 UTC https://padlet.com/nlong12/x82f4fjw348xp6fp/wish/647874050