On my first day of teaching, it became blatantly obvious to me how integral technology has become in school. I was immediately given a crash course in how to operate the school’s website, Echo. The gist of the session was that lessons are to be created and accessible via the website. Students would then complete the assignment online, and submit their work back to Echo, where I would score and publish my students’ grades. It was a lot to absorb in my first 30 minutes of being a teacher.
This is not imply that I am technologically insecure. I like to think I grew up within the cusp of 21st century technology entering the classroom. I remember when my elementary school received a single Apple computer per classroom and everyone being very excited. In middle school, we were required to take typing as a class. In high school, while we completed practically all of our work offline, we were offered computers as a class. When I started college I realized that while I thought I was computer savvy, I realized how little professional experience I had with technology. Thus, my 3 years of teaching has provided me with both a need to improve as well as a perfect environment to do so. Working at a PBL school that emphasises digital learning, I feel increasing supported on my journey to grow with technology. A regular day for me involves accessing Echo, creating multiple lessons, each complete with hyperlinks to an array of assignments and resources all created on Google docs. I use a digital projector to present my lessons, as well as a document camera. While I have a whiteboard in my classroom, I have had opportunities to work with Smartboards. Most of all, I have become very familiar with Gmail and all of its many applications such as Docs, Drive, Forms, etc. Since taking this course, I have a broader perspective on the application of the many digital resources that are out there. For instance, I have become very interested in the notion of the Flipped Classroom as well as Challenge Based Learning. While my school is a fully committed to Project Based Learning, I see the potential for me to create a library of digital resources and activities for my students to complete as homework and allow us to utilize class time for more engaging and hands on activities. This course has also opened my eyes to the means necessary to accomplish such as task. One resource that I have quickly adapted to is Screen-o-matic. This is a resource that allows the user to record themselves and their computer desktop in order to create videos. I have already started to use this resource and even teaching my students how to use it as well. It will make my job easier as I only need to record a lesson once, and then all my students can watch and rewatch for years to come. Screencasting is just one of the many new resources and concepts I have gained from this semester. I look forward to implementing many new methods in my future teaching. I can already tell that my students next year will have a significantly different experience than my current students and for the better.
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The Flipped Classroom is a relatively new approach to teaching where students learn the content at home at their own pace, via instructional and interactive videos. This is helpful to teachers and students alike as it provides students the advantage of previewing the material in advance and arriving prepared to engage with concepts through activities.
Flipped Classrooms have several requirements as well as several benefits. Let’s get the obvious requirements out of the way first. To begin with, Flipped Classrooms rely heavily on technology. In order for students to access a range of digital lessons and activities prior to class, teachers must first be technologically savvy enough to create and distribute said lessons. Next, students will require some form of computer device to access the materials at home or abroad. From my experience as a teacher a predominantly digital school, I know many students have their own personal devices or at least have access to a shared family device. However, I also know that there are still a significant number of students who do not have access to such devices, outside of school. If, however, a school was in fact able to provide its students with sufficient access to these digital resources, there still remains the most important of the requirements: That students actually review the material prior to class. This, in my opinion, would prove to be more difficult than merely supplying a student with a laptop. These requirements, while unflinching, are balanced by the many benefits of this new method of teaching. Schools that have participated in Flipped Classrooms have shown student improvement in both math and English. One benefit of this method is that students can prepare for class at their own pace, on their own terms. If a student needs to rewatch a portion, or an entire lesson, they are free to do so. Students are then better prepared for the following class where they are able to interact with the material in a more authentic and engaging manner. Another benefit of this approach is that teachers really only need to make their videos once. For example, if a teacher created a digital introductory activity for a project, they could reuse that video the following year when they teach that topic again. Furthermore, teachers can share videos and resources with one another from all around the world, along with feedback. I personally find this concept very interesting. I have only been teaching for a few years, but all of my teaching has been at a Project Based Learning school that encourages students to bring their own digital devices. This unique perspective may be the reason I am so instinctively on board with this approach. Thanks to my Master’s program, I have become more familiar with educational technology such as creating tutorial videos for students and thus see how easily method could be implemented. Going forward with my teaching career, I anticipate I will create a range of videos and digital activities for my students as homework in order to free up class time for more hands on learning. August Turak
In his article "Can Creativity be Taught?" Turak ultimately argues that no, creativity can not be taught, at least not in the way we’ve been trying. While there may not be a prescribed formula to teach creativity, Turak contends that students can certainly become more creative. Turak further explains six important “Insights” which he learned from Louis Mobley, in order to help expose students to more inspiring circumstances. Louis R. Mobley, 6 insights:
John Seely Brown Brown begins his lecture by addressing the fact that our world is experiencing a significant shift from equilibrium to a state of constant flux. In this new, constantly changing world, we need to acknowledge the need for rethinking our outdated methods. Brown claims that the skill sets of the past are beyond inferior for the demands of the present and certainly the future. Thus, we need to adapt to the world we have created. Brown provides a few quintessential qualities for adapting to the word of flux:
Howard Gardner In his lecture, Gardner explains his idea of the Five Minds that he considers necessary for the future:
Of the Five Minds that Gardner explains, he stresses the significance of the Synthesizing Mind. The synthesizing mind is what helps us decide what to we pay attention to (facts, data, discipline, subject matter) and how we put it together in a way you can retain that knowledge, and truly understand that information. Gardner further explains the need for teachers to develop synthesizing minds in our students. But how can we accomplish this? I found this notion relevant to my research study as I am seeking to improve my students skills of critical thinking. If teachers can help develop students Synthesizing Minds, then we can in turn increase their critical thinking skills and help students better organize the information they encounter. My search for relevant information to assist my own research has yielded many results. My research topic can really be broken into two equal elements. First, the teaching of textual analysis. Countless researchers have published dense and thorough findings about how to best teach students to analyze a text. They mention successful strategies, as well as disproved approaches. For example, an article by Doreen Saccomano focuses on Close Reading, and addressed the importance of selecting texts that are appropriate for your students. Saccomano explained that teachers should consider what their goal for using a specific text. For example, considering the author’s purpose for writing the piece and if that will suit the needs of your students’ learning goals.
Close Reading requires the teacher and students to both analyze a reading passage and examine it for details, some of which include understanding how the text works, the author’s message, providing text evidence to support thoughts and predictions the reader is developing, and making connections between the reader and the text itself (Frey & Fisher 2013; Shanahan, 2012). The second, core element of my research topic is working with English Language Learners. As and ELD3D teacher, it came to no surprise that there were seemingly even more results on this topic. Fortunately, I was able to narrow down the results to a couple articles that were particularly relevant to my upcoming research. These articles provided me new insight to specific strategies that could benefit my own students. One specific strategy resonated with me was the use of “Think Alouds" According to Oster (2001, p. 54) think-aloud is a method in which “students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text”. When I first drafted my driving question, prior to conducting thorough research, I was initially concerned about the idea of integrating technology into my lessons. This was not due to a dislike for technology, I simply was unsure of how my students could use it effectively for Close Readings and textual analysis. That was until I found an article which addressed that exact idea. Using close reading as our theoretical framework, the reading strategies and web tools presented here provide visual displays of evidence found in the texts that students read. These strategies are helpful for all students and especially for struggling middle school readers as they learn to read closely, think clearly, and construct arguments about evidence found in the texts they read. (Gormley & McDermott; 2015) Discovering this article allowed me to breath a sigh of relief. I intend to look into these strategic web tools further and ideally, find one that is appropriate for my students and the work they will be doing. My work is by no means over. I still have a lot of information to sift through. I have many articles at my disposal, and each of them contain relevant and potentially valuable information that will assist me on my journey. Wish me luck! Driving Question: What is the impact of guided practice of textual analysis with English learners? *Link to my Research Table Time Frame:
4/3 Administer pretest & Qualitative Self-assessment
4/3 → 4/7 Spend week teaching textual analysis Strategies:
4/8 → 4/16 Spring Break:
4/17 → 4/18 Resume teaching textual analysis 4/19 Administer post test & Qualitative Self-assessment
CAASPP Testing
Pre/Post Test: students will read and analyze an article. Then answer the questions on the handout. These questions are text dependent and require the students to go back into the text to locate their answers. The text is fairly complex for some of the students (850 lexile) However, it is important they learn to work with complex texts. Pre/post Questionnaire:What skills did you use to answer the questions about the article? Check One:
“What the best and wisest parent wants for his own child, that must we want for all children in the community. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy”
This quote by John Dewey is a rather appropriate prelude to the final chapter of Darling-Hammond’s book, Flat World and Education, where she presents five key elements which she claims would be necessary for a new educational paradigm which is committed to meaningful learning and equal opportunity. Each of the elements put forth by Darling-Hammond would contribute to resolving the concerns addressed by John Dewey.
Darling-Hammond suggests our government should implement more supportive accountability strategies in order to ensure that our students have ample opportunities to learn while instituting a means of evaluating and improving our curriculum.
Formative Figures:
While conducting research around my driving question, I encountered the work of one Kristi Heston. Kristi conducted research on the implementation of the Fountas and Pinnell Guided Reading System. Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time. I found this relevant to my driving question as I will be focusing on the impact of guided practice of textual analysis. This will involve developing students reading comprehension along with their critical thinking skills. Heston’s research lead to some promising results. Big Ideas: The purpose of her study was to measure the amount of student growth, after the use of guided reading instruction, in the three specific areas: fluency, accuracy, and comprehension. Heston assessed her students prior to guided reading implementation, and again after the implementation. According to her research, “There was an increase in student scores in all three areas, the areas of accuracy and comprehension had the largest number of students show an increase in their scores.” Kristi’s research can help newer teachers such as myself to understand how instruction method is key to student success. Heston determined that guided reading increases student's fluency, accuracy, and comprehension, making clear the benefits of continued guided reading instruction. Another big idea of Heston’s is how fluency, accuracy, and comprehension levels each contribute to student reading success as a whole. However, growth in student reading levels is the only indicator looked at to determine growth in reading. Recognizing growth in the areas of student levels of fluency, accuracy, and comprehension is important to ensure students are making well rounded gains in their reading abilities. I find Heston’s conclusions to be both important and helpful to my own research. As I work with my students to improve their critical reading skills and ability to analyze different texts, I will consider both Heston’s approach as well as her findings. Getting Ready to Write: Citing Textual Evidence
Video Link: https://www.teachingchannel.org/videos/teaching-about-textual-evidence A. What is the nature of the case? The nature of this case is to support students with identifying and using textual evidence from their readings to support their writing. The teacher focuses specifically on students’ abilities to read a text, cite evidence from the text, and draw inferences. This activity includes both collaborative and independent work. I selected this case as it is directly related to my research question. B. Share some descriptive details This video features a 6th English Language Arts class. Students are learning about child labor. This lesson demonstrates different effective strategies for reading a text such as “Selective Highlighting”. For this strategy, the teacher has provided students with “focus questions” to consider as they read the article: What is child labor? What kind of work do the children do? How does child labor impact me? As students read, together as a class, they consider the focus questions and highlight anything they deem relevant. They will use their highlighted evidence to support their answers to the focus questions. The teacher has the article about child labor projected on the screen while each student follows along with their own physical “Research Packet”. (The packets include the focus questions) The teacher engages in a “Shared Reading” of the text. This involves the teacher reading aloud to the class, and pausing periodically to ask students to “Stop and Talk” about what they’ve just read and if they’ve highlighted any information, emphasizing the purpose of their reading. The teacher calls on students at random. As students encounter relevant information, they are encouraged not only to highlight, but also to mark the text, taking notes in the margins of the article. Once students have finished reading the article, they engage in the “All Right Consensus” activity. The point of this activity is for students to have a discussion in small groups, addressing one focus question at a time. What’s nice about this activity is that every member of the group must come to a consensus before they can answer a question. Each student must contribute by sharing their own input. Students appeared very engaged in their group discussions. The teacher notes that, “students typically find that they have similar ideas, which is the point.” The final aspect of this lesson is the “Exit Slip.” This is an independent activity. Students are asked to write one paragraph which answers one of the 3 focus questions. Students must include evidence from the article to support their responses. What is great about this final piece of the lesson, is that it provides students with some voice and choice, while providing the teacher an opportunity to assess individual student growth. C. What new and useful information did you learn? While watching this video, I learned a few beneficial strategies. First, I learned that it helpful to accompany a text with a few several focus questions. This gives students a purpose for why they are reading. By providing a clear objective, students are more likely to understand the activity and thus succeed at it. I already require my students to highlight information as we read, but I should start including focus questions to help with “Selective Highlighting. I also noticed that by “Stopping and Talking” periodically, there was a very clear sense of accountability. By randomly calling on students to share what they have highlighted, students are more engaged in the reading. The portion of the lesson that I found most innovative was the “All Right Consensus.” As a teacher, I love providing my students opportunities to collaborate with their groups because I know they are more likely to participate as a group than they are independently. What is really interesting about this activity is that students don’t only need to share their own ideas and evidence, but they must also generate an answer that they all agree with. This is beneficial for students as they get to develop both their collaborative and critical thinking skills. D. Could you potentially use this lesson? I could absolutely use this lesson in my own classroom. I would use this lesson in my English Language Arts class but I would be more interested in attempting it with my English Language Development class. As these students are all English Learners, I predict they would benefit the most from this approach. Rate the film experience 1 - 5 I rate this a 5 out of 5. The lesson is easy to replicate, and can be applied to a variety of texts/content areas. Darling-Hammond Reflection Ch:4-6 After reading through Darling-Hammond, I am reminded of how fortunate I am to be a teacher in a district like Napa Valley Unified. There seem to be plenty of inspiring stories of other countries excelling in their different approaches to education. Which makes it so upsetting to examine our own country’s internal battle for educational reform. One notion that I found very agreeable, was the importance of improving our own teaching, especially for newer teachers. In order to improve our skills as educators, teachers must be encouraged to collaborate with others, within and across disciplines. There is so much for new teachers to learn! I am only in my second year of teaching, and I feel like learning something new is a habitual part of my day. I have so many questions and with today’s modern advancements, it sometimes feels like too much to navigate on your own. Fortunately, there are some programs in place to help support incoming teachers, such as BTSA, now called “Induction”. This program strategically partners new teachers with more experienced ones, known as “support providers”. These senior teachers take time to observe their new counterparts, provide helpful feedback, and collaborate on all sorts of strategies,lessons and ideas. Even with this kind of dedicated help from another teacher, it can still feel like a lot to handle. That is why teachers should be connecting school wide, and beyond. Some of the most impactful trainings I have participated in, are those that mix different schools and grade levels. Sometimes what you need is a completely fresh set of eyes, a different experience that only comes from collaborating with others. I am grateful for my support provider and especially grateful to teach in a district that understands the importance of professional development through collaboration. My ELA department meet and coordinate projects on a frequent basis. It is a truly helpful experience. The Napa Valley Unified School District has made it a goal to imbue students and teachers alike with 21st century skills which I find very comforting. Technology is becoming more and more important to everyday life, thus we as educators need to prepare our students to utilize these increasing valuable resources. This brings us back to improving our teaching. Darling-Hammond mentions the need for professional development. Other countries have realized the benefit of first improving their teachers as a means of improving their students. I enjoy teaching and I care deeply for my students. Therefor, I need to be supported in my quest for professional development. |
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