Journal Entry 8 - posted 7/5/16 @ 2:20pm

Journal Entry #8

Assessment

Christy Dixon

Describe

Chapter 13 of Slavin’s book, Educational Psychology: Theory and Practice, discusses various ways to properly assess (or evaluate) student learning. This chapter also discusses the reasons behind assessments and why they are so important.

Before a teacher can assess for knowledge gained on a new concept, the teacher must first teach the new concept to the students. Teachers must carefully plan engaging lessons, all the while having the end in mind. One of the first things a teacher must decide is, what is it that I want the students to be able to do by the end of this lesson. This is called the objective. It’s important to make sure the objective you chose is in alignment with the assessment you will be giving. Another words, you can’t assess a student on long division, if your lesson leading up to the assessment was on addition. One way to plan effective lessons is by using the backward planning approach. This is when you “start by writing broad objectives for the course as a whole, then objectives for large units, and lastly specific behavioral objectives.” Slavin R.E. (2012). After doing this you can plan your lessons based on the specific objectives (goals).   

When it comes to assessments, there are basically two different types. One type of assessment is the summative assessment. This type of assessment is usually given at the end of a unit to evaluate the overall knowledge gained during the unit. This type of assessment, includes chapter tests and end of year assessments (like GA Milestone). Summative assessments allow teachers and other school officials to rank individual students relative to a larger group of their peers.

Formative assessments are given more often than summative assessments. Formative assessments are usually given all throughout the unit and they allow teachers to check for understanding and progress. Formative assessments can come in many forms such as assignments, quizzes, activities, oral questioning/discussion, observation and even hand signals (like a thumbs up or thumbs down). This type of assessment is very important for teachers. These are the type of assessments where the data gained from them can allow the teacher to see who understands and who may need more help. Data from formative assessments can help guide teachers in the planning future lessons and deciding on proper differentiation to meet the need of their students.

When creating assessments (whether formative or summative) it’s important that the assessments are created properly. Teachers can use selective response, constructive response and they can even include writing tasks in their assessments. Many times (especially with summative assessments) it’s good to include a mixture of these types of questions. One way to insure that you do so, is by using a table of specifications. This allows the teacher to see what Blooms level each assessment question is along with the topic of each question.

As I mentioned earlier, there are more ways to assess students’ knowledge than just chapter test and quizzes. Teacher may choose to use portfolio or performance assessments. These “require students to demonstrate their learning through work samples or direct real-world applications.” Slavin R.E. (2012). These types of assessments are usually scored with the use of detailed rubrics.

Analyze

Over all, I found this chapter to be quite interesting. I remember back when I was young, the main focus (when it came to assessments) was on chapter tests and quizzes. I feel many of my teachers only focused on these types of summative grades. However, there is a problem with that. If teachers only focus on the summative grades, by the time they bring up their concern about the grade, it’s too late. The teacher has moved on to a new concept. Using formative assessment allows teachers to stop the struggling student before it’s too late. Or as Slavin stated, “make midcourse corrections in pace or content of instruction.” Slavin R.E. (2012).  For formative assessments to be effective as possible, they need to be “closely tied to the curriculum being taught, timely and frequent.” Slavin R.E. (2012).  

During my groups discussion on formative assessments, Daphene suggested wonderful idea. She said that we can use formative assessments to teach students how to assess themselves. “The students can contribute to the learning environment and come up with some self-assessment strategies to help them better understand their own thought process (meta-cognition).” This is such a great idea.

Reflect

How do you feel about this concept?

I feel very strongly about the use of assessments. I use assessments daily with my students. When done properly, assessments provide teachers, students and parents with valuable feedback.  

What did you learn about this concept that you did not know prior to its presentation?

I had never heard of a table of specifications before. I like the idea though. It gives me the ability to see exactly what is on the test and insures that my students have different Bloom’s taxonomy level questions. 

How might you handle a situation or activity differently based on this learned information?

I will start incorporating a table of specifications when building my assessments. This way I can make sure that I am creating a balanced assessment (not too hard, not too easy).

How did this event change or confirm your knowledge or beliefs about teaching?

This chapter confirmed my belief in the importance of assessments (both formative or summative). They are beneficial in so many ways if created and used properly. The data gained from these assessments can guide future instruction that can better benefit the student.

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and Practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 9 

Journal Entry 7 posted 6/29/16 @ 2:20pm

Journal Entry 7

Classroom Management

Christy Dixon

Describe

Chapter 11 of Slavin’s Educational Psychology: Theory and practice, focuses on creating effective learning environments and behavior management.

The chapter opens up by giving an example of a 10^th grade English teacher (Ms. Cavalho) who is in the middle of teaching a very interesting lesson on writing styles. She made sure, through thorough planning, that her lesson was engaging in order to avoid having bored and off task students. During her intriguing lesson, two students come in late and one of them tries to be funny by over exaggerating his walk and facial expressions. The teacher doesn’t allow this student to disrupt her lesson. She does not stop the lesson, or draw attention to him. She does not scold him publicly or talk condescendingly to him. Instead she ignores the behavior (to an extent), but addresses the issue once the lesson is finished. This helps other students not to be disrupted. When talking to the misbehaving student after class (not in front of his peers), she is positive and respectful, and allows him fair options in ways to correct the problem. She also clearly explains the next steps of consequences if the problem persists.

To me this is an excellent example of how a teacher should handle a behavior issue or disruption. Slavin states that “every teacher, no matter how effective, will encounter discipline problems…” and this chapter goes on to discuss strategies/techniques that can help teachers handle these type of problems when they present themselves.

One such strategy is to use time wisely! When students are busy learning or working, there is less time for misbehavior. Therefore, teachers need to use as much allocated time for instruction as possible. They need to avoid last starts and early finishing. “A crisp, on-time start to a lesson is important for setting a purposive tone to instruction.” Slavin R.E. (2012). And to avoid finishing early, Slavin suggests to “plan more instruction than you think you will need.” Slavin R.E. (2012).

Another way to use time wisely is to make sure students are trained in routine procedures such as: sharpening pencils, lining up, going to the bathroom/nurse/library, passing out papers/materials, taking up papers/materials, transitioning into groups, transitioning to another subject, throwing away trash, cleaning up, class discussions etc… If students are not properly trained in these processes, you will waste valuable teaching time to these routine procedures.

Teachers also need to keep students engaged. They can do this in a number of ways. One way is by creating engaging lessons that capture students’ interest and relating it to usefulness in the students’ lives. Another way is to convey to the students that they are always being observed. If students think that they are not being watched, they will goof off and be off task, which could lead to behavior issues. Teachers need to “circulate among your students’ desks to see how they are doing. This allows you (the teacher) to identify any problems students are having before they waste seatwork time practicing errors or giving up in frustration.” Slavin R.E. (2012).

Another way to avoid behavior issues and create an effective classroom environment, is by setting clear rules and expectations. Not only do you need to set these rules and expectations but you need to clearly present and explain them to your students. All of this (explanation of expectations such as: behavior, routine procedures, transitions etc…) needs to be clearly and precisely addressed at the beginning of the year and reviewed frequently throughout the year.

Now, even if you (the teacher) plans the most interesting lessons, thoroughly explains all expectations at the beginning of the year, teach/work bell to bell, (all the while observing and intervening when necessary), you will still inevitably face behavior problems at some point in your teaching career. This is when it is crucial to know how to properly handle these issues.

One way of handling these inevitable behavior problems, is to follow “The Principle of Least Intervention” Slavin R.E. (2012). The chart on p.329 lists the steps for The Principle of Least Intervention. They are listed from least disruptive to most. Step 1 is Prevention – plan intriguing lessons, with no downtime. Set clear expectations, reward good behavior and model respect. Step 2 is Nonverbal cues – use facial expressions to express disappointment, use proximity (walking toward or standing near the off task student). Step 3 is Praise of correct behavior that is opposite of the wrong behavior being observed – For example, after “Jonny” blurts out and the nonverbal cue didn’t work, you could say “Jonny, I really liked how you raised your hand at the assembly this morning.” in hopes that he would get the drift and being raising his head in the classroom too. Step 4 – Praise for other students – this is when you point out good behaviors of others in the class that are opposite of the wrong behavior. For example, “Jonny” is talking in line. The teacher could say, “Everyone is doing such a great job being quite in line. Thank you Amanda, Mike, Amy, Cassy, Brandon…” This will gain Jonny’s attention and he will want to be praised too, therefore he will change his behavior. Step 5 is Verbal reminders – this is directly calling out the behavior. Example, “Jonny, please do not talk in line.” Step 6 is Repeated reminders – this is directly calling out the behavior again. Step 7 is Consequences – this is applying a punishment for the behavior, such as timeout, silent lunch, break detention, office etc… When it comes to Step 7 Consequences, teachers must be fair and consistent. They (teachers) must also “accept him or her (the student) back without any sarcasm or recriminations. The student now deserves a fresh start.” Slavin R.E. (2012). 

Although The Principle of Least Intervention is best to use when dealing with day to day behavior issues in the classroom; some behaviors become even more problematic. For these more continuous problematic behaviors, it is best to use The Principles of Applied Behavior Analysis. There are 6 steps to The Principles of Applied Behavior Analysis. The steps are as follows.

1.  “Identify target behavior(s) and reinforcer(s).” Slavin R.E. (2012).
2. “Establish a baseline for the target behavior.” Slavin R.E. (2012).
3. “Chose a reinforcer and criteria for reinforcement”. Slavin R.E. (2012).
4.  “If necessary, chose a punisher and criteria for punishment.” Slavin R.E. (2012).
5. “Observe behavior during program implementation, and compare it to baseline.” Slavin R.E. (2012).
6. “When the behavior management program is working, reduce the frequency of reinforcements.” Slavin R.E. (2012).

Some people don’t agree with this approach because they feel that the student is getting rewarded for their misbehavior. For example, little Johnny (who used to act out really bad) is now receiving an award for his good behavior, but little Susie who was always good, never got noticed for it and is receiving nothing for it. That is why it is important for teachers to have in place a behavior system that rewards for good behavior and only use these other approaches when absolutely necessary.

Analyze

Slavin states that “every child has within himself or herself the capacity for good behavior as well as for misbehavior. The school must be the ally of the good in each child at the same time that it is the enemy of misbehavior.” Slavin R.E. (2012). This is so true! I agree with it completely.

As I read this chapter, I thought back on all the experiences I’ve had dealing with misbehavior of my students. The one thing that stuck out in my mind, that has really helped me the most is; you have to take the time to get to know your students, especially the ones with behavior issues.

The reason I believe this so adamantly is because it works. I can give rewards for behavior or punishments, but I can’t really help the child until I understand the reasons behind the behavior. Are they misbehaving out of frustration with home life, or academics being too difficult. Are they acting out for attention form me (the teacher) or peers? Are they acting out in order to be removed from a hard or boring class, or to be removed form a kid they don’t like due to the fact they are being bullied by them? These are all questions that I (the teacher) must keep in mind when trying to figure out how to deal with a child who continuously misbehaves. Once a I can figure out the reasons behind the actions, I can know how to better address the behavior that is being displayed.

Another reason I believe all teachers should take the time to get to know their students, especially the students with behavior issues, is because it conveys to them that you care. When I show my kids that I want to know what’s going on, it shows that I care. I don’t just throw punishment at them when they misbehave, I try to level with them and help them change that behavior. Not only does this show my students what I care, but it helps to build a level of trust and respect with that student. My favorite line form the entire chapter is when Slavin states that “a healthy classroom environment cannot be created if students do not respect teachers or teachers do not respect students.” Slavin R.E. (2012). It’s absolutely amazing how the demeanor of a child changes once they learn to trust and respect you.

During our group discussion on this chapter, Erin made this comment in reference to my belief of the importance of building trust and respect. She said “I think you brought up an extremely important point about building a trusting relationship with your students. If they know that you care about them and that your goal is not to see them get in trouble, but instead to help them succeed, they will be more willing to behave for you.” And that is very true. My students must understand that I have their best interest at heart.

Now that I have taught for 7 years, I feel very confident in my ability to successfully manage my classroom. I believe that all teachers struggle those first few years, learning what works and what doesn’t. Just like the students, teachers are not all the same either. What works for one teacher may not work for another.

Although I have some experience under my belt, I still encounter difficult situations (mainly behavior), but I am better equipped to handle it now. In my years of being an educator, I have learned that it is crucial to establish my expectations from day one. I have also learned that I must be consistent and stick to my word, let my students know I am serious. But most importantly, I have learned the importance of getting to know my students in order to be able to figure them out. If you don’t try to figure them out, they will figure you out! Trust me, students can figure out which teachers they can misbehave with and which teachers they can’t.

To sum this chapter up, I believe that Daphene (one of my discussion group members) said it best. She said, “by taking a personal interest in students, using equitable/positive classroom behaviors, and establishing clear expectations and consequences, we can influence the dynamics of our classrooms and support student learning more efficiently.” So true, so true!

Reflect

How do you feel about this concept?

I found this chapter to be very interesting and useful! Every teacher needs to know how to handle lesson disruptions and undesirable behavior, because it will happen. Once I figured out what worked best for me, (such as my expectations on: behavior, routine procedures, transitions etc.) I was able to focus more on instruction. It really makes my job easier when I have these expectations and procedures in place. Over the years, I’ve learned that these procedures and expectations need to be clearly taught to students from day one. They also need to be referred to and reviewed often throughout the year. 

What did you learn about this concept that you did not know prior to its presentation?

I don’t know that I learned anything “new”. I was already aware of the necessity of classroom management. I have used and incorporated many of the principles taught in this chapter. I didn’t know they had a proper name such as The Principles of Applied Behavior Analysis and The Principles of Least Intervention, but I know that I have used these steps when dealing with behavior issues.

Maybe one new thing I learned was how to use peer mediation. I’ve seen it done before, but I’ve never really tried it myself. Having students work out their issues on their own would be very beneficial to me as the teacher (saving time) and them as the students (allows them practice with social skills that will be valuable well beyond elementary school).

How might you handle a situation or activity differently based on this learned information?

After reading this chapter, I would like to try peer mediation. Having students who are trained to help other students work through problems or disagreements. I like the guide the book offers for peer mediators to use. The book says “peer mediators need to be carefully trained and monitored if they are to be effective.” Slavin R.E. (2012).

How did this event change or confirm your knowledge or beliefs about teaching?

This chapter further confirmed my belief in effective classroom management. You can have the best lessons in the world, but if you don’t have clear expectations and procedures in place, the lesson could be useless.

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 8 

Journal Entry 6 posted 6/26/16 @ 3:45pm

Journal Entry 6

Christy Dixon

Describe

Chapter 9 focuses on differentiation, grouping and use of technology. The beginning of the chapter opens up with a teacher (Mr.Arbuthnot) who taught a jam up lesson only to find that some of his students did not master the skill taught. The problem Mr.Arbuthnot had was, not all of his students had the prerequisite skills needed to comprehend the new material and some had previously mastered the skill the year before. In other words, all of Mr. Arbuthnot’s students were on different ability levels. So, no matter how awesome the lesson maybe, it couldn’t be effective.

The fact is, there is so much more to teaching than just presenting an awesome lesson. If it were that easy, then students could be taught all subjects through simple videos. However, the profession of teaching is much more complex than that. “You must know how to adapt your instruction to the students’ levels of knowledge. You must motivate students to learn, manage student behavior, group students for instruction, and assess the students learning.” Slavin R.E. (2012) The only way a teacher can do all of that, is to get to know his/her students and meet them at their ability level.

One way of doing this is by following Carroll’s Model of School Learning. This model follows four major elements, Quality of instruction, Appropriate levels of instruction, Incentive and Time (QAIT). “For instruction to be effective, each of these four elements must be adequate.” Slavin R.E. (2012).

Another way of doing this is by differentiated instruction. “Differentiated instruction is an approach to teaching that adapts the content, level, pace, and products of instruction to accommodate the different needs of diverse students in regular classes. The philosophy behind differentiated instruction emphasizes that all children can reach high standards, but some may need tailored assistance to do so.” Slavin R.E, (2012).

Differentiated instruction can be accomplished in a variety of different ways. One such way is peer tutoring. Peer tutoring is where one student helps another. There are two basic types of peer tutoring, cross-age and same-age. Cross-age tutoring consists of older students assisting younger students, and same-age is when higher ability students assist lower ability students of the same age.  Another form of tutoring is one-to-one adult-to-child tutoring. This can be done through teacher, parent volunteer, or teacher assistant. 

Teachers can also use grouping as a form of differentiation. Studies have shown that in-class ability grouping can be very beneficial especially in the areas of math and reading. However, between-class ability grouping hasn’t proven itself nearly as effective.

All of these forms of differentiation are put into place in order to help students succeed and try to keep them from being retained. “The best solutions to the problems of low-achieving students are neither retention nor social promotion. Instead, such children should be given special attention, diagnosis, and intensive interventions, such as tutoring, until their achievement falls within the normal range.” Slavin R.E. (2012).

There are many different educational programs that exist to help students who are struggling or who are placed at risk. There are compensatory programs such as Head Start, Follow Through and Title 1. These programs are federally funded to help provide extra services to low income and struggling students. There are Early Intervention Programs (EIP) such as Reading Recovery which help students early on in their school career. And there are Comprehensive School Reform (CSR) programs such as Success for All. “These are school wide approaches that introduce research-based strategies into every aspect of school functions.” Slavin R.E. (2012). All of these programs are designed with the success of the students in mind.

Another way to help students to be successful is through the proper use of technology. Technology can be used in so many different ways. It is a great way to engage students in the lessons and keep their attention. “There are three general types of technology applications in education. First, teachers use technology in classroom teaching to plan instruction and present content to classes. Second, students use technology to explore, practice, communicate with others, and prepare papers and presentations. Finally, teachers and administrators use technology to accomplish associated administrative tasks, such as assessment, record keeping, reporting, and management.” Slavin R.E. (2012).

Analyze

I feel that it is very important to use grouping, technology and differentiation to meet to needs of my students. In order to do this, I must get to know them on a more personal level. It is so important to express to them that I support them and that I care about them.

One of the ways that I try to meet the needs of my students is by differentiating my instruction. The book says that differentiated instruction is “tailoring instruction precisely to a student’s needs.” Slavin R.E. (2012). There are many ways I can differentiate. However, it’s impossible to effectively differentiate without getting to know my students’ abilities and interests. One of my discussion group members explained how she differentiated by using soccer to reach one of her special education students. She (Megan) said, “In one of my special education classrooms, I had a student with a love for soccer and he knew all different players and stats. So, I would attempt to incorporate soccer into math lessons or reading, to help motivate him to work. However, this does not always work, as there are other subjects that cannot be related to soccer. So we started a behavior plan, where he earned soccer ball stickers for effort. Then when he earned enough stickers, he was able to have an extra time outside to play soccer.” I thought this was an excellent way to gain her student’s attention and motivate him to learn!

Reflect

How do you feel about this concept?

I really enjoyed this chapter. It gave some really good examples of how to meet the needs of our students. I feel that it is super important for teachers to do whatever it takes in order to help them to be successful! This can be done in a number of ways. Teachers can differentiate, and use technology to help their students feel successful and motivate them learn.

What did you learn about this concept that you did not know prior to its presentation?

I learned more about what “Title I” means. I have heard the term “Title I” many times, considering my school is actually a “Title I” school. I knew it had something to do with funding, but I didn’t know the details. Chapter 9 gave me some great information, as well as background knowledge, on “Title I”. The book says that “Title I” is “the largest compensatory education program” that is most likely to affect regular classroom teachers.  It continues on to say that Title 1 is “a federally funded program that gives schools money to provide extra services for students from low-income families who are having trouble in school.” Slavin R.E. (2012). I also learned that this compensatory education program known as Title 1, used to be called “Chapter 1”.

How might you handle a situation or activity differently based on this learned information?

After reading Chapter 9, I now have a better idea of how to use peer tutoring, cross-age tutoring, and with-in class grouping effectively for instruction. I have also learned new ways of using technology to benefit my students learning abilities. I can’t wait to incorporate these forms of differentiation into my classroom and see the positive gains within learning.  

How did this event change or confirm your knowledge or beliefs about teaching?

This chapter has confirmed my belief in the importance of getting to know my students. It is crucial to build a good rapport with them by showing them I care. The more I know about my students’ abilities and interests, the better I will be able to differentiate my instruction to meet their needs and help them to become successful.  

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 7

Journal Entry 5 - posted on 6/14/16 @ 9:23pm

Journal Entry 5 

Christy Dixon

Posted on 6/14/16 @ 9:23pm

Describe

Chapter 8 of Slavin’s book, Educational Psychology: Theory and Practice, is a continuation of a discussion of teaching strategies that began in Chapter 7. In Chapter 7, Slavin discussed the direct instruction teaching strategy. Chapter 8 discusses another type of instructional strategy; It discusses the student-centered or constructivist approach to instruction.

With direct instruction, the teacher gives the students the knowledge. However, with the constructivist theories of learning, “students must construct knowledge in their own minds.” Slavin R.E. (2012). Educators can do this “by teaching in ways that make information meaningful and relevant to students, by giving students the opportunity to discover or apply ideas themselves, and by teaching students to be aware of and consciously use their own strategies for learning.” Slavin R.E. (2012).

The constructivist theory of instruction is primarily based on the theories of Piaget and Vygotsky (mainly Vygotsky). There are four main principles that are derived from Vygotsky’s ideas, that play an important role in constructivism. They are social learning, the zone of proximal development, cognitive apprenticeship, and mediated learning. Social learning is basically working with others. Zone of proximal development is a concept where the work is right above or right below a student’s ability level. (In other words, they could easily help someone with the work, or they could easily complete the work with assistance.) Cognitive apprenticeship is when the student learns from watching and working with someone who has already mastered the skill; and mediated learning is another way of saying scaffolding. All of these aspects of Vygotsky’s theories play a major role in the constructivist approach of instruction.    

The constructivist strategy utilizes top-down processing. “The term top-down means that students begin with complex problems to solve and then work out or discover the basic skills required.” Slavin R.E. (2012).

The constructivist methods are beneficial in many different subject areas. The book gives examples of some of these constructivist methods in the content areas of Reading, ELA, Science and Math.

In reading, teachers could use reciprocal teaching, which is when the teacher models the behavior she wants (such as creating questions about the story) and then backs away and allows students to start doing it on their own. Reading teachers could also try a method called questioning the author. In this method, students learn to read with the author in mind. They learn to ask themselves questions like “What is the author trying to say? What does he want us to know?” Slavin R.E. (2012).

ELA teachers can use the writing process model. This is where students help each other through the writing process. They brainstorm together, discuss, edit and publish all with minimal help from the teacher. Obviously, students must be proficient and completely understand the writing process before this method would work.

Math teachers could use a variety of different constructivist methods such as, Supporting Ten-Structured Thinking (STST), Conceptually Based Instruction (CBI), Problem Centered Mathematics Project (PCMP), and Cognitively Guided Instruction (CGI). “In all four, students work together in small groups; teachers pose problems and then circulate among groups to facilitate the discussion of strategies, join students in asking questions about strategies they have proposed, and occasionally offer alternative strategies when students appear to be stuck.” Slavin R.E. (2012).

Science teachers are well known for using constructivist methods in instruction.  “In this subject, constructivism translates into an emphasis on hands-on, investigative laboratory activities, identifying misconceptions and using experimental approaches to correct these misconceptions, cooperative learning, and teaching of metacognitive skills.” Slavin R.E. (2012).

The research on constructivist methods show that it is very effective; however, it must be well balanced with direct instructional methods in order to deliver its full potential. Teachers must also teach cooperative learning methods, as well as problem solving and thinking skills to their students before driving into using constructivist methods. It is important for students to be prepared to work with their peers. They need to understand how to behave/react with other classmates. They must also know how to solve problems and think critically in order for constructivism to be effective in the classroom. It is the teachers who are responsible for teaching these important skills to their students.

Analyze

This chapter was very interesting to me. I found it to be very helpful because I have struggled with incorporating student-centered activities within my own classroom. This chapter provided me with great advice on how to better plan and prepare for the incorporation of constructivist instruction. It listed many different methods to try, in order to effectively perform these student-centered activities.

During our weekly group discussion, one of my group members (Erin) made an excellent point. She said, "Teachers might find that the majority of students are used to being spoon-fed information; because of this, they have difficulty working in a student-centered environment, and they frequently try to get the teacher’s help. To combat this, teachers should actively teach problem solving and critical thinking skills to their students. Slavin suggests creating a “culture of thinking” in the classroom by teaching thinking skills daily (2012, p. 241)." This is very true! I teach 4th grade and I have found that many of my students come to me expecting me to give them the answers. It's hard work to break them of this habit, but it can be done. 

Another one of my group members (India G.) also brought up a very valid point. She said "Sometimes teachers who have been teaching a while do not like to accept current educational ideas, because their ideas have worked years in the past. Stepping away from things you have done for years to try new things they may not work is frightening and makes you feel uncomfortable." Unfortunately, this too is true. I have seen it for myself. It is very easy for teachers to get stuck doing the same thing each year, because it is easy. However, it is worth the extra time and effort to try new approaches.

Daphene C.(another discussion group member) summed it up beautifully. She said, "Student-centered instruction may not be appropriate for all lesson plans, but it is definitely one that should be practiced and reinforced to encourage differentiated instruction.". I completely agree with her statement. You can’t just teach one way all the time. You have to mix it up. The book even said something about needing a balance between direct instruction and constructivism, to truly have an effective learning environment. This balance is what I strive for. I hope to use these methods I have learned to provide the best learning environment/instruction I can!

Reflect

How do you feel about this concept?

I like the idea of using the constructivist approach in the classroom. I agree with many of the points that Slavin made in Chapter 8. I find that I use a combination of both the direct approach and the constructivist approach when I teach. I personally use direct approach more that the constructivist approach and it works well for me. I have tried to do student-centered activities and group work, but each time, I had many difficulties. My issues that I have with the constructivist approach are due to the fact that my students are not prepared to work with peers properly. I’ve had problems with groups being off task, peers arguing, and laziness. Some of this is due to the maturity level of my students I teach. However, I have come to learn that some of the problems I have with using the constructivist approach is primarily my fault. I need to spend more time teaching my students some of these methods mentioned in Chapter 8, so that they will be able to effectively work with their peers.

What did you learn about this concept that you did not know prior to its presentation?

I have learned a variety of methods that I can use to better prepare my students for student-centered activities. I learned a variety of different cooperative learning, problem solving, and critical thinking methods that will be beneficial to my students. I plan on teaching many of those next year. I also learned that groups need to have 2 main aspects to work properly. “First, some kind of recognition or small reward must be provided to groups who do well, so that group members can see that it is in their interest to help their groupmates learn. Second there must be individual accountability. That is, the success of the group must depend on the individual of all group members, not on a single group product.” Slavin, R.E. (2012).

How might you handle a situation or activity differently based on this learned information?

With this new knowledge, I am excited to integrate it in my classroom. I also plan on including many of the cooperative learning methods as well as some of the problem solving strategies. I think teaching these strategies will allow the groups in my class to work more efficiently and productively.

In the past I incorporated student-centered activities, but I did so with much difficulty. Now with the methods that I have learned, I have a way of better preparing for them. I used to do group activities with an attitude of “Oh dear, here we go! I hope this works.” Now I look forward to trying these new methods with my students and seeing the difference it makes.  Now that I am equipped with this knowledge of how to better preform student-centered activities, I plan on doing just that! I look forward to next year and I can’t wait to see the transformation it will make in my students’ learning.

How did this event change or confirm your knowledge or beliefs about teaching?

This chapter has confirmed my belief that the teacher is the one who holds the key! I (as the teacher) am ultimately responsible for the effectiveness of the lesson/classroom. I must approach my lessons with positivity, for it’s my attitude that sets the tone for the day. I must continue to learn new/effective ways of presenting information to my students. I must gain and keep the interest of my students by planning and providing engaging lessons. I must take extra time to help my students when they are struggling. I must do all I can, so that my students can grow to their full potential.

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 6

Journal Entry 4 posted on 6/7/16 @ 5:05pm

Journal Entry 4

Christy Dixon

Describe

The concept discussed in this chapter (chapter 7, of Slavin’s book Educational Psychology: Theory and Practice) was creating and utilizing effective lessons within the classroom.  As most teachers know “effective lessons use many teaching methods” Slavin (2012). In the example at beginning of the chapter, Ms. Logan “used direct instruction as well as discussion, cooperative learning, and other constructivist techniques” Slavin (2012). It’s crucial for teachers to know how to use each of these teaching methods and when it’s appropriate to use them. “This chapter focuses on the strategies that teachers apply to transmit information in ways that are most likely to help students understand, incorporate, and use new concepts and skills.” Slavin (2012) The method of direct instruction was explained in detail throughout Chapter 7.

Slavin tell us that direct instruction is a seven step process. Below you will find a brief summary of each step. These steps were listed on p.185 and expounded upon in greater detail throughout the chapter.  

Step 1 – “State Learning Objective/Orient Students to Learning” Slavin (2012) - Explain to the students what they will be learning and what is will be expected of them by the end of the lesson. Capture their attention by keeping it interesting and making connections to the real world. Making it personally relevant to the student allows the student to feel more invested in their learning.

Step 2 – “Review Prerequisites” Slavin (2012) - Review prior information relevant to the new material. One reason it is important to “review prerequisites is to provide advance organizers. As defined in Chapter 6, advance organizers are introductory statements by the teacher that remind students of what they already know and give them a framework for understanding the new material to be presented.” Slavin (2012)

Step 3 – “Present New Material” Slavin (2012) - Present a clearly organized lesson. Information that is presented in a clearly organized manor can be retained easier than unorganized information. Point out what is important throughout the lesson by emphasizing or repeating certain aspects of it. Explain and give examples as you teach. When possible, use demonstrations, models, illustrations and technology. This helps with students’ understanding and maintaining their attention. Keep a good pace throughout the lesson. Lessons that drag will lose the attention of the students and lesson that go too fast will overwhelm them.

Step 4 – “Conduct Learning Probes” Slavin (2012) - Do this in order to check for understanding. If your students seem to grasp the concept being taught, move on to the next portion of the lesson. However, it they do not seem to grasp the concept, slowing down and re-teaching or remediation may be required. Keep the probes brief and simple. Use questions to assess your students learning. Remember to use an appropriate wait time when waiting on your students to answers your questions. Anywhere from 3 to 6 seconds is best. Call on both volunteers and non-volunteers to ensure all students have chance to answer. Choral responses are also good to use when appropriate.

Step 5 – “Provide Independent Practice” Slavin (2012) - This type of practice is “an essential step in the process of transferring new information in working memory to long-term memory.” Slavin (2012). Seatwork is one example, however it is most often “misused and overused” Slavin (2012). To insure that you use independent practice correctly, you need to be sure your students are ready for it, keep it short, give clear instructions, get students started and then avoid interruptions. You should monitor your students, collect it when they finish and include it in their grades.

Step 6 – “Assess Performance and Provide Feedback” Slavin (2012) -  You can use a number of different assessments to assess the learning of your students. You could use questioning, seat work, quizzes, and even tests. Regardless of how you assess you students, it is essential to provide them with feedback as soon as possible.  

Step 7 – “Provide Distributed Practice and Review” Slavin (2012) -  “Practice or review spaced out over time increases retention of many kinds of knowledge.” Slavin (2012) Giving homework, is a good example of this.

Research on direct instruction has produced varied conclusions. Researchers seem to agree that these skills associated with direct instruction are skills that most educators should possess. They agree that these methods can help with basic skills, but “much is yet to be learned about how and when they should be used.” Slavin (2012)

The book also pointed out the usefulness of whole-class and small-group discussions. The roll of the teacher is vastly different when it comes to the two forms of discussion. The teacher’s roll within the whole-class discussion to “keep the discussion rolling, to get students to use specifics to defend their positions, to ensure that many students participated, and to help the students avoid dead ends or unproductive avenues”. Slavin (2012) Whereas in small-group discussions the students are assigned rolls and they are to track and regulate their group’s discussion.  

Analyze

           As an educator, it is necessary for me to think through my lessons before I teach them. This is key to having effective lessons. Megan, from my discussion group, stated “For a lesson to run smoothly and be successful, a teacher needs to prepare appropriately.” This is so true! Planning ahead is essential for optimal learning. However, Megan made another good point when she said, “Sometimes a lesson may not go as planned or take an unexpected turn, but the more prepared a teacher is, the better the chance of success.” In my 7 years of teaching I have found this to be completely accurate! Things can change on a dime and you must be prepared! Good teachers have to be flexible.

Good teachers also have to decide what type of teaching method to use, and how to present the information. This is a crucial step in the lesson planning process. When planning my lessons, not only do I have to decide how to present the information, but I must also decide how I will assess my students at the end of each lesson. This is important because I need to assess who grasped the information and who didn’t. Those who seemed to have missed the key points of the lesson, may need some extra remediation, or one-on-one time with me. I usually do this (re-teach and remediation) during small groups.

I have found that my personal teaching style is correlates best with the direct instruction teaching strategy. The book describes direct instruction as “lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible.” Slavin (2012) Sure, I use other types of teaching methods (such as students centered discovery), but direct instruction seems to work best for me. I prefer using the steps presented within the direct instruction teaching strategy. There are 7 steps, they are as follows: “Step1. State learning objectives and orient students to the lesson. Step 2. Review prerequisites. Step 3. Present new material. Step 4. Conduct learing probes. Step 5. Provide independent practice. Step 6. Assess performance and provide feedback. Step 7. Provide distributed practice and review.” Slavin (2012)  

Reflect

How do you feel about this concept?

I feel that the book did an excellent job describing the direct instruction method for teachers. The book laid out each step in such detail that any teacher could read it and put it to practice it their own classroom. I feel that this method of instruction is beneficial in presenting lessons in an elementary classroom. I personally use the direct instruction method quite often in my fourth-grade classroom.

What did you learn about this concept that you did not know prior to its presentation?

I knew that this is how I usually teach in my classroom. I did not realize that it was called the direct instruction method. I was reminded of the importance of questioning and wait time. I was also reminded of how useful class discussions can be, whether they are whole-class discussions or small-group discussions.               

How might you handle a situation or activity differently based on this learned information?

After reading Chapter 7, I want to try and do more small-group discussions. I stated in the “describe” section of this paper that I have tried small-group discussions in the past, but I preferred whole-class discussions. Well, I do in fact prefer whole-class discussions, but now that I have better guidelines as to how I should group students and how to go about doing small-group discussions, I would like to try it again. Hopefully I will see an improvement on the effectiveness of utilizing this type of discussion.

How did this event change or confirm your knowledge or beliefs about teaching?

Reading this chapter confirmed my belief in the effectiveness of the direct instruction method. Like I said, I use this method quite often and it has always seemed to work for me. Yes, I do use other methods from time to time, but this is the method that I think works best in my classroom, with my students. However, I look forward to reading Chapter 8 on student-centered and constructivist approaches to instruction. I feel that I need training on how to use these other methods (like the ones going to be discussed in Chapter 8) in my instruction. 

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 5