Reflective Journal # 8 Chapter 13

Reflective Journal # 8

This week’s Slavin focused assessment and its importance in the classroom. The chapter focuses on how to use assessments as evaluations as well as the different types of assessments. Assessment and the uses of assessments are important in and out of the classroom. There are different uses and the information processed can be used in different ways.

Reflection:

Assessments as I know and use are very important to drive the foundation of the classroom. Assessments can be used in various ways as there are various types. In my classroom I use formative assessments to make sure I am meeting the students where they are. Formative assessments are used to gather information sometimes daily information to drive the lesson. There are times I’ve had to change my lesson after giving the students a formative assessment. I have also used formative assessments to group and share information throughout the groups. This is a great form of differentiation.

There are also criterion and norm referenced test. Norm referenced test focuses on students and comparing their scores and criterion focuses on test mastery and of specific skills. Testing students no matter of the test is very important. This is how we as teachers gain knowledge of what is to come. This is how I move forward from year to year. Assessments is how I move forward from lesson to lesson as well. Assessing is major and I want to continue to assess my students to gain their knowledge.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal # 7 Chapter 11

Reflective Journal # 7

This week text focused on Effective learning environments. The discussion is on how to effectively create environments that are conducive to student learning and goals. This week also focuses on how teachers should plan out their days with rules and procedures that will drive the learning environment in a positive way.

Reflection:

In my classroom one of the most important task I complete at the beginning of the school year is a classroom management tool. This tool assists me in knowing what and how I want my classroom to look and feel like on a daily basis. This sometimes include having a guide or key for daily usage. There are times things do not go as planned but for the most part if everything is laid for me I can manage the classroom. One of the best things I love complete is what I call the do now. When my students walk into the classroom they should be completing the do now. The do now is sometimes on the board or it can be as simple as a handout they need to read to go further. Without a do now my students will walk in not knowing what to do or where to go.

Slavin discusses time that is allocated for the instructional day. With my daily planning I do allocate time for certain things. When the students are completing the do now, I provide them with about 7-10 minutes. This also gives me time switch gears from the last lesson or maybe the last session of students I have completed. In the classroom there is no time for lost time. Once the do now is complete in the allotted time we can then move onto the lesson. In order to be fulfilling the lesson must be an engaging lesson. The students need to be engaged at all times. This sometimes mean the students may need to move into different groups or have some type of hands on activity to complete. This chapter in Slavin’s educational psychology also discusses preparing students with classroom rules and procedures. This is also a task I complete at the start of the school year. I sometimes leave some areas blank so that my students can chime in. I believe that if a student is aware and in agreeance with expectations then it is easier for them to fulfill the task. Having everything in place and praising the students for their positive behavior is key when achieving the maximum results.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal #6 Chapter 9

Reflective Journal # 6

This week the text focused on grouping, differentiation, and technology. When creating a lesson plan and effectively planning for the students all of these items must need to be included. During this week’s reading the content was conducive to the learning environment and well needed.

Reflection:

During this week Slavin focused on all of the things that creates an effective teacher. Differentiation is one of those things that I actually struggled with in my own classroom. It is not that I struggled because I was unaware how to effectively create it or the knowledge of it. I struggled because I believed my students were all on the same level. While reading this chapter and previous information it is evident that there has to be some type of assessment going on in the classroom in order to effectively create a differentiated classroom.  Slavin also discusses how differentiation is not just for lower functioning students. Differentiation can also include students who achieving at higher levels.

Grouping and differentiation can actually go hand in hand. In my classroom I use assessment to determine levels. Once levels are determined I then create a differentiated groups based on assessment levels. This provides the students a chance to be a variety level of groups and learning the information that is created for their use. This can also include student choice and what each student needs. This is a requirement in my school and every teacher must have some type grouping and differentiation during each daily class. This is a task that can be created when planning and evaluating assessments. When grouping you can also create a group with technology to fulfill the use of a technology incorporated lesson plan.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal # 5 Chapter 8

Reflective Journal # 5

This week readings focused on student centered instruction. Student centered instruction also called constructivism allows the student to be at the center of the learning process. This week will allow the teacher information on how to put the student in planning and have an effective student centered instruction.

Reflection:

During the reading this week the information was provided from Slavin’s educational psychology textbook chapter 8. In chapter 7 last week we focused on different types of instruction. This week’s focus is student centered instruction. Student centered instruction also known as constructivist theory of learning allows the student to be the forefront of lesson planning and activities. According to Slavin the essence of constructivist theory is the idea that learners must individually discover and trans-form complex information if they are to make it their own. This has to do with meeting the student where they are. As a teacher it is tough planning a student centered lesson because each student have their own way of learning, but student centered instruction usually show better results. This type of instruction usually show better results because the student will give real life information to assist in their learning process.

When working with students during student centered instruction it is always best to use Zone of Proximal Development. Zone of Proximal Development allows someone usually a peer to assist a student who may be struggling. This type of assistance is usually best because it keeps confusion and embarrassment to a minimum. In my classroom and most classrooms in my school we use scaffolding. Scaffolding is pretty much giving the student the information they need and meeting them where they are. Scaffolding allows the student to gather their information from the teacher and eventually they will have it on their own. I have heard people talk about scaffolding and mentioning it seems like cheating. Scaffolding is far from cheating as it is there to assist the students and share information that is need that they could not get. Although student centered teaching can be tough it is the best to get the students to understand as it is in their own language. There are many different objectives and strategies that can be used to effectively create a student centered lesson plan.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal #4 Chapter 7

Reflective Journal # 4

During the readings this week there were several pieces of relevant information. This week focuses on instruction and the different types there are. This week allows teachers to know how important instruction and planning for the day can make a difference to the student.

Reflection:

This week the readings came from chapter 7 in Robert Slavin’s Education Psychology book. In chapter 6 we focused on processing information and this week we are focusing on instruction. The basis of this chapter allows teachers to understand what direct instruction is and how to utilize the instruction. After reading the information in the chapter there is information that was key to me. I believe there is a difference between direct instruction and whole group instruction. Before reading this chapter I thought direct instruction was the same as whole group instruction. Direct instruction can be used as a whole group instruction to introduce a new task.

There are several different steps to take when dealing with direct instruction. The book shares that the first point of instruction should be to state the learning objectives. When stating the learning objectives this allows the students to get a feel for what is about to be discussed. It is also good to bring up any background knowledge present. In my classroom I want to know be able to allow the students to relate to the subject. Being sure the students can relate assist the students with the retention process. Throughout some point of the lesson I will also conduct learning probes. These probes allow the teacher to know just where the students are and how they have been learning and using the information. Learning about instruction is very important and the information need to be used to effectively teach and plan.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal #3 Chapter 6

Reflective Journal # 3   

The readings this week focuses on information processing. This information processing deals with students and their ability to remember what they have learned and retain the information. This chapter assists with techniques for students to achieve the most out of the memory and information processing.

Reflection:

This week the readings came from chapter 6. In chapter 6 there has been a great deal of learning and techniques to utilize to assist students with memory. There are students who can come to class, listen, and learn but they cannot quite seem to remember this information. This may be due to an issue the student may have with processing information. Information processing theory based on the author’s definition is a dominant theory of learning and memory. According to the text book there is a process that the memory goes through. This process first takes you through the sensory process then the working memory and then the long term memory. In my classroom I work with several students who are struggling learners. This sometimes is due to the students not being able to retain the information that is presented to them. It is sometimes very frustrating to the student when the information is not being retain because the student feels as though they cannot get it or grasp it.

In the textbook there are different ways the author believes the student can be help. The first thing is to work on the working or short memory. A great way to do this is the chart the information. Group information in areas where they are similar and the short working memory should be able to grasp it. An example I would give to my students would be think about school and each subject. In order for you to keep things organized you may want to have a separate folder for each subject. This would having things organized. The brain is similar in order for the memory to work we need to have things organize so we would need to sort things out to our standing. Then there is the long term memory which is where we store information forever. In order any student to succeed throughout the years in math they would at least have to remember how to add and subtract numbers. This is basic knowledge but it is knowledge that grows with us. Our brain stores information that we are sometimes not knowledgeable it’s held there. Being a teacher it can sometimes get tough, but we have to work through. In my classroom we use several pieces of repetition. Repetition allows students to keep things in current memory. I have also visited and heard other classes and teachers allow their students to create rhymes or songs. These are all things that work to assist a student to process information.

References:

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal # 2 Chapter 5

Reflective Journal # 2

This week journal entry focuses on behaviors that are present. There are several methods present to help assist in different types of behaviors. These behaviors are all not considered bad behavior, as some of them are coping mechanisms for students to do well.

Reflection:

Chapter five focuses on social theories of learning. This chapter is a very important chapter because each student present in the classroom face different obstacles that may inhibit the learning environment. Being a teacher I have learned that not all of the problems in the classroom is be quiet or sit down. There are times I may have to say wake up, hold your head up, stop messing with your hand, or simply leave your face alone. I have also had to deal with emotional issues with students who cry or students who are just down. All of these behaviors are present and as a teacher we have to know how to deal with them.

In this chapter the author talks about three different types of learning behavior theories. The behavior theories are behavioral leaning theories, social learning theories, and cognitive learning theories. Each of these have different observances in the classroom. Behavioral deals with consequences and how the pleasurable and unpleasable consequences affect future occurrences. Social deals with thought and actions of thought. Cognitive deals with mental processes and the things we cannot observe. All of these are important. They are important as we have to deal with several different cases of behaviors and we need to know how to. As a teacher we have to exhibit empathy when it comes to behavior. We cannot always be reactive we have to often times be proactive because situations can become worst.

Being that I am a part of PBIS at my school I try to be sure to reinforce positive behaviors. There is nothing wrong with punishment but reinforcing positive behaviors are always the best. In this chapter the author talks about vicarious learning. Vicarious learning focuses on those students that are doing the right thing. I teach in a sixth grade classroom and this really works. Before reading this chapter I did not know this method had a name, but it is great. In the classroom when the students who are doing what they are supposed to be doing receives positive accolades this often contributes to the other students who are not receiving accolades. Those students are now trying to do what they are supposed to be doing to get those positive accolades towards them. This chapter is a great guide to behaviors and assisting teachers as well as parent on how to help their child cope through behaviors.

References

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.