This is the writing style I want. Please use this as your reference as you answer the prompts. Most of my instructional practice is strategically planned for scaffolding. Students learn vocabulary first, theories using those vocabularies, and then start utilize their knowledge on practice assignments, then finally use the learned skills on their project. After a project, there is always a written self- reflection as a follow up to go back and review the terms and theories they’ve leaned in the beginning of the unit/ lesson. Upcoming unit/ lesson always requires the knowledge from the previous unit/ lessons. I always explained my students that learning art is nothing different than learning math because every skills and knowledge get cumulated. Just like math starts with learning plus and minus to multiplication and division and all the way to matrix, art starts with learning about lines, form, 3 dimensionality, shading, perspective, etc. The result was great, and I was quiet satisfying with the students’ learning results last semester.
My new IIP goal would be more focused on reducing the gap between gifted and non- gifted students since there will be more various factors on the skills of each students. By the end of the semester, I’m expecting to see students with differentiated instruction targeted to meet individual and group learning needs.
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Prompt Q: Describe how the readings and discussion over the duration of this course has impacted one of your IIP goals that will be carried over into your 5-year professional learning plan. Have the readings and discussion changed your thinking? Have they served to solidify what you previously thought? (250 words)
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—Peer Examples—
J.P.- The readings and discussion did not change my thinking about my IIP goals, but rather they served to solidify it and made me a bit more confident about implementing my goals in the future. My IIP goals are how to ask questions to facilitate discussion, so that students can clarify and extend their learning. And, how to promote student’s participation during whole class and pair/group discussions.
Over the duration of this course, one particular reading and one class discussion resonated the most with my IIP goals. On the one hand, this particular reading was about the golden rules for student engagement. Ever since I have been in the classroom as a long term substitute teacher for different math assignments, I have embraced collaborative learning. But this article made me reflect and solidify my thinking about what I have been doing, and the true benefits of this strategy. Even though the information that is provided is not very extensive, the glimpse of the guidelines provided me with information about increasing student engagement behaviorally, emotionally, and cognitively, as it is mentioned in the article “Golden Rules for Engaging Students in Learning Activities.” These guidelines were also helpful as a starting point, in which I could build upon even more during my teaching practice.
As far as the one discussion that solidified my thinking was the one we had during the Power Point presentation of the cognitive rigor matrix, in which Webb’s DOK levels and Bloom’s cognitive process dimensions are combined, and the stand alone slide of Webb’s DOK levels. At the same time, during our break room discussion, one of the members in the group talked about how she embedded the DOK levels in test questions, and during exit tickets. I asked her to share an example of what she does in her classroom, and her example helped me improve on my teaching practice and served as an inspirational artifact for implementing my IIP goals in a different way. For example, I used her idea to label classwork questions with DOK 1, DOK 2, DOK 3, and DOK 4. Additionally, it made me realize that teaching explicitly the DOK levels to the students can help them keep track of their learning, and promote participation by raising their confidence as they are able to respond to questions that have the levels of their understanding.
I.N.- The readings and discussion over this semester have enriched my thinking about teaching and about my IIP goal. I have originally planned to achieve a certain level of clear and well-planned lesson that increases engagement through active participation and checking for understanding and reduces classroom management problems. My first semester was rife with classroom management problems caused by restless off-task students, but I became gradually better at planning lessons and reacting “in the moment” to problems and disruptions, albeit not always successfully and not as often as I would like. The readings from class have emphasized that students are more engaged when they see content and materials as relevant, and learning as meaningful. Especially important was the reading/webinar on student questioning and the article on changing questions that teachers pose from “closed” to more “open-ended” and inquisitive. Also, student discussion webinar was helpful in solidifying the fact that students learn better by responding to each other in a meaningful way once there is a structure to follow and expectations to achieve. Of equal value is the Zwiers, O’Hara, and Pritchard’s article on “Fostering Academic Interactions.”
Specifically, this last article offers a new look at several classroom strategies, such as pair-share, Socratic seminar, and sentence-frames, among others. It offers a change in thinking for me, as it provides ways to strengthen these class strategies, expand them to include more students, and apply them in ways to get and keep student attention and engagement with the material. This, in turn, might anticipate and reduce, if not eliminate, class disruptions by off-task students and similar classroom management problems. It also offers an improvisation section, where students are prompted to go beyond the surface-level information of the material/ content under study and imagine themselves in a new situation, being responsible, at the same time, to answer to classmates’ interpretations and communications, and react to each other’s comments, fostering engagement as a result of handling the cognitive load. This technique is beyond making content relevant to students’ lives, as explained in an earlier webinar on math at the beginning of the course regarding meaningful assessment. Student engagement and fostering student discussion will be a goal that I would like to incorporate in my 5-year professional learning plan. I understand the concept of engagement and discussion and I can imagine how it looks like. The challenge is to bridge the gap between my understanding and students actually carrying out the necessary steps to participate in discussion, questioning, and interactions that foster a successful learning environment where the majority of the students are engaged.
L.H.- My IIP goal that will be carried over to my five year plan is “planning instruction that incorporates appropriate strategies to meet learning needs of all learners.” I decided to choose this goal because each year students have a variety of needs, and planning instruction is critical for effective learning and collaboration to take place among students. I find this goal to be meaningful for me as a new teacher because I want to make sure that I am planning instruction effectively. I spend a lot of time outside of the classroom making sure that I am planning activities that engage students, and I feel that planning time is the opportunity to create excitement and learning in the classroom. The readings and discussions during the course of SED 505 helped to solidify the progress that I have been making to improve my teaching practices and strengthen this goal.
I have come to realize that it is important that all students feel that they can take ownership of their learning by having roles that allow them to collaborate with other students and be involved in the learning process in some way. The one thing that I want is for all my students is to be engaged with instruction, and I ultimately feel that one way that students will be engaged is by having a relationship with their teacher in guiding them and leading them through the learning process. In the Golden Rulesarticle it states that one rule for engaging students in learning is establishing high-quality teacher-student relationships, especially for students with low SES and/or difficult students. I agree with this rule because when students trust their teacher with being consistent, and when a teacher shows care towards her/his students than learning is possible. One way that I show students I care is by creating meaningful, engaging lessons where all students have a role and are involved. It is important that each student feels empowered and I believe that when I design lessons that empower students it shows them that I care. This article solidifies my thinking aligned with my IIP goal because I believe it is important to understand the relationship that I have with my students to carefully plan lessons that take into consideration all learning needs.
Although I am a fairly new teacher, I am striving to be an expert teacher with planning instruction and so far I feel that I am growing to be confident in this area. The article, Teachers Make a Difference: What is the research evidence? was very interesting for me to read and it actually opened up my eyes to think about how expert and experienced teachers differ. In the past, I always thought that teachers with many years of teaching and education behind them are experienced and I have always thought that experienced meant that they were experts. I came to realize that they are unrelated and there is a difference with their practices. When I read this article by John Hattie, it gave me a new perspective and gave me confidence in my current teaching practices because some of the ideas that he states, I am currently trying to practice them in my own class. One idea that Hattie discusses is that expert teachers differ from experienced teachers by the way they organize and use content knowledge to present to students. Hattie lists many representations of this concept, and my overall understanding is that expert teachers really plan instruction around their students’ needs. This was eye opening for me to read because as I begin to develop my early years in teaching, I can see how his ideas of expert vs. experienced, specifically when planning, can be applied with my teaching practices at the elementary level.
When students know that their teacher cares about them and their learning, and when lessons are planned effectively with all students in mind, I believe learning is possible. If I can strengthen my goal of engaging all students when planning instruction effectively, I feel that I will be progressing towards becoming an expert teacher! Overall, the readings and class discussions around them brought me new perspectives of planning and engaging all students, and impacted this IIP goal in a positive way.. .
C.V.- I have found the reading and discussions very insightful, they have both changed my way of thinking, and they have solidified what I thought previously. For example, the article that changed my perspective on academic discourse was the article “Common Core Standards in diverse classrooms: Essential practices for developing academic language and discipline literacy” by Jeff Zwiers, Susan O’Hara and Robert Pritchard. The article made me realize that literacy and mathematics need to go hand in hand so that students can learn how to read mathematics in a textbook, but more importantly, how they can find meaning in what they are reading. Learning how to read symbols or how to understand a proof are essential skills students need to know when doing mathematics. I find the strategies presented in the article useful. Also, I enjoyed reading that it is crucial to let our students discover on their own and also be challenged at times. Removing scaffolds, when appropriate, is a way in which we can start letting our students take ownership of their learning and start making connections on what they read and listen. I would like to focus more on academic discourse for my IIP Goal.
One of the readings that served to solidify my thoughts on assessment was the “Sound Assessment Practices in Mathematics Webinar” by Dr. Chris Suurtamm. This presentation helped to affirm that assessments are also ways to inform and improve teaching and not just a way to measure students’ growth. Assessments are an ongoing process that should be done on a regular basis. I find it interesting to find supportive data on the ineffectiveness of multiple choice tests as the primary form of assessments. I think it is important to consider different methods that would be more reliable when informing us of our teaching as well as informing students of their progress. However, I would say that as long as we use assessments that are meaningful for our practice we are achieving our goal in becoming better educators. There are always ways to improve our practice as well as the way we assess students. I would say that I would like to keep improving the way I assess my students for my IIP goal..
A.B.- The readings and discussion over the duration of this course have solidified and positively impacted the importance of challenging students to go beyond the “right” answer, to critique and challenge texts, to collaborate together, problem solve, and be able to clearly and coherently articulate their ideas verbally and through their writing. My IIP goal revolves around developing and using a repertoire of instructional strategies appropriate to the subject matter, which will engage and challenge my students while maintaining an accessible rigor. The emphasis of assessments, like the one whose results I just posted, is to keep students in the last two levels of the DOK, where they will be connecting, analyzing, citing, synthesizing and creating. The timed-writing format of this assignment provided practice for students who will have to complete three essays within two hours on the exam, challenged my high achieving students to effectively complete all parts of the prompt for each six passages on time, and allowed them to present what they have learned in their own, unique way. This connects to Dr. Suurtamm’s emphasis on taking students’ prior knowledge and experiences into consideration, and emphasizing learning, problem-solving and higher-order thinking over a particular “right” answer. This concept expands out to English and something that I have to model and directly teach to my students, who start out often looking for the “right” answer.
This course has also reinforced the significance of formative assessments, and my greatest challenge with formative and summative assessments in my eight English/Writing classes has been timely feedback. As the Hattie piece highlighted, students learn from personalized, timely feedback and my five year plan has to focus on balancing how much time I take on providing feedback, and making sure I only focus on a few main factors when I’m providing feedback. This will limit my grading time, and give enough content for students to focus on.
The post Describe how the readings and discussion over the duration of this course has impacted one of your IIP goals that will be carried over into your 5-year professional learning plan appeared first on Ink Essays.
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