The instructional strategies strand is one that brings a couple of “puzzles of practice” to mind. There is so much subject matter! During my studies at Regis, Brian Cambourne’s Conditions of Learning really spoke to me. The element of engaging students and creating lessons that provide higher level depth of knowledge is the “perfect storm” of instruction that I want to provide my students. These are the lessons that seem to be “naturally” differentiated.
Article 1:
Cambourne, B. (1995, November). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), 182-190.
Brian Cambourne lays out his conditions of learning theory which evolved from the study of the human acquisition of language. The conditions of learning are only effective if the learner is engaged. The article explains the principles of engagement.
Article 2 (PowerPoint):
Leighty, M. (2010, September). Depth of knowledge, Kentucky Department of Education. PowerPoint presented at EDEL 660, Regis University.
This PowerPoint was used for discussion in a class I took here at Regis. Depth of knowledge levels describe the level of thinking students are asked to do with the task they are given. The 4 levels are explained on the slides. Although it sounds like Bloom’s taxonomy, it is not. The verb which is used does not determine the level of thinking, the task descriptions do.
During student teaching I had a class of 36 students who were in my Honors language arts class. These students were higher achieving students and some were designated gifted and talented. Even though this was an Honors class they had the same curriculum as my other language arts classes. Oftentimes I would think that I needed to challenge them more but I was unsure of the steps I should take to reach this goal. My puzzle of practice is how do I differentiate instruction for higher level students and middle school students in general?
Tomlinson, C. (1995). Differentiating instruction for advanced learners in a mixed- ability middle school classroom. [Electronic version] Retrieved February 13, 2011 from http://www.kidsource.com/kidsource/content/diff_instruction.html
Tomlinson (1995) defines a differentiated classroom as a learning environment that offers a variety of learning options that tap into different readiness, interest levels and learning profiles. In a differentiated classroom the teacher will have a variety of ways for students to explore content, a variety of sense-making activities in order for students to understand information and ideas and a variety of ways that students can demonstrate what they have learned. A differentiated classroom is a student-centered classroom that stresses understanding and sense-making. Tomlinson (1995) also offers suggestions in making adjustments in the classroom that are interest- based, learning- profile based or readiness- based that will assist in making the classroom more differentiated. She also offers strategies in managing a differentiated classroom.
Holland, H. (2000). Reaching all learners: You’ve got to know them to show them. [Electronic version.] Middle Ground, 3(5), 1-3. Retrieved February 13, 2011 from http://www.nmsa.org/publications/ontarget/differentiatedinstruction/tabid/298/default.aspx
Holland (2000) suggests making learning more personal for adolescents by giving them options or a variety of activities that build on their strengths and interests. Holland (2000) reviews what adolescents have expressed in focus groups and case studies, as to what they need when learning. Many adolescents have stated they need choices so topics will be interesting and relevant to them, examples of quality work, opportunities to revise assignments, a larger audience, and teachers that will challenge them by building from what they know.
Because of the considerable time spent with urban, multicultural students during my student teaching, including my preference to continue working in urban, multicultural classrooms, I chose to post two articles that provide some instructional insights with regard to this particular classroom environment. The first article explores effective teaching strategies in multicultural classrooms, while the second article focuses on the importance of incorporating diverse curriculum within the social studies classroom.
Article #1
Allison, B., & Rehm, M. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms [Electronic version]. Middle School Journal, 39(2), 12-18.
The first article explored teachers’ classroom instructional strategies that promoted sensitivity and respect within diverse middle school classrooms. Specifically, the academic research discovered that four practices were found to be extremely effective: use of visuals (for ELL students, engages a variety of senses), incorporation of peer tutoring (emphasizes cooperation, values ethnicities), use of cooperative learning (grouping students of different ethnic backgrounds for group tasks), and the application of varied assessment methods.
Article #2
Camicia, S. (2009). Identifying soft democratic education: Uncovering the range of covic and cultural choices in instructional materials [Electronic Version]. Heldref Publications, 100(3), 136-142.
My second article concerned the use of social studies textbooks promoting dominant cultures, ideologies, and practices that results in the devaluing of secondary or minor classroom ethnic cultures. Because these textbooks are regularly used, teachers cannot expect to have fulfilling, deliberative interactions with all students. When considering social studies, and specifically democracy, students must be provided diverse, global alternatives to allow for higher order thinking and deliberation—they gain a voice and become active, democratic participants within society.
This week my puzzle of practice relates to reading strategies: “What are the best ways to support my struggling readers?” I spent considerable time working with my lowest readers (who happened to be a big chunk of my minority group) on comprehension strategies. The two articles that I found deal with different aspects of reading comprehension: literacy in context and teaching students to ask questions. I gravitated toward these two articles because I was at a STEM school where the goal was to embed literacy instruction into all content areas and because I naturally ask students to generate questions every time they read.
Miller, M;Veatch, N;. (2010). Teaching Literacy in Context: Choosing and Using Instructional Strategies. The Reading Teacher , 154-165.
Miller and Veatch describe a social studies reading lesson in great detail and include graphic organizers and samples of student work. This is really an article about "best-practice" for teaching reading in context. The teacher was systematic and conscious in her planning for the lesson and used assessments to identify opportunities for re-teaching. I found the step by step instruction very helpful as I consider using the strategies for future teaching. While I have implemented some of the activities in the past, I missed a few steps in my own teaching and I look forward to planning reading lessons using this article as my guide.
Weinstein,Y; McDermott, K; Roediger, H;. (2010). A Comparison of Study Strategies for Passages: Rereading, Answering Questions, and Generating Questions. Journal of Experimental Psychology , 308-316.
The authors of this article study the effects of rereading text, providing students with comprehension questions and asking students to generate their own questions for content retention. They found that students who simply reread text were less likely to retain content while students who were asked to answer questions about the text and those who were asked to generate and answer questions were more likely to retain content. They found that higher level readers were better at asking “the right questions” than lower level readers. As they looked at time on task, they found that students who were asked to generate their own comprehension questions needed significantly more time to complete the assignment. Students who were given comprehension questions retained just as much content as those who generated questions and used about as much time as those who simply reread the text. While I think that it is important to teach students how to generate their own questions, when it comes to reading comprehension and supporting lower level readers, it seems clear that accompanying text with “teacher-created” comprehension questions is critical to content mastery.
As I reflect on instructional strategies, I am still thinking about the handful of Tier 2 RTI students in my class. Am I using the most effective instructional strategies and is my instruction aggressive enough? Also, motivation is a key part of effective instruction. How can I help these students experience academic success and more importantly, the joy of learning?
Article 1 Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009, April). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2-3), 205-220. Retrieved February 16, 2011 from EBSCOHost.
In this article, Taylor, Mraz, Nichols, Rickelman, and Wood note that vocabulary instruction has taken a back seat to more pressing instructional demands. The authors cite research suggesting that students need to actively make associations between new words and their schema. They also need the opportunity to practice and apply their knowledge of new words. This is especially important for struggling readers. The authors stress the importance of explicit vocabulary instruction and provide prescriptive strategies. For example, they recommend using a Vocabulary Self-Awareness Chart along with a graphic organizer such as a concept wheel, semantic word map, web, or semantic feature analysis. The goal is to help students understand words at a much deeper level than just reading in the dictionary. In addition, teachers are giving students tools to use on their own.
Article 2 Lent. R. C. (2010, September). The responsibility breakthrough: Students make dramatic improvements in motivation and achievement when teachers hand off to them the responsibility for their own learning. Educational Leadership, 68(1), 68-71.
In this article Lent discusses how to transfer responsibility from the teacher to the student. The author references Daniel Pink’s latest book, The Surprising Truth About What Motivates Us (2009). Pink explores the basic components of true motivation in autonomy, mastery, and purpose. I appreciate how Pink defines mastery: “Mastery is getting better and better at something that matters.” Lent builds on Pink’s principles and suggests specific reading strategies. For example, Lent allows students to choose the vocabulary graphic organizer that is the most meaningful to them. The author also shares how her students developed their own reading and writing project.
I hope ya'll don't mind, I'm posting a third article. While this article doesn’t get into specific instructional strategies, it certainly gave me a good idea of what INTENSIVE reading instruction means.
Article 3 Rebora, A. (2010, April). Interview: Responding to RTI. Education Week Teacher Professional Development Sourcebook. Retrieved February 16, 2011 from http://www.edweek.org/tsb/articles/2010/04/12/02allington.h03.html?qs=Responding+to+RTI.
This article caught my attention because it directly addresses RTI and reading instruction. The author, Anthony Rebora, interviewed Richard Allington. Allington is a former president of the International Reading Association and the National Reading Council. He is also co-editor of the book, No Quick Fix: Rethinking Literacy Programs in America’s Elementary Schools. I am motivated by the fact that Allington refers to Tier 1 as the most important part of the RTI model. This is where early intervention takes place. While Allington didn’t spend a whole lot of time advocating specific teaching strategies, he definitely spoke to what intensive reading intervention entails, and that is highly skilled teachers and a lot of time. For example, he summarizes the reading intervention required for a fourth grade struggling reader (2nd grade reading level). He notes that this student would need to be reading all day long. In addition, this student would need 2nd grade textbooks that cover the 4th grade content. Also, the student would need 45 minutes of one-on-one intervention after school every day and an effective summer program. Is this doable? He responds that it is and in the end it will cost less money than the alternative.
My biggest, most nagging puzzle of practice within instructional strategies was the use of a spiral curriculum in math. My school used Everyday Mathematics and I watched my students struggle through this curriculum. It seemed as if I was rushing through each unit and skimming the content. My students lacked basic skills and were not grasping the concepts. I could not understand why my cooperating teacher would not let me slow down and teach at a deeper level until my students understood the concepts and developed the basic skills. I looked for research that would give me a better understanding of spiral curriculums and ways I could supplement this type of curriculum so I could assist my future students with developing basic skills and concepts.
#1 Snider, V. (2004). A Comparison of Spiral Versus Strand Curriculum. Journal of Direct Instruction, 4(1), 29-39.
This article examines the disadvantages of the spiral design and shows how a strand curriculum intertwines topics over time, increasing students' understanding of mathematical concepts.
#2 Sloane, M. (2007). First Grade Study Groups Deepen Math Learning. Young Children, 62(4), 83-89. Sloane discussed how using math study groups as a supplement to teacher-led instruction provides opportunities for children to use hands-on exploration, develop skills in meaningful contexts and practice important basic skills.
My puzzle of practice remains to be centered around student achievement in regards to the special needs population. As I continue to reflect on the different strands throughout my student teaching/career, I wonder how to address the IEP goals and objectives of students with special needs so that this population of is able to participate in the general classroom and be successful socially and academically.
Article 1: Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging Naturalistic Teaching and Peer-Based Strategies To Address the IEP Objectives of Preschoolers with Autism: An Examination of Structural and Child Behavior Outcomes. Focus on Autism and Other Developmental Disabilities, 12(4), 196-206,218. Retrieved from EBSCOhost. Retrieved February 13, 2011.
This study addresses the IEP goals and objectives of students with Autism using naturalistic instruction and peer modeling strategies, then with combined interventions of naturalistic and peer modeled behaviors.
Article 2: Horn, E., & Banerjee, R. (2009). Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children's Success. Language, Speech, and Hearing Services in Schools, 40(4), 406-415. Retrieved from EBSCOhost. Retrieved February 15, 2011.
This purpose of this article is to address the individualization learning priorities of students are appropriately addressed within the context of the curriculum among all populations of students.
One of the most exciting instructional strategies that I have learned about at Regis is cooperative learning. I did a literature review in my philosophy of education course about it and I have enjoyed learning more about it ever since. I love the positive academic and social effects that cooperative learning imparts to students.
Due to my interest in this subject I found two articles about the impact of cooperative learning:
1 Oortwijn, M., Boekaerts, M., Vedder, P., & Fortuin, J. (2008). The Impact of a Cooperative Learning Experience on Pupils' Popularity, Non-Cooperativeness, and Interethnic Bias in Multiethnic Elementary Schools. Educational Psychology, 28(2), 211-221. Retrieved from EBSCOhost.
This article was published in a British journal. I enjoy getting the different perspectives offered by research conducted outside of the United States. While I sometime have concerns about the applicability of the results for research conducted in other cultures, I have a lot of confidence in the robust effect of cooperative learning because of the extensive research that has been done on it here in the United States. This article documented the impact of using cooperative learning in the classroom. One goal of the researchers was to see if cooperative learning would made a difference on peer perception with students from different ethnic backgrounds. The results showed that the cooperative learning experience had a positive effect on peer perceptions, confirming a history of such results from other studies on cooperative learning. In addition, the results also showed that a mixed group of heterogeneous students had the largest change in per perceptions.
2 Vermette, P., Harper, L., & DiMillo, S. (2004). Cooperative & Collaborative Learning...with 4-8 Year Olds: How Does Research Support Teachers' Practice?. Journal of Instructional Psychology, 31(2), 130-134. Retrieved from EBSCOhost.
I felt very excited when I found this article. I am currently working as the assistant teaching in a preschool room and have been working if it is possible to apply the principles of cooperative learning to very young students.
Here were the major results from the medium-range meta-research presented in this article: 1) ECE students still need formally structured collaborative experiences, 2) ECE students can benefit from being taught conflict resolutions strategies. The step the researchers used were: recognizing conflict, identifying wants, identifying others' wants, offering solutions, and reaching agreement, 3) Working in pairs can help ECE students to better understand content, and 4) Peers can be a great source of continuous feedback for ECE students.
While there is a lot of follow-up study required after reading this article, I feel excited that the initial answer to the question of whether or not preschool aged student can benefit from cooperative techniques, is yes.
While it is difficult as a new teacher to decide on one particular area to work on, I would have to address my puzzle of practice on making my math lessons more effective. As we are asked to teach math differently than when we were taught, I am finding that I could benefit from additional guidance. Listed below are two sources that will assist to lead effective math instruction.
Rapp, W. H. (2009, December). Avoiding math taboos: effective math strategies for visual-spatial learners. Teaching exceptional children plus, 6(2), 1-11. This article explains effective strategies to incorporate when teaching math. She explains why over-relying on auditory-sequential math teaching methods create confusion for visual-spatial learners. Rapp gives examples and ideas for math strategies and resources such as a wide variety of manipulatives, physical movement, playing games, technology, art, hands on projects, extra processing time and giving real world applications to math problems.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2007). Planning and teaching. In Helping children learn mathematics (pp. 37-67). Hoboken, NJ: John Wiley & Sons, Inc. This chapter provides general recommendations and suggestions for teaching mathematics in today’s technological and global society. Focus questions address advanced preparation needed in order to effectively plan and teach math lessons in order to meet the needs of all students.
Again, I'm posting for Carla, who is struggling to get her work to post! :-)
Carla Flaming said:
During my student teaching I taught both moderate and severe needs special education students. I found ways to modify the lessons, when appropriate for the student(s), which were given to me by the general education classroom teachers. In addition to these modifications, I was accommodating their learning needs as well. There is a big difference between what modifications and accommodations are, which I learned more about during my student teaching. My puzzles of practices are: What is the most effective way to provide accommodations and modifications to students who are truly in need of this support; and, are modifications and accommodations over used?
Article #1 Polloway, E., Patton, J., & Serna, L. (2008). Strategies for Curriculum Development, Effective Instruction, and Classroom Adaptations. Strategies for Teaching Learners with Special Needs (Ninth Edition ed., pp. 53-86). Upper Saddle Ranch: Pearson.
Towards the end of chapter thirteen the authors discuss accommodations and modifications teachers can utilize when assisting special education students. These topics included assessments, homework, and grading. The authors also mention that modifications and accommodations should only be implemented when appropriate, since these interventions will most likely not be accessible when students are in “real world” situations.
Article #2 Ellis, E. (2002). Watering up the curriculum for adolescents with learning disabilities, part I: goals of the knowledge dimension. [Electronic version] Retrieved February 13, 2011 from http://www.ldonline.org/article/Watering_Up_the_Curriculum_for_Adolescents_with_Learning_Disabilities,_Part_I:_Goals_of_the_Knowledge_Dimension
This article discusses ways to make use of best practices when teaching students with mild learning disabilities. The authors discusses the importance of modifications and accommodations, but often times these interventions are utilized on the “assumption that students with cognitive disabilities are incapable of developing a higher order [of] thinking skills” (p. 21).
The instructional strategies strand is one that brings a couple of “puzzles of practice” to mind. There is so much subject matter! During my studies at Regis, Brian Cambourne’s Conditions of Learning really spoke to me. The element of engaging students and creating lessons that provide higher level depth of knowledge is the “perfect storm” of instruction that I want to provide my students. These are the lessons that seem to be “naturally” differentiated.
ReplyDeleteArticle 1:
Cambourne, B. (1995, November). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), 182-190.
Brian Cambourne lays out his conditions of learning theory which evolved from the study of the human acquisition of language. The conditions of learning are only effective if the learner is engaged. The article explains the principles of engagement.
Article 2 (PowerPoint):
Leighty, M. (2010, September). Depth of knowledge, Kentucky Department of Education. PowerPoint presented at EDEL 660, Regis University.
This PowerPoint was used for discussion in a class I took here at Regis. Depth of knowledge levels describe the level of thinking students are asked to do with the task they are given. The 4 levels are explained on the slides. Although it sounds like Bloom’s taxonomy, it is not. The verb which is used does not determine the level of thinking, the task descriptions do.
During student teaching I had a class of 36 students who were in my Honors language arts class. These students were higher achieving students and some were designated gifted and talented. Even though this was an Honors class they had the same curriculum as my other language arts classes. Oftentimes I would think that I needed to challenge them more but I was unsure of the steps I should take to reach this goal. My puzzle of practice is how do I differentiate instruction for higher level students and middle school students in general?
ReplyDeleteTomlinson, C. (1995). Differentiating instruction for advanced learners in a mixed- ability middle school classroom. [Electronic version] Retrieved February 13, 2011 from http://www.kidsource.com/kidsource/content/diff_instruction.html
Tomlinson (1995) defines a differentiated classroom as a learning environment that offers a variety of learning options that tap into different readiness, interest levels and learning profiles. In a differentiated classroom the teacher will have a variety of ways for students to explore content, a variety of sense-making activities in order for students to understand information and ideas and a variety of ways that students can demonstrate what they have learned. A differentiated classroom is a student-centered classroom that stresses understanding and sense-making. Tomlinson (1995) also offers suggestions in making adjustments in the classroom that are interest- based, learning- profile based or readiness- based that will assist in making the classroom more differentiated. She also offers strategies in managing a differentiated classroom.
Holland, H. (2000). Reaching all learners: You’ve got to know them to show them. [Electronic version.] Middle Ground, 3(5), 1-3. Retrieved February 13, 2011 from http://www.nmsa.org/publications/ontarget/differentiatedinstruction/tabid/298/default.aspx
Holland (2000) suggests making learning more personal for adolescents by giving them options or a variety of activities that build on their strengths and interests. Holland (2000) reviews what adolescents have expressed in focus groups and case studies, as to what they need when learning. Many adolescents have stated they need choices so topics will be interesting and relevant to them, examples of quality work, opportunities to revise assignments, a larger audience, and teachers that will challenge them by building from what they know.
Because of the considerable time spent with urban, multicultural students during my student teaching, including my preference to continue working in urban, multicultural classrooms, I chose to post two articles that provide some instructional insights with regard to this particular classroom environment. The first article explores effective teaching strategies in multicultural classrooms, while the second article focuses on the importance of incorporating diverse curriculum within the social studies classroom.
ReplyDeleteArticle #1
Allison, B., & Rehm, M. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms [Electronic version]. Middle School Journal, 39(2), 12-18.
The first article explored teachers’ classroom instructional strategies that promoted sensitivity and respect within diverse middle school classrooms. Specifically, the academic research discovered that four practices were found to be extremely effective: use of visuals (for ELL students, engages a variety of senses), incorporation of peer tutoring (emphasizes cooperation, values ethnicities), use of cooperative learning (grouping students of different ethnic backgrounds for group tasks), and the application of varied assessment methods.
Article #2
Camicia, S. (2009). Identifying soft democratic education: Uncovering the range of covic and cultural choices in instructional materials [Electronic Version]. Heldref Publications, 100(3), 136-142.
My second article concerned the use of social studies textbooks promoting dominant cultures, ideologies, and practices that results in the devaluing of secondary or minor classroom ethnic cultures. Because these textbooks are regularly used, teachers cannot expect to have fulfilling, deliberative interactions with all students. When considering social studies, and specifically democracy, students must be provided diverse, global alternatives to allow for higher order thinking and deliberation—they gain a voice and become active, democratic participants within society.
This week my puzzle of practice relates to reading strategies: “What are the best ways to support my struggling readers?” I spent considerable time working with my lowest readers (who happened to be a big chunk of my minority group) on comprehension strategies. The two articles that I found deal with different aspects of reading comprehension: literacy in context and teaching students to ask questions. I gravitated toward these two articles because I was at a STEM school where the goal was to embed literacy instruction into all content areas and because I naturally ask students to generate questions every time they read.
ReplyDeleteMiller, M;Veatch, N;. (2010). Teaching Literacy in Context: Choosing and Using Instructional Strategies. The Reading Teacher , 154-165.
Miller and Veatch describe a social studies reading lesson in great detail and include graphic organizers and samples of student work. This is really an article about "best-practice" for teaching reading in context. The teacher was systematic and conscious in her planning for the lesson and used assessments to identify opportunities for re-teaching. I found the step by step instruction very helpful as I consider using the strategies for future teaching. While I have implemented some of the activities in the past, I missed a few steps in my own teaching and I look forward to planning reading lessons using this article as my guide.
Weinstein,Y; McDermott, K; Roediger, H;. (2010). A Comparison of Study Strategies for Passages: Rereading, Answering Questions, and Generating Questions. Journal of Experimental Psychology , 308-316.
The authors of this article study the effects of rereading text, providing students with comprehension questions and asking students to generate their own questions for content retention. They found that students who simply reread text were less likely to retain content while students who were asked to answer questions about the text and those who were asked to generate and answer questions were more likely to retain content. They found that higher level readers were better at asking “the right questions” than lower level readers. As they looked at time on task, they found that students who were asked to generate their own comprehension questions needed significantly more time to complete the assignment. Students who were given comprehension questions retained just as much content as those who generated questions and used about as much time as those who simply reread the text. While I think that it is important to teach students how to generate their own questions, when it comes to reading comprehension and supporting lower level readers, it seems clear that accompanying text with “teacher-created” comprehension questions is critical to content mastery.
As I reflect on instructional strategies, I am still thinking about the handful of Tier 2 RTI students in my class. Am I using the most effective instructional strategies and is my instruction aggressive enough? Also, motivation is a key part of effective instruction. How can I help these students experience academic success and more importantly, the joy of learning?
ReplyDeleteArticle 1
Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009, April). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2-3), 205-220. Retrieved February 16, 2011 from EBSCOHost.
In this article, Taylor, Mraz, Nichols, Rickelman, and Wood note that vocabulary instruction has taken a back seat to more pressing instructional demands. The authors cite research suggesting that students need to actively make associations between new words and their schema. They also need the opportunity to practice and apply their knowledge of new words. This is especially important for struggling readers. The authors stress the importance of explicit vocabulary instruction and provide prescriptive strategies. For example, they recommend using a Vocabulary Self-Awareness Chart along with a graphic organizer such as a concept wheel, semantic word map, web, or semantic feature analysis. The goal is to help students understand words at a much deeper level than just reading in the dictionary. In addition, teachers are giving students tools to use on their own.
Article 2
Lent. R. C. (2010, September). The responsibility breakthrough: Students make dramatic improvements in motivation and achievement when teachers hand off to them the responsibility for their own learning. Educational Leadership, 68(1), 68-71.
In this article Lent discusses how to transfer responsibility from the teacher to the student. The author references Daniel Pink’s latest book, The Surprising Truth About What Motivates Us (2009). Pink explores the basic components of true motivation in autonomy, mastery, and purpose. I appreciate how Pink defines mastery: “Mastery is getting better and better at something that matters.” Lent builds on Pink’s principles and suggests specific reading strategies. For example, Lent allows students to choose the vocabulary graphic organizer that is the most meaningful to them. The author also shares how her students developed their own reading and writing project.
I hope ya'll don't mind, I'm posting a third article. While this article doesn’t get into specific instructional strategies, it certainly gave me a good idea of what INTENSIVE reading instruction means.
ReplyDeleteArticle 3
Rebora, A. (2010, April). Interview: Responding to RTI. Education Week Teacher Professional Development Sourcebook. Retrieved February 16, 2011 from http://www.edweek.org/tsb/articles/2010/04/12/02allington.h03.html?qs=Responding+to+RTI.
This article caught my attention because it directly addresses RTI and reading instruction. The author, Anthony Rebora, interviewed Richard Allington. Allington is a former president of the International Reading Association and the National Reading Council. He is also co-editor of the book, No Quick Fix: Rethinking Literacy Programs in America’s Elementary Schools. I am motivated by the fact that Allington refers to Tier 1 as the most important part of the RTI model. This is where early intervention takes place. While Allington didn’t spend a whole lot of time advocating specific teaching strategies, he definitely spoke to what intensive reading intervention entails, and that is highly skilled teachers and a lot of time. For example, he summarizes the reading intervention required for a fourth grade struggling reader (2nd grade reading level). He notes that this student would need to be reading all day long. In addition, this student would need 2nd grade textbooks that cover the 4th grade content. Also, the student would need 45 minutes of one-on-one intervention after school every day and an effective summer program. Is this doable? He responds that it is and in the end it will cost less money than the alternative.
My biggest, most nagging puzzle of practice within instructional strategies was the use of a spiral curriculum in math. My school used Everyday Mathematics and I watched my students struggle through this curriculum. It seemed as if I was rushing through each unit and skimming the content. My students lacked basic skills and were not grasping the concepts. I could not understand why my cooperating teacher would not let me slow down and teach at a deeper level until my students understood the concepts and developed the basic skills. I looked for research that would give me a better understanding of spiral curriculums and ways I could supplement this type of curriculum so I could assist my future students with developing basic skills and concepts.
ReplyDelete#1
Snider, V. (2004). A Comparison of Spiral Versus Strand Curriculum. Journal of Direct Instruction, 4(1), 29-39.
This article examines the disadvantages of the spiral design and shows how a strand curriculum intertwines topics over time, increasing students' understanding of mathematical concepts.
#2
Sloane, M. (2007). First Grade Study Groups Deepen Math Learning. Young Children, 62(4), 83-89.
Sloane discussed how using math study groups as a supplement to teacher-led instruction provides opportunities for children to use hands-on exploration, develop skills in meaningful contexts and practice important basic skills.
My puzzle of practice remains to be centered around student achievement in regards to the special needs population. As I continue to reflect on the different strands throughout my student teaching/career, I wonder how to address the IEP goals and objectives of students with special needs so that this population of is able to participate in the general classroom and be successful socially and academically.
ReplyDeleteArticle 1:
Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging Naturalistic Teaching and Peer-Based Strategies To Address the IEP Objectives of Preschoolers with Autism: An Examination of Structural and Child Behavior Outcomes. Focus on Autism and Other Developmental Disabilities, 12(4), 196-206,218. Retrieved from EBSCOhost. Retrieved February 13, 2011.
This study addresses the IEP goals and objectives of students with Autism using naturalistic instruction and peer modeling strategies, then with combined interventions of naturalistic and peer modeled behaviors.
Article 2:
Horn, E., & Banerjee, R. (2009). Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children's Success. Language, Speech, and Hearing Services in Schools, 40(4), 406-415. Retrieved from EBSCOhost. Retrieved February 15, 2011.
This purpose of this article is to address the individualization learning priorities of students are appropriately addressed within the context of the curriculum among all populations of students.
One of the most exciting instructional strategies that I have learned about at Regis is cooperative learning. I did a literature review in my philosophy of education course about it and I have enjoyed learning more about it ever since. I love the positive academic and social effects that cooperative learning imparts to students.
ReplyDeleteDue to my interest in this subject I found two articles about the impact of cooperative learning:
1
Oortwijn, M., Boekaerts, M., Vedder, P., & Fortuin, J. (2008). The Impact of a Cooperative Learning Experience on Pupils' Popularity, Non-Cooperativeness, and Interethnic Bias in Multiethnic Elementary Schools. Educational Psychology, 28(2), 211-221. Retrieved from EBSCOhost.
This article was published in a British journal. I enjoy getting the different perspectives offered by research conducted outside of the United States. While I sometime have concerns about the applicability of the results for research conducted in other cultures, I have a lot of confidence in the robust effect of cooperative learning because of the extensive research that has been done on it here in the United States. This article documented the impact of using cooperative learning in the classroom. One goal of the researchers was to see if cooperative learning would made a difference on peer perception with students from different ethnic backgrounds. The results showed that the cooperative learning experience had a positive effect on peer perceptions, confirming a history of such results from other studies on cooperative learning. In addition, the results also showed that a mixed group of heterogeneous students had the largest change in per perceptions.
2
Vermette, P., Harper, L., & DiMillo, S. (2004). Cooperative & Collaborative Learning...with 4-8 Year Olds: How Does Research Support Teachers' Practice?. Journal of Instructional Psychology, 31(2), 130-134. Retrieved from EBSCOhost.
I felt very excited when I found this article. I am currently working as the assistant teaching in a preschool room and have been working if it is possible to apply the principles of cooperative learning to very young students.
Here were the major results from the medium-range meta-research presented in this article:
1) ECE students still need formally structured collaborative experiences,
2) ECE students can benefit from being taught conflict resolutions strategies. The step the researchers used were: recognizing conflict, identifying wants, identifying others' wants, offering solutions, and reaching agreement,
3) Working in pairs can help ECE students to better understand content, and
4) Peers can be a great source of continuous feedback for ECE students.
While there is a lot of follow-up study required after reading this article, I feel excited that the initial answer to the question of whether or not preschool aged student can benefit from cooperative techniques, is yes.
While it is difficult as a new teacher to decide on one particular area to work on, I would have to address my puzzle of practice on making my math lessons more effective. As we are asked to teach math differently than when we were taught, I am finding that I could benefit from additional guidance. Listed below are two sources that will assist to lead effective math instruction.
ReplyDeleteRapp, W. H. (2009, December). Avoiding math taboos: effective math strategies for visual-spatial learners. Teaching exceptional children plus, 6(2), 1-11.
This article explains effective strategies to incorporate when teaching math. She explains why over-relying on auditory-sequential math teaching methods create confusion for visual-spatial learners. Rapp gives examples and ideas for math strategies and resources such as a wide variety of manipulatives, physical movement, playing games, technology, art, hands on projects, extra processing time and giving real world applications to math problems.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2007). Planning and teaching. In Helping children learn mathematics (pp. 37-67). Hoboken, NJ: John Wiley & Sons, Inc.
This chapter provides general recommendations and suggestions for teaching mathematics in today’s technological and global society. Focus questions address advanced preparation needed in order to effectively plan and teach math lessons in order to meet the needs of all students.
Again, I'm posting for Carla, who is struggling to get her work to post! :-)
ReplyDeleteCarla Flaming said:
During my student teaching I taught both moderate and severe needs special education students. I found ways to modify the lessons, when appropriate for the student(s), which were given to me by the general education classroom teachers. In addition to these modifications, I was accommodating their learning needs as well. There is a big difference between what modifications and accommodations are, which I learned more about during my student teaching. My puzzles of practices are: What is the most effective way to provide accommodations and modifications to students who are truly in need of this support; and, are modifications and accommodations over used?
Article #1 Polloway, E., Patton, J., & Serna, L. (2008). Strategies for Curriculum Development, Effective Instruction, and Classroom Adaptations. Strategies for Teaching Learners with Special Needs (Ninth Edition ed., pp. 53-86). Upper Saddle Ranch: Pearson.
Towards the end of chapter thirteen the authors discuss accommodations and modifications teachers can utilize when assisting special education students. These topics included assessments, homework, and grading. The authors also mention that modifications and accommodations should only be implemented when appropriate, since these interventions will most likely not be accessible when students are in “real world” situations.
Article #2
Ellis, E. (2002). Watering up the curriculum for adolescents with learning disabilities, part I: goals of the knowledge dimension. [Electronic version] Retrieved February 13, 2011 from
http://www.ldonline.org/article/Watering_Up_the_Curriculum_for_Adolescents_with_Learning_Disabilities,_Part_I:_Goals_of_the_Knowledge_Dimension
This article discusses ways to make use of best practices when teaching students with mild learning disabilities. The authors discusses the importance of modifications and accommodations, but often times these interventions are utilized on the “assumption that students with cognitive disabilities are incapable of developing a higher order [of] thinking skills” (p. 21).