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.