Benchmarks are “check points on where students should be at a particular point in time” (Arends, 2009, p. 107). This is where diversity plays a huge role because the student’s academic levels are on opposite ends of the spectrum and this can affect finishing rates. “Rules, procedures, and downtime activities are needed for students who finish early and have time on their hands. These include high-interest activities such as making available special reading material or educational games that students can complete on their own” (Arends, 2009, p. 427). It’s vital to a child’s learning experience that we as teachers watch what is going on at these stations.
There are many limitations and difficulties to attain accurate results on the differences of bilinguals and monolinguals, however, researchers and educators are positive about the benefits of being bilingual or multilingual. Hopefully new research and studies in the near future will be able to solve the questions and
Every other Wednesday morning, staff have an hour and a half AIG certification training that takes staff through modules of readings, assignments, and in person discussions during the meetings. I am able to be a part of this training and work with my grade level team to learn the content and apply it through assignments, such as creating an activity choice board for students that have already mastered the required content. The next steps that I would take would be to continually look for ways to apply the content in the classroom and to share these ideas and lessons with other teachers. Though the training was thorough and provided a lot of helpful information, it is up to the classroom teacher to then find ways to apply these tools in the classroom in practical ways. In the classroom that I am currently placed in, the group of students that are identified as AIG are reading at a much higher level than their peers and need more complex content to challenge them.
I found it very interesting when reading the, “Components of the Tough Kid Generalization Model,” particularly component 2, which is common classroom stimuli assessment. I never thought about how Tough Kids would almost forget what general education is like because they most likely have been in Special Education for so long. Therefore, certain stimuli that are common to students in General Education are a big deal to Special Education students unfamiliar with the procedures. This means it is important for students to be assessed to determine what stimuli are overwhelming for them.
Reflection about reading “No Excuses University—Interventions” Young McVay Ashford University Reflection about reading “No Excuses University—Interventions” Interventions can be greatly help children who really need extra support and it make a huge difference in their school life. It is teachers’ decision when they really needed or how they introduce the intervention to children who need. I perceived the term of intervention that was happen with when someone or group of people come up with innovational ideas to change things improve the circumstances.
This can lead to many problems and if it is taken on a higher scale, it can affect the way that an entire school operates. When teachers only teach what is needed for the test and not what is important to the student or helps them individually learn, it changes the environment of a school. This also places importance on short term memorization and not persistence and actually learning the material. Standardized tests with high stakes, not just the STAAR, affect many aspects of a students life and education. If we think the most important part of an entire school year in regards to a students learning is one end of the year test, we might need to revisit the purpose of education.
The application of Maslow 's hierarchy of needs theory can make a major impact on guidance counselling and teaching in schools. All students have basic needs that need to be met in order for learning to take place. It can then be said that the more needs achieved then the more the students will learn. This is particularly important to students of exceptional needs, as many times, these students’ needs are more difficult to be met Instead of summing up behaviour as a response to the environment the theory provides a holistic approach to education and learning. Maslow looks at the physical, emotional, social, and intellectual qualities of an individual as a whole and how they impact on learning.
Hopefully students have begun this process in the lower grades so they are able to participate with their peers on a relatively equal basis. Unfortunately students change schools, schools have different priorities and may not have given students the opportunities to develop strategies. How will the educator guide them to draw on their “prior experience”? I can appreciate that the standards want students to have a more holistic and transformational development through a wide range of strategies but it takes a lot of time to incorporate effective strategies and to guide them to understand textual features in printed text. 4 & 5)
Teachers who are biased and treat children differently based off of ethnicity are contributing to the achievement gap majorly. Parents are another contributing factor to academic achievement as they play a significant role in supporting and encouraging their children. Lastly, time is also very meaningful for academic achievement as children do need the time to do homework and
Standardized Testing is a great way to see your students growth throughout the years, For these reasons there should not be more testing in schools. these hours) of testing show stress and damage to their education. These test are a waste of time, show distance, create behavior change and may change your social life or future.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
Then they will orally share their story on a T-chart. Once they share their stories have the students get out their iPads and open Seesaw. Once on Seesaw have students add a photo of their drawing/planning sheet. Once they take a photo they can orally record their story. Students can listen to this recording tomorrow or the next day.
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.
First, Ms. Kapeller modeled the activity and put the equation to find the area on the board. After a few round, she took the equation off of the board and did the activity again and the students had memorized the formula when she asked the class as a whole. She repeated her instruction several times so if some verbal student leaners needed to hear it again they could and she also had a power point available for the visual
1. What are some important steps in interpreting data from high stakes assessments? In order to make assessment data useful teachers must understand what information is being reported and determine if additional information is necessary to understand student performance. Specifically, for assessment results for students with disabilities, teachers would have to identify what accommodations were being used.