http://www.youtube.com/watch?v=KOet6yKFurE
Robert Slavin: Scaling Up Success for All
This program that Robert Slavin is helping to head up is for Title I, high poverty elementary schools. The program is a set of professional development that has various elements. There is a facilitator in the schools to help train the staff. The goal is to maintain high quality and thoughtful implementation. There are 1,000 schools in 47 states that are participating in the program. The program is designed to live through changes in many different ways. There are many resources in Title I schools. There are about 220 staff members around the country for helping implement this program, training, and follow up with the schools. This idea seems very effective because then you have someone who is your "go to" person who is close by rather than states away. Success for All should be held as a high stakes idea in schools and should want to keep up with the program. The over arching theme of this man's presentation is that change is good when conducted correctly. I think they have a good system on how to roll out these changes to schools and where the highest need is. Professional development is very important in all schools because you can't learn exactly how to implement new and innovative ideas from reading a book or passage but being properly trained on it. I think this video relates very well to what we are going through right now with switching to Common Core Curriculum. I think we have gotten a lot of training on Common Core and the new evaluation training but it came too late. We should have trained on the new content last year before we were expected to implement it. I think the evaluation system training has been useful because we received the trainings before we started the new system. Professional development should be strategic and well thought out. I think Title I schools really do benefit form this type of organization because the needs of the students are higher so any resources and strategies that are presented are useful for teachers to implement for success.
Thursday, November 15, 2012
Module 7: Powerpoint Presentations
Perspectives for tutoring
When we question our students about reading and writing we should use this as a conversational approach rather than in a formal approach. I find that if I have a conversation with my students one-on-one I get more from them and I am able to reach these students in a better way. I think this same thing goes for parents as well. I think if parents are feeling somewhat attacked rather than just talking to you then you are trying to tell them what to do rather than trying to find out information. It's important to build repertoire with your parents and your students to gain trust and respect.
Comprehension Evidence and Strategies
This whole powerpoint gave the different strategies needed to have good comprehension. There are different ways in which we should question our students depending on what we are trying to assess. The different areas are predicting, inferring, self-questioning, author questioning, monitoring, summarizing and synthesizing, and lastly is evaluating. At the end of the powerpoint we are asked to think of a student who needs specific area of comprehension help. I thought of a child who I will call, Sally, who is struggling with Cognitive Monitoring/meta cognition. The needs this student demonstrates is that she seems to get distracted very easily. When she is reading she doesn't make connections and when she is done and questioned she can't visualize or verbalize what was read. She takes a lot longer than the rest in her reading group and even at a slower rate I'm not sure she is doing anything but having her eyes move across the page. I think one of the key strategies I could use with this student is modeling my reading and stop to make connections throughout reading to show her what strategies she should do when she reads. I could stop her every so often in her reading and ask for a thumbs up for knowing what she read or thumbs down for clunking on what she is reading. I know she has some mental things going on but I worry that her school work is being dramatically affected by her distractions.
Nine Best Practices
Similarities and Differences; Most Important Point; Summarizing and Note Taking; 10-2 Strategy; reinforcing effort and providing recognition; reflection; Think it, Ink it, Link it strategy; Provide recognition; assigning homework and practice; cooperative learning; slate share; numbered heads together; think pair square; Ball toss; non linguistic representations; setting objectives and providing feedback; generating and testing hypotheses; Cues, Questions, and advance organizers; these were all the strategies provided in the powerpoint. Many of these ideas I have used before but many I have not and am very interested in trying. I think some strategies that are best when tutoring a child are providing recognition that is specific to help continue the work they are doing, summarizing and note taking, and most important point. I have been incorporating writing into my reading groups this year to help with summarizing what we are reading and note taking. As a fifth grade teacher, most of reading group is working on comprehension skills so these strategies are going to be very useful for me. I think homework is important when there isn't enough hours in the day to get everything done. It's our students responsibility to continue learning and practice at home. I think many of these same strategies could be used when teaching adults as well. I think adults work well in cooperative learning groups. For adults as well it's important to find similarities and differences to their lives to help make the learning meaningful and effective. I found many of these strategies within the 9 best practices necessary to reach all learners.
When we question our students about reading and writing we should use this as a conversational approach rather than in a formal approach. I find that if I have a conversation with my students one-on-one I get more from them and I am able to reach these students in a better way. I think this same thing goes for parents as well. I think if parents are feeling somewhat attacked rather than just talking to you then you are trying to tell them what to do rather than trying to find out information. It's important to build repertoire with your parents and your students to gain trust and respect.
Comprehension Evidence and Strategies
This whole powerpoint gave the different strategies needed to have good comprehension. There are different ways in which we should question our students depending on what we are trying to assess. The different areas are predicting, inferring, self-questioning, author questioning, monitoring, summarizing and synthesizing, and lastly is evaluating. At the end of the powerpoint we are asked to think of a student who needs specific area of comprehension help. I thought of a child who I will call, Sally, who is struggling with Cognitive Monitoring/meta cognition. The needs this student demonstrates is that she seems to get distracted very easily. When she is reading she doesn't make connections and when she is done and questioned she can't visualize or verbalize what was read. She takes a lot longer than the rest in her reading group and even at a slower rate I'm not sure she is doing anything but having her eyes move across the page. I think one of the key strategies I could use with this student is modeling my reading and stop to make connections throughout reading to show her what strategies she should do when she reads. I could stop her every so often in her reading and ask for a thumbs up for knowing what she read or thumbs down for clunking on what she is reading. I know she has some mental things going on but I worry that her school work is being dramatically affected by her distractions.
Nine Best Practices
Similarities and Differences; Most Important Point; Summarizing and Note Taking; 10-2 Strategy; reinforcing effort and providing recognition; reflection; Think it, Ink it, Link it strategy; Provide recognition; assigning homework and practice; cooperative learning; slate share; numbered heads together; think pair square; Ball toss; non linguistic representations; setting objectives and providing feedback; generating and testing hypotheses; Cues, Questions, and advance organizers; these were all the strategies provided in the powerpoint. Many of these ideas I have used before but many I have not and am very interested in trying. I think some strategies that are best when tutoring a child are providing recognition that is specific to help continue the work they are doing, summarizing and note taking, and most important point. I have been incorporating writing into my reading groups this year to help with summarizing what we are reading and note taking. As a fifth grade teacher, most of reading group is working on comprehension skills so these strategies are going to be very useful for me. I think homework is important when there isn't enough hours in the day to get everything done. It's our students responsibility to continue learning and practice at home. I think many of these same strategies could be used when teaching adults as well. I think adults work well in cooperative learning groups. For adults as well it's important to find similarities and differences to their lives to help make the learning meaningful and effective. I found many of these strategies within the 9 best practices necessary to reach all learners.
Wednesday, November 14, 2012
Strategies for Adult Literacy in America
This study was done to analyze the literacy in America rather than the "illiterate" adults that live in America. The National Adult Literacy Survey (NALS) was done to assess adults across many tasks to see their overall performance. 13,600 adults sixteen and older were surveyed for the study in the beginning of 1992, another 1,000 adults in 12 other states, and 1,100 inmates were surveyed to assess the population in prison. Each adult was questioned for an hour to assess their proficiency in prose, document, and quantitative literacy.
The results were interesting. Twenty-one to twenty-three percent scored in the lowest subgroup. Some of these adults could do routine tasks like total up a sales slip but there were many who couldn't answer many of the questions on the survey. There were many factors that assisted in these scores. 25% were immigrants who were still trying to learn English, 62% had terminated education before completing high school, and and 26% had some form of disability.
25 to 28% scored in the level two group. These people were able to make simple inferences, sum up a receipt, locate places on a street map, and provide background information on a simple form.
Close to one-third of the participants scored in level 3. The main identifiers from this group was that they could read much longer text and integrate that information into more dense information.
The last two higher scoring groups had about 18-21% which incorporated many long and dense text that was needed for analysis.
There were lots of statistics included in this report but the most interesting one to me was that Hispanic individuals reported the least amount of years in school. Also those that work regularly scored higher. This makes sense because many times you must have a good education in order to get jobs so you are more literate than those that aren't working on a regular basis. I feel as though these results from this survey are very telling of our education system and what things haven't really changed much in the past twenty years. I feel as though if this same survey was conducted this year we might find very similar results. Adult Literacy is a reflection of what young people are continuing through school and those that strive to do great things later in life. It is our job (mine especially in the school I work in) to help motivate students to stay in school to be able to compete with all other adults in America.
This relates to what we have learned all semester in the Opitz Text. It's important that parents get involved because it has an affect on the child's literacy but if the parent is not literate than that can affect the child's proficiency. The strategies needed are for adults to continue in school as long as possible, allow inmates to read and work with text when in jail, allow opportunities for adults who move from another country to receive instructional help when they move here. Any exposure can help adults progress in literacy. It might actually help for their children to teach their parents what they are learning in school because this can help students progress as much as their parents.
http://books.google.com/books?id=xtJUvvtH7wkC&printsec=frontcover&dq=adult+literacy&hl=en&sa=X&ei=00aiUN6pJsuo0AGBqIHYAg&ved=0CDoQ6AEwAQ#v=onepage&q&f=false
Got the article from this link but the reference is:
Kirsch , I., Jungeblut, A., Jenkins , L., & Kolstad, A. (1993). Adult literacy in america . United States Department of Education. Retrieved from http://books.google.com/books?id=xtJUvvtH7wkC&printsec=frontcover&dq=adult literacy&hl=en&sa=X&ei=00aiUN6pJsuo0AGBqIHYAg
The results were interesting. Twenty-one to twenty-three percent scored in the lowest subgroup. Some of these adults could do routine tasks like total up a sales slip but there were many who couldn't answer many of the questions on the survey. There were many factors that assisted in these scores. 25% were immigrants who were still trying to learn English, 62% had terminated education before completing high school, and and 26% had some form of disability.
25 to 28% scored in the level two group. These people were able to make simple inferences, sum up a receipt, locate places on a street map, and provide background information on a simple form.
Close to one-third of the participants scored in level 3. The main identifiers from this group was that they could read much longer text and integrate that information into more dense information.
The last two higher scoring groups had about 18-21% which incorporated many long and dense text that was needed for analysis.
There were lots of statistics included in this report but the most interesting one to me was that Hispanic individuals reported the least amount of years in school. Also those that work regularly scored higher. This makes sense because many times you must have a good education in order to get jobs so you are more literate than those that aren't working on a regular basis. I feel as though these results from this survey are very telling of our education system and what things haven't really changed much in the past twenty years. I feel as though if this same survey was conducted this year we might find very similar results. Adult Literacy is a reflection of what young people are continuing through school and those that strive to do great things later in life. It is our job (mine especially in the school I work in) to help motivate students to stay in school to be able to compete with all other adults in America.
This relates to what we have learned all semester in the Opitz Text. It's important that parents get involved because it has an affect on the child's literacy but if the parent is not literate than that can affect the child's proficiency. The strategies needed are for adults to continue in school as long as possible, allow inmates to read and work with text when in jail, allow opportunities for adults who move from another country to receive instructional help when they move here. Any exposure can help adults progress in literacy. It might actually help for their children to teach their parents what they are learning in school because this can help students progress as much as their parents.
http://books.google.com/books?id=xtJUvvtH7wkC&printsec=frontcover&dq=adult+literacy&hl=en&sa=X&ei=00aiUN6pJsuo0AGBqIHYAg&ved=0CDoQ6AEwAQ#v=onepage&q&f=false
Got the article from this link but the reference is:
Kirsch , I., Jungeblut, A., Jenkins , L., & Kolstad, A. (1993). Adult literacy in america . United States Department of Education. Retrieved from http://books.google.com/books?id=xtJUvvtH7wkC&printsec=frontcover&dq=adult literacy&hl=en&sa=X&ei=00aiUN6pJsuo0AGBqIHYAg
Sunday, November 4, 2012
Using Assessment to improve instruction-Video Analysis
http://www.youtube.com/watch?v=BZ3USs16J3Y&feature=related
The quote at the beginning of the video was very telling about how many teachers are feeling these days. I know we all hate how many formal assessments we are required to do for the state and county. We want to be able to just teach and assess our own ways to guide instruction. It's really hard to forget about the tests at the end of the year when you know your school and your job depend on how they students perform. Backwards design is very important for our teaching so it's good to know what the learning is that should take place. Assessments are important for us to better reach all of our learners. We need to focus our attention on what our students are learning. The narrator talks about how important assessment is when used in the right way and for the right reasons. Teachers should use actual assignments to guide discussions about what is working and what is not. It shouldn't get in the way of good teaching. He quotes "assessment as learning" throughout the video which I had never heard before. It's important to always remember that we are teaching because we want our students to learn. The main reason we do anything should revolve around student learning.
The quote at the beginning of the video was very telling about how many teachers are feeling these days. I know we all hate how many formal assessments we are required to do for the state and county. We want to be able to just teach and assess our own ways to guide instruction. It's really hard to forget about the tests at the end of the year when you know your school and your job depend on how they students perform. Backwards design is very important for our teaching so it's good to know what the learning is that should take place. Assessments are important for us to better reach all of our learners. We need to focus our attention on what our students are learning. The narrator talks about how important assessment is when used in the right way and for the right reasons. Teachers should use actual assignments to guide discussions about what is working and what is not. It shouldn't get in the way of good teaching. He quotes "assessment as learning" throughout the video which I had never heard before. It's important to always remember that we are teaching because we want our students to learn. The main reason we do anything should revolve around student learning.
Module 6 Powerpoints
Reading Strategies
I really enjoyed reading through this powerpoint because I teach fifth graders and the reading instruction is different from what we have spoken about all semester. I struggle sometimes with what I should be doing with my students that are good readers but not mastery at comprehension. This powerpoint provided me with many ideas that I would incorporate into my guided reading instruction. The two that I already have made posters about after reading the powerpoint that I'm going to laminate and put in my classroom are the PIC strategy and the 3-2-1. I have done 3-2-1 in the past but I want to have a poster in my room to remind me that this is a good strategy for summarizing. I am going to try these two strategies out first and if they are successful then bring in a few more. I want to make sure that I am keeping my students engaged in reading and that they are gaining the most from my guided reading instruction. It's important for readers to know that there is a purpose for reading.
Assessment for Cognitive, School, and Home factors
What are some problems with intelligence tests? Students put a lot of pressure on themselves and they may not be exactly accurate if the student had a bad day that day. It also puts a label on students without testing what they could do with their intelligence. These also give students a label and if they score low then they might think that they can't achieve more.
Do poor readers tend to get higher scores on arithmetic, digit span, information and coding or on non-verbal and visual aspects? On non-verbal and visual aspects because it doesn't involve students incorporating their reading abilities. They are able to use and show their knowledge without getting bogged down by their lacking reading skills.
Who does the Peabody Picture Vocabulary Test work well for? Students who have a hard time expressing themselves and are extremely shy or withdrawn.
How do you test to see if there is a memory problem using the Wechler Scales? You compare their results to the digit span results to compare the differences. This tests whether there is a memory problem with the child.
What is the most crucial area of all the diagnostic areas? Why? Associative word learning. This shows that if there is a difficulty with associative word learning this defines a severe learning disability.
I had never heard of many of these tests because I am not a special education teacher or speech pathologists but it's important to know what students are assessed through when it comes to learning disabilities.
I really enjoyed reading through this powerpoint because I teach fifth graders and the reading instruction is different from what we have spoken about all semester. I struggle sometimes with what I should be doing with my students that are good readers but not mastery at comprehension. This powerpoint provided me with many ideas that I would incorporate into my guided reading instruction. The two that I already have made posters about after reading the powerpoint that I'm going to laminate and put in my classroom are the PIC strategy and the 3-2-1. I have done 3-2-1 in the past but I want to have a poster in my room to remind me that this is a good strategy for summarizing. I am going to try these two strategies out first and if they are successful then bring in a few more. I want to make sure that I am keeping my students engaged in reading and that they are gaining the most from my guided reading instruction. It's important for readers to know that there is a purpose for reading.
Assessment for Cognitive, School, and Home factors
What are some problems with intelligence tests? Students put a lot of pressure on themselves and they may not be exactly accurate if the student had a bad day that day. It also puts a label on students without testing what they could do with their intelligence. These also give students a label and if they score low then they might think that they can't achieve more.
I had never heard of many of these tests because I am not a special education teacher or speech pathologists but it's important to know what students are assessed through when it comes to learning disabilities.
Why I Flipped my Classroom-Video Analysis
http://www.youtube.com/watch?v=9aGuLuipTwg&feature=related
This teacher teaches math content. She found that she wasn't differentiating enough to meet the needs of all learners. She decided that she was up presenting information more than she should be and wanted a change in her classroom. She "flipped" her classroom which means that you give the students the information needed to succeed in class prior to the class so that the instruction is done outside the classroom through web casts or videos that the students can watch over and over on their own. That way when they come into the classroom they are applying what they have learned. The teacher then can work with all leveled students in a more one-on-one chance. I am not sure how this concept would work in young grades in elementary school. I could see this concept working well in middle or high school with parents who are involved and check to make sure their children are doing their homework. I am not sure this type of teaching would go over well in a low-income area because not every family would have a computer or the means for students to get the time outside of the school hours to teach themselves. I would be interested to know this teachers demographics, grade level, and area of which she is working. I think you could incorporate concepts of this "flipping" idea into my classroom but it wouldn't be able to be video or Internet based because many of my students don't have computers at home. I also have many students who are caregivers to their younger siblings when they get home because their parents are working most of the time.
This teacher teaches math content. She found that she wasn't differentiating enough to meet the needs of all learners. She decided that she was up presenting information more than she should be and wanted a change in her classroom. She "flipped" her classroom which means that you give the students the information needed to succeed in class prior to the class so that the instruction is done outside the classroom through web casts or videos that the students can watch over and over on their own. That way when they come into the classroom they are applying what they have learned. The teacher then can work with all leveled students in a more one-on-one chance. I am not sure how this concept would work in young grades in elementary school. I could see this concept working well in middle or high school with parents who are involved and check to make sure their children are doing their homework. I am not sure this type of teaching would go over well in a low-income area because not every family would have a computer or the means for students to get the time outside of the school hours to teach themselves. I would be interested to know this teachers demographics, grade level, and area of which she is working. I think you could incorporate concepts of this "flipping" idea into my classroom but it wouldn't be able to be video or Internet based because many of my students don't have computers at home. I also have many students who are caregivers to their younger siblings when they get home because their parents are working most of the time.
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