Module 43

How did you feel about taking standardized tests in secondary school? In what ways did your high school prepare you for standardized tests? If you had the ways and means how would you do it differently?

 

I was personally never fond of taking standardized tests. My strength has been and most certainly never will be test taking, so I am also anxious when the time comes to take one. With this being said, I believe my high school did an excellent job in preparing me for the various standardized tests. We would spend entire class periods reviewing how to approach a certain type of problem, and then how to work on it. The most effective part of this would be to practice with similar problems of past standardized tests. This way the best form of practice as well as recognition, so come time to take the actual standardized tests I would be fully prepared. If I were to go back and do I all over the only thing I would probably do is have my teachers just give us more practice problems. The more the merrier! Other than that I strongly feel as though my high school did everything in its power to make sure I was not only ready to take a standardized test, but also insure me a sense of comfort and make sure I was mentally ready to conquer the standardized test!

Case Study (Page 644 in Text)

1. Developing a  rubric:

1. Look at models: Show students examples of good and not so good work based on composites of work not linked to individual students. Identify the characteristics that make the good ones good and the bad ones bad.
2. List criteria: Use the discussion of models to begin a list of what counts in quality work.
3. Articulate gradations of quality: Describe the best and worst levels of quality; then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work..
4. Practice on models: Have students use the rubrics to evaluate the models given in Step 1.
5. Use self-assessment and peer-assessment: Give students their task. As they work, stop them occasionally for self and peer assessment.
6. Revise: Always give students time to revise their work based on feedback they get in Step 5.
7. Use teacher assessment: In your grading, be sure to use the same rubric students used to assess their work.

2. Miss Wren should keep in mind that good grades do promote motivation and learning. "Written or oral feedback that includes specific comments on errors or faulty strategies, but then balances this criticism with suggestions about how to improve along with comments on positive aspects of work increases learning" (630). Grades can really encourage a  student's motivation to learn if they are tied to meaningful learning. Good grades tell a student that they are succeeding, which will in turn push them to achieve bigger and better goals. I also think that good grades sparks more curiosity in children, as then are always eager and ready to learn new material and look forward to learning in the future.

Module 42

Differentiate between formative and summative assessment and give examples of how each might be used in your own teaching situation.

 

Formative assessment is ungraded testing used before or during instruction to aid in planning and diagnosis. Summative assessment is testing that follows instruction and assesses achievement. Basically formative helps instruction and summative summarizes students' accomplishments. In my teaching situation I would use formative assessment with the use of pop quizzes or homework checks, just to make sure all of my student were keeping up with the material at hand. My summative assessments would be in the form of either tests, essays, projects, or presentations to see how well my students comprehended the material. Each form of assessment works hand-in-hand in the intellectual accomplishments of each and every student.

Module 34

Do you think it is generally true that first graders have more curiosity and are more motivated than sixth graders or high school students? If so, can you explain the decline? Be careful to consider the development that occurs during this time period.

 

"A common concern among parents and teachers is that curiosity and excitement about learning is replaced by a sense of drudgery and disinterest. School become a job you have to do- a workplace where the work is not that interesting. In fact, interest in school decreases over time from elementary to high school, with boys showing greater declines than girls. The transition to middle school is particularly linked to a decline in interest. These declines are troubling because results of research on learning in school show that interest is related to students' attention, goals, grades, and depth of learning" (498). Based on the above quote as well as my personal opinion, I do believe that it is generally true that younger students have more curiosity than older ones. In the early years, students are stimulate by their curiosity for what come next. As the years progress, the work gets harder and teachers become more predictable, eliminating that curiosity factor. Students can see what is coming in the future. Another factor I believe connects to why students lose interest as the years go by has to do with the amount of extracurricular stuff that goes on. Puberty is probably the biggest thing a child has to deal with growing up, and with other things on their mind than simply just school, kids' minds focus elsewhere. Losing that curiosity factor also loses the motivation and drive to learn, leaving kids bored and unhappy.

Module 33

Can children learn if they are hungry or feel unsafe in their neighborhood? Take Maslow's hierarchy of needs when answering this question. What criticisms would you offer about this hierarchy?

 

Maslow suggested that humans have a hierarchy of needs ranging from lower-level needs for survival and safety to high-level needs for intellectual achievement and finally self-actualization. as the "pyramid" goes up, each level becomes less important than the next. If a child is concerned about heir need to survive and safety (lowest and most important level) they are going to focus on fixing that problem first. It is hard for a child to feed their need for intellectual achievement (higher and less important level) when their mind is somewhere else. This theory can be criticized for the most obvious reason in that people do not always appear to behave as the theory would predict. Most of us move back and forth among different types of needs and may be motivated by many needs at the same time. Some people deny themselves one need in order to achieve another.

Maslow's Hierarchy

1) Can children learn in school if they are hungry or feel unsafe in their neighborhood? Take Maslow's hierarchy of needs into account when answering this question.

2)What criticisms would you offer about this hierarchy?

 

Answers

 

1. No children can't learn in school if they are hungry of feel unsafe in their neighborhood. a child can't take in and process information if their mind is already preoccupied with eating and worrying about how they are going to get home tonight in their unsafe neighborhood. A child's lower level hierarchy needs will also take priority to the factors toward the top (people must fulfill their lower level needs such as for survival, safety, followed by belonging and then self-esteem first).
2. The main criticism to Maslow's Hierarchy of Needs would be that some things don't seem like they are in the right place. I feel as though some aspects are very overrated, while on the other hand other factors are extremely underrated. Also this hierarchy also might not apply to every single person, hence it isn't a universal hierarchy.

Case Study 2

Paulo Nzambi moved from his home in Angola to the United States in the fifth grade. While his English and schooling were adequate, his teacher Katie Wyant worried about his social adjustment. His quiet demeanor and soft voice were, in many ways, the opposite of his male peers. Paulo appeared hesitant when interacting with her as if he was unsure about how to behave. As the year progressed, Katie noticed he had not made any progress in adjusting to the classroom. She decided she needed to be proactive in finding a solution. (Cluster 6 / Unit 5).

         1)   In order to acquire a better understanding of Paulo and make school a more positive experience, what three types of relationships would assist Paulo as well as Miss Wyant?

       2)  What aspects of culturally relevant teaching might Katie Wyant employ to assist Paulo Nzambi in his transition to an American classroom?

 

Answers

 

1. The three types of relationships Miss Wyant should develop with Paulo to help them both out are:

• Effective home-school relationships
• Caring teacher-student relationships
• Effective peer relations

     2. Miss Wyant could play games with her students in which they get to know other classmates. this would involve each child introducing themselves to one another and interacting by telling each other personal information. Another aspect could be giving history lessons to educate all the children of their pastime. This would give Paulo an idea of how things came to be here in America while also providing the whole class new information of what took lace before their time.

Threaded Discussion (IQ Test)

1) How did taking the test make you feel? Why do you think IQ tests are so popular?
2) Do you think the test is an accurate representation of both your intelligence and of your abilities as a student?
3) Although the test that you took is most likely not the most reliable or valid test, how would you approach IQ testing with your own students?

iqtest.com

 

Answers

 

1. The IQ test I took made my brain hurt! I really had to stop and think thoroughly about each question, and at times use some extra logic to formulate an answer. I felt a little bit uncomfortable with the types of questions that were being asked, mainly because they were so random and irrelevant and I don't think I would ever think about the topics asked ever again. IQ tests are so popular because people think they are s much smarter than they really are and think they can ace any IQ test, until they take it and have no idea what the hell is going on! An IQ test can humble most people very quickly.
2. I do not at all think that the test I took is an accurate representation of my intelligence and my student abilities. I am not the best test taker to begin with, but I am knowledgeable about the information being discussed in my classes. One stupid test can't dictate my entire intelligence and how smart I really am.
3. I don't think I would ever want my students to take an IQ test, mainly because they are pointless. It doesn't seem logical at all that one test can tell you everything about your intelligence. However if I had to, I would make them answer questions similar to these so I can get a good understanding of my students viewpoints.

Hidden Biases

1) How do you think most teachers would do on the tests you took?
2) How would the context in which you teach (suburban, urban, rural, early, middle, or high school, etc.) influence your answers on this scale?
3) How do you think a teacher's hidden biases could influence students? At what point developmentally do you think teacher biases become influential to a student?

 

Seeing as how most teachers create the tests they give, I would say that mostly all of them would do exceptionally well. As the years progress, most question require more detailed and in-depth responses that shows that you clearly know the subject being discussed. However when it comes to standardized testing (MCAS, AP exams, SAT, ACT) I think teachers would be just as lost as the students are. I think it all depends on the type of test being taken. I don't think the context in which a person teaches gives them any advantage or disadvantage to their performance on a test that they most likely formed themselves. Most students care how a teacher perceives them. each student wants their teacher to see them as an intelligent, hard-working individual. I feel like teacher's hidden biases influence and encourage students to perform at their highest level and perform their very best. Not knowing how someone judges you forces you to do everything in your power to make your complexion as bright and positive as possible. I think developmentally when kids enter high school and begin to think more complexly and intellectually is when teachers' biases become most influential. Students will pursue the image of the "perfection student" in the eyes of their teachers.

Case Study 1

Many beginning teachers become overwhelmed when they discover they have numerous students in their class with special needs. First year teacher Paige Morris was no exception. Of her 25 students, seven were identified as needing special education services. While Paige was certified in special education and elementary education, she felt ill-equipped to write and implement so many Individualized Education Plans. To make matters more concerning, three of her students were identified as ADHD. Miss Morris began to imagine herself trying to control a chaotic classroom without the tools she needed to succeed.

 1)   List the parts of an IEP which must be in writing, Identify the aspects of the IEP for which Paige is responsible.

2) Which parts of  each child’s program would assist Miss Morris in better understanding her students before they begin the school year.

 

Answers

 

1. The parts of an Individualized Education Program (IEP) that must be in writing are as follows: 

• present levels of academic achievement and functional performance
• the progress of the child
• special education and related services along with supplementary aids and services
• program modifications or supports for school personnel
• extent, if any, to which the child will not participate with nondisabled children
• individual accommodations
• projected date for plan along with frequency, location, and duration of project

Paige would be responsible for the progress of the child, program modifications, individual accommodations, and the projected date, frequency, location and duration.

     2. Each child's entre program will not only give Ms. Morris a sense of what to expect throughout the year, but will also make her better prepared in terms of creating a curriculum to better fit the needs of the class as a whole. Better preparation means she can be ready for almost anything and know to stay calm and handle the situation efficiently.

Case Study 3

Haley Williams sat in Dr. Karr’s office, once again, having to explain why she could not get along with her teacher. “I don’t know why she picks on me in front of the class. All I know is that when she starts to yell at me I lose my temper. I’m not even sure what I am supposed to do! It seems like everything I do is wrong according to Ms. Kemp. I know we have talked about getting along and how that would be better for everyone, but Dr. Karr, I just don’t like her and she does not like me. Can’t I be switched to another class?

 

1)  Is Ms. Kemp doing anything that actually contributes to Haley’s poor behavior? Explain your answer.

2) What could one assume about Ms. Kemp’s reprimands if Haley’s behavior has not decreased?

 

Answers

 

1. Haley states that Ms. Kemp picks on her and yells at her in front of the entire class, so its apparent that she has some role in Haley's poor behavior, however I don't believe she is completely responsible. Haley is in control of her own actions, and even though she can be influenced by others, her actions are made by herself and no one else. Ms. Kemp does make an attempt to reach out to Haley and terminate whatever problems they had between each other, but Haley's behavior has on deteriorated even more.
2. It seems as though Ms. Kemp is doing her job correctly. The teacher is the authority in the class and it is their responsibility to assess and work out any problems that occurs within the classroom. Haley shows signs of possibly having a clinical behavioral problem. Yelling and picking on her in front of the entire class is no way to treat a student. instead Ms. Kemp should seek help or try out different methods to find a solution to the problems between her and Haley. The actions made by Ms. Kemp thus far have only hindered her chances of making things right with one of her students.

Threaded Discussion Question (Teasing and Bullying)

1. Is there a difference between teasing and bullying?
2. How can teachers determine when their intervention is necessary?
3. How can a teacher determine when a student is being bullied?
4. When should teachers report bullying to parents?

Answers

 

1. Both teasing and bullying usually involve poking fun at someone in a way that we think is funny or joking around with them. However there is a significant difference between the two. Teasing generally involves a sense of play and mutual "messing" around. Teasing will rarely, if ever, involve important personal characteristics.  Bullying is often about religion, race, appearance and is differentiated from teasing because of intention. Those who bully actually intend to do harm, whereas teasing is supposed to be a harmless game.
2. A teacher should go by instinct as far as their intervention. If they feel even the slightest hint that one of their student is being bullied or witness it, they should immediately interject and assess the situation appropriately and quickly. By breaking up the problem quickly it eliminates the chance of the situation escalating to a more severe case.
3. It is probably difficult for a teacher to determine if a student is being bullied, but some helpful hints could be in the way the child acts in the class. What is their attitude like? Who do they sit with? Do they try to purposely avoid anyone? it is the little things like that that can help a teacher in their decision of a possible bullying problem.
4. A teacher should report bullying to parents as soon as possible. By alerting the parents, teachers can allow them to talk to their children at home about the significance of bullying and how bad it is. Parent involvement with bullying is a beneficial factor in the elimination of bullying altogether.

Threaded Discussion Question (Television Families)

"Television families often portray a variety of different parenting styles. Choose a television family and classify the kinds of parents according to the styles provided in the text (authoritative, authoritarian, permissive, neglectful.) Then describe the children in these families."

1. What kinds of challenges do these children face? How do they deal with them?
2. What kinds of things challenge these parents? How do they respond?
3. To what extent do the children's activities and behaviors seem to result from their parenting?

The Martin Family from The Suite Life of Zach and Cody include a permissive single mother, Carey, who has a rather difficult time keeping her twin boys, Zach and Cody, under control.

1. One of the main challenges the boys constantly face is the fact that their parents are divorced and they don't get to see their dad as much as they would like to. In response to this let back, the boys constantly wander throughout the hotel in which they live in with curiosity and mischief that usually winds up getting them into trouble. I believe that their constant malicious behavior is a cry for attention, seeing as how they don't get enough from their mother.
2. The main problem Carey faces is that she is a single mother trying to raise to young males while also trying to work and also focus on her singing career. she has so many things going on in her life that she doesn't have a grip on the most important thing, her children. Its quite apparent throughout the episodes that Carey sees herself as an authoritative parent, when in reality the majority of the rules she implements are broken as soon as she turns her back. To her credit however she has created a solid support system with the other employees and staff at the hotel that help watch her boys around the clock and when she is at work.
3. Zach and Cody's malicious is a direct behavior from Carey not having constant watch and authority over them. they feel as though they can do what they want, when they want, regardless of the consequences (mainly Zach).

Jigsaw

Early Adolescence

Physical Development: Human development is divided into physical development, personal

development, social development and cognitive development. Physical development is based on

changes of the body. As a child grows older into early adolescence, all humans experience puberty.

This can change the way you feel and your physical being. Also, there are many changes in the brain

that occur that increase individuals ability to control their behavior. During adolescence the brain can

be described as “high horsepower , poor steering”. This is because during adolescence the brain is not

fully developed therefore decision making and avoiding risk is harder than it would be for adults.

Piagetian Cognitive Development: During early adolescence in the Piagetian Cognitive Development scenario, a child begins to think more complex and abstractly. The concrete operational as well as

formal operational stages (last two of Piaget’s 4 major stages) are associated with early adolescence.

at this point in his or her life, a child would be mastering logical thinking about more hands-on

problems. Adding on to this form of thinking, a child begins to discover new milestones, such as

abstract thought, metacognition, and problem-solving. Each new key skill of cognitive development

allows a child to give a more in depth thought to every problem and situation he or she encounters.

Sociocultural Perspective on Cognitive Development: Even though Vygotsky's theory may not

seem to cleanly divide into age ranges, try to apply his ideas. Are there critical aspects of his theory

that might apply more heavily to one age range? (For example,  early childhood may be limited by

language development.) Vygotsky made it a point to emphasise the importance of the social context in

which learning and the progression of any cognitive skills to take the place. Influencing peers and

adults on the child's development was a must. He pointed out that the particularities of any given

culture determine, the nature and or manner of functioning of the societal institutions that influence

how children think and learn.

Putting it in Perspective: Integrate the three areas of development to provide an example of what a

teacher would look for in this age range. How do the different aspects of teacher development interact

to help inform your understanding of progressing through this age? For a teacher with students who

are in their early adolescent stage need to realize that their is an enormous amount of change going on

physically, emotionally, and mentally. Most kids hit puberty around this stage so they are experiencing

and discovering many new things about themselves. Thankfully different aspects of teacher

development aid in a child learning development. Teachers have developed in understanding and

coping with the concept that each child learns at a different speed. By knowing this teachers are able to

construct learning plans that meets the entire class’s needs while progressing through their multiple

early adolescent developments.

Module 2 Question (Differnent Question)

"New research on education is constantly conducted to better understand learning and to improve teaching. How do you think teachers can use this research? How might teachers in classroom and researchers collaborate? Do you think teachers can also be researchers? If so, how? If not, why not?"

 

New research on education is constantly being conducted to better understand learning and improve teaching every day. Teachers can take this new information and apply it to their classrooms, students, and curriculum in order to help them and make learning as beneficial to children as possible. I believe the main way teachers and researchers could collaborate would be for the teachers to act as guinea pigs and have the researchers observe the teaching. this would be the most effective way because the researchers would be able to record first-hand what worked and what didn't. Another way teachers and researchers could work together would be for the teachers to relay to the researchers what methods worked and which ones weren't as helpful. Personally I believe teachers would make the best researchers, because they have a group of test subjects each and every day. if something isn't going as planning or something unexpected happens, a teacher could experiment with different solutions and find the formula that works best with the specific problem.

Module 5: Threaded Discussion Question 2

What are the efficacy implications for teaching students inside the zone of proximal development?

Zone of Proximal Development- phase at which a child can master a task if given appropriate help and support

 

  Students who are in the Zone of Proximal Development  require large amounts of attention from parents and teachers in order to succeed and advance in their education and learning. Without the assistance of parents and teachers, students may not feel as competent and will be likely to not fully understand concepts and context well.  So how would teachers assess the levels of students in the Zone of Proximal Development zone?  No single method is used because there are various ways to attack the situation of student's success.  Teachers and parents must make sure they are aware of their student's/child's abilities to work by themselves. Whether or not they are successful in recognizing that will prove whether teachers' and parents' help will assist students in accomplishing their goals. 

Module 4: Threaded Discussion Question 1

"Adolescents appear to need more intense emotional stimulation than either children or adults."

During the adolescence stage, a child's brain releases new hormones that begin to further develop a child's body and mind. A very important stage, puberty, takes place during adolescence. Puberty is defined as "the period during which adolescents reach sexual maturity and become capable of reproduction". An adolescent's emotional stage changes drastically, as new thoughts emerge in their heads. Appearance become a big part of a teen's thinking and that comes with the thought of "do I fit in?". The major implication that can be drawn from the above statement regarding instruction is that guidance in some form should be either offered or given to adolescents everywhere.

While peer-to-peer confrontation brings up good ideas that could stem from it, I feel as though it would not be very effective. If an adolescent has a problem, either internally or externally, I don't believe he or she will be able to find an answer or solution from a peer who is most likely dealing with the same problem. however, I do believe that by talking to a peer about a problem, an adolescent will feel more comfortable in sharing their problems, rather than talking to a parent or teacher.

The more effective form of instruction would be student-to-teacher confrontation. A teacher not only is an adult, but has passed through the adolescence stage and knows how to deal different situations and circumstances. more knowledge can passed down from teacher to student so the student can find the best resolution for the problem. Even though a student might not feel as comfortable confronting a teacher about his or her problem, in the end they will have a better idea of how to handle their certain situation.

Module 3: Cluster 1 Assignment: Qualified Teaching

According to the No Child Left Behind (NCLB) Act, a qualified teacher is someone who "holds a bachelor's degree or higher from a 4-year institution, has the content knowledge required to teach core academic subjects, and, usually based on a test of their content knowledge, a state teaching license" (Amrein-Beardsley). Basically, a teacher needs to be an expert in what they teaching and needs to be knowledgeable in how to teach it. To assess the qualifications of a teacher, according to the NCLB Act, test scores are used to evaluate "increases in academic achievement" (Amrein-Beardsley). Good teaching is a form of teaching where a teacher is confident and caring toward their students. Good teachers can adapt in different circumstances, but most importantly are reflective, meaning "they constantly think back over situations to analyze what they did and why, and to consider how they might improve learning for their students" (Woolfolk, 8). To measure good teaching, the teacher is also evaluated using test scores to assess student achievement, but more importantly the relationships he or she shares with each individual student.

Qualification in teaching makes a world of difference. Student achievement and success is mainly based off of how qualified a teacher is. An unqualified teacher may have experience, but does not obtained proper knowledge and expertise on the subject material that they teach. Also, a teacher that is not qualified doesn't possess a traditional certification, but rather has either an alternative or emergency certificate. The last thing and probably most important thing an unqualified teacher would not have is their bachelor's degree from a 4-year institution (which is why they would need a certificate). Highly qualified teachers usually have their bachelor's degree, masters degree, and several certificates.

School systems that may have a paucity of qualified teachers can meet the requirements of NCLB in two ways:

1. Schools in those areas could raise salaries for qualified teachers, which would then attract more qualified teachers to come in. While this seems like the most efficient way of doing things, there is simply not enough money to go around. It would be hard enough to raise the current teachers' salaries, but to make matters worse the school would have to pay all incoming teachers that same amount.
2. A more cost-friendly and efficient way of doing things would be to have teachers help one another. "These [qualified] teachers could share their experience with other, less-qualified teachers in professional development activities, training activities, structured coaching, mentoring relationships, and adding to professional capital of all teachers at these schools" (Amrein Beardsley). By helping each other out, there can be more amounts of qualified teachers while keeping things on a steady budget.

Modue 2

"Students should be grouped according to ability"







When analyzing whether or not the above statement is true to false, I believe a person will automatically resort to their own personal opinion. However, to find the whole truth about whether or not "students should be grouped according to ability", research must be done. I personally do believe the above statement is true because having every kid in the class at the same level of learning ability allows the teacher to move at one steady pace, instead of having to constantly slow down for some and speed up for others. For a non-believer it would take some factual evidence for them to change their opinion.

 

Dr. Joseph S. Renzulli, director of the research study of grouping ability at the University of Connecticut, conducted an observational study with his team that involved comparing and contrasting the effectiveness of ability grouping versus mixed ability grouping. "Grouping programs that entail more substantial adjustment of curriculum to ability have clear positive effects on children...Pupils in such grouping programs outperform equivalent control students from mixed-ability classes by two to three months on a grade-equivalent scale" (Kulik, 1992). I chose this article because it is a very effective study that clearly proves that students should be grouped according to ability in order to maximize learning success.

https://www.google.com/#q=should+students+be+grouped+according+to+their+ability+(scholarly+articles)

(Fourth one down from top)

module 1

Good teaching DOES make a difference. It is one thing if a teacher follows the curriculum and only worries about the subject material being taught, and it is another thing for the teacher to develop unique relationships with each individual student in the class and develop a lesson plan revolving around each child's specific needs. Good teaching has definitely made a difference in my life, as I have developed special bonds with some of my favorite teachers that will last a lifetime. I look up to these teachers and each person influences me in a different way. I have now started to think about the possibility of becoming a gym teacher, but that is just an idea at this point. Good teaching should be assessed by administrators through check ups and standardized tests. Obviously it is important for a child to improve in each subject, but I feel as though other things should be evaluated. The check ups would consist of someone just coming in and observing a day in the classroom and evaluating things such as teacher-student relationships and the overall environment of the classroom (is it bright? decorated? inviting? etc). Good teaching = success in the classroom!