Reflective Journal Entry #8

Description

           The focus of reading and discussion in EDAT 6115 this week was about assessing student learning.  Assessing student learning requires the teacher to reflective of their instructional practices and understand how students’ needs can be evaluated.  Slavin (2012) stated, “Every teacher should have a clear idea of where the class is going, how it will get there, and how to know whether it has arrived” (p.397).     

Analysis

           

             Slavin (2012) reported, “Writing good achievement tests is a critical skill for effective teaching” (p.413).  At my school our teachers write all of our formative assessments and summative assessments together.  This helps ensure that all of our second graders are being assessed on the same content and that the assessments fairly align to our grade level standards.  We first analyze the standards being covered by the tests, then we plan questions using varied depth of knowledge questions.

            With the push of Georgia Milestones constructive response type questions have been the new buzz word and shift in teaching.  “Constructed-response items require the student to supply rather than to select the answer” (Slavin, 2012, p.422).  Asking appropriate constructive response questions means the teacher needs to be very specific in the expectations.  If questions are too broad, then students will interpret how to answer the question in various ways.  These types of questions are good because they allow the student to produce their own thinking and ideas.  On the other hand, however, scoring constructive response can be unreliable due to teacher judgement.

            Grading is another aspect of education that seems to be a hot topic.  The idea of retesting and reassessing is a very controversial topic.  At my school currently students are allowed to retest anything that they score below a 70% on.  The rationale behind this is to ensure that students are finding mastery of the standards and not just “moving on” because it’s time for the next unit.  However, does retesting them show that they have mastered that standard, or is it taking away student motivation and reflection knowing they can always retest?  Maybe a better idea would be using performance grading.  With performance grading “teachers determine what children know and can do and then report this in a way that is easy for parents and students to understand” (Guskey, 2006).  The parents can then understand if their child is performing around the expected range for their grade level.

            We can look at students’ performance based on two types of evaluation, norm-referenced and criterion-referenced.  “Norm referenced interpretations focus on comparisons of a student’s scores with those of other students” in contrast “Criterion-referenced interpretations focus on assessing students’ mastery of specific skills, regardless of how other students did on the same skills” (Slavin, 2012, p.411).  In most cases formative assessments are criterion to show what students are having trouble with what skills.  

Reflection

            The concept of assessing student learning is an important concept to all teachers.  Intentional teachers plan their lessons and ideas around individualized students learning.  As teachers we cannot teach the same lessons the same way each year.  Our students are all different and learn differently.  If we use assessment data to drive our instruction, then we are best meeting the needs of our children.  Using formative assessment to see where students are in their learning as well as for students to track their learning is imperative.  Using summative assessments as a teacher is a way to ensure that your teaching matches up with student learning.  Formative and summative assessments should be closed tied together.         

            Something I learned in this chapter was about lesson objectives.  In my day to day classroom I use learning targets, but I never thought about using lesson objectives.  I am familiar with lesson objectives from conversations during a student’s individualized education plan (IEP), but I have never thought to do them for my general education students.  I could see how this would be helpful in determining the success and achievement level of students, especially my lower learners.  Planning for lesson objectives really makes you be reflective of your students’ needs and what support they need to be successful.  Backward planning with lesson objectives can help you better plan lessons to meet the objectives.

            One thing that I confirmed reading this chapter was ensuring my teaching objectives line up with my assessments.  I feel it is only fair to test students on material that you have already covered or taught.  One way to ensure that this is done is to look at your assessments and plan backwards.  What skills would they need to learn in order to be successful?  In order for your assessments to fairly match up to learning objectives as a teacher you need to make sure your assessments align with your content standards.  Assessments should fairly address what the expected standards to teach are.

            One positive thing about assessments is the use of feedback.  The feedback that assessments give is beneficial for the teacher as well as for the student.  Assessments should provide feedback, information, and incentives.  Students should be reflective of their assessments to realize their strengths and weaknesses.  Teachers should be reflective of student assessments to decide the effectiveness of their instruction.  Many times teachers complain that all of their students fail a test.  Is it really the students’ fault if ALL of them failed?  Maybe there was a flaw in the way the information was presented.  Rather than put the blame on the students, teachers as well need to be accountable for their responsibilities. 

             

References

Guskey, T. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675.

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

Reflective Journal Entry #7

Description

            The focus of reading and discussion in EDAT 6115 this week was about creating and promoting an effective learning environment.  The effectiveness of classroom learning is dependent on the structure and tone that is set by the teacher.  Slavin (2012) stated, “Students who are participating in well-structured activities that engage their interests, who are highly motivated to learn, and who are working on tasks that are challenging yet within their capabilities rarely pose any serious management problems” (p.316).

Analysis

           

             Slavin (2012) reported, “Providing an effective learning environment includes strategies that teachers use to create a positive, productive classroom experience” (p.316).  Classroom management provides an effective learning environment by using allocated class time well.  The focus of a teacher’s classroom management is to promote time to engage students and keep them on task without distractions and behavior issues.  Having a strong structure for classroom management can help a teacher’s classroom run smoothly, as well as help students feel a sense of success in their learning.

            While it is important to maintain strong classroom management, the teacher also needs to ensure that they do not overdo time of task.  “An overemphasis one engaged time rather than on engaging instruction can produce what Bloome, Puro, and Theodorou (1989) called mock participation, in which students appear to be on task but are not really engaged in learning” (Slavin, 2012, p.325).  Just because students appear to be well behaved does not promise the fact that they are learning.  Teacher’s need to be sure they balance classroom order, but also give students opportunity to be children.

            There are many practices to consider when trying to plan for effective classroom management.  “Research has shown that basic commonsense planning and groundwork go a long way toward preventing discipline problems from ever developing” (Slavin, 2012, p.326).  Starting the year out is the first piece of ground work that helps the classroom run smoothly for the remaining part of the year.  The steps the teacher takes in the beginning of the year are likely to mirror what the student’s behavior looks like at the end of the year.  Students should have clear understandings of what the rules of the classroom will be.  “A Major purpose of clearly explaining general class rules is to give a moral authority for specific procedures” (Kagan, Kyle, & Scott, 2004). 

            When behavior in the classroom needs to be managed due to misbehavior the teacher also has many choices to make in what the best way to deal with these issues are.  “In dealing with routine classroom behavior problems, the most important principal is that you should correct misbehaviors by using the simplest intervention that will work” (Gathercoal, 2001; Kyle & Rogien, 2004).  When teachers over do the amount of time disciplining a child this takes away time for student achievement.  By having clear rules and procedures you can prevent problems in the first place from happening.  Keeping students on task with meaningful lessons will distract them from the opportunity to act out.  Praising students for positive behavior will motivate students to do the right thing in order to receive that recognition.              Lastly using nonverbal cues or verbal reminders can help bring students back into line.  Nonverbal cues end the behavior without stopping class time, while verbal reminders “state what students are supposed to be doing rather than dwelling on what they are doing wrong” (Slavin, 2012, p.331).

Reflection

             The concept of classroom management means a lot to me.  The reason being, having tight classroom management can change the whole environment of your classroom.  When students are well behaved and understand the expectations that you as the teacher has for them, then they will be more likely to hold those same expectations to themselves when dealing with their learning and want to succeed.  I feel like in addition, the way you handle the students and the way the students reciprocate back shows the respect that everyone has for one another.  When the students know that you hold them to high expectations they will appreciate you as their teacher more.  In addition, when the teacher feels appreciated by the students the teacher is more likely to go the extra mile for their students.

            Thinking about what I read about classroom management helps me better handle situations with my students as well as handle situations with other teachers.  Through reading I gained some great tips and strategies on how to make the best use of my instruction time without over doing instruction.  Another opportunity to handle a situation is to provide suggestions and ideas to other classroom teachers.  Sometimes there will be a teacher lacking in classroom management, may be a first year teacher or any type of teacher, using the facts learned in this chapter I can help guide with examples and rationales as to why certain strategies work for managing a classroom of students.

            I will use what I read to help me be a better teacher by promoting attendance.  Teaching in a title I school we have a very transient population and student attendance is very inconsistent.  Promoting attendance can help with behavior and as well as having students present in class to learn.  When students are not in class, they are not learning.  The only way for students to make the gains that we want them to make is to have them in the classroom physically and mentally.  Rewarding the students with a motivator will help both of those things occur.  Attendance can be promoted by using punch/sticker cards, earning “letters” to spell a word, or speak with the students to find out a system that they would like to use as a motivator.

            I feel as though there are not any negatives to promoting an effective learning environment.  Most outcomes of proper classroom management will make for student learning and a happy teacher.  Being too strict, or too black and white with classroom management can be an issue though.  Students will not be learning if they are not enjoying the environment that they are in.  There is a fine balance to maintaining classroom order, and controlling classroom order.  Having the students create the classroom rules with you is a way to get students on board and to take ownership of the responsibilities in the classroom.  While it is important to have a classroom run smoothly, as educators we need to be aware of the fact that we are working with children and they are still learning real world lessons.  Our job is not just teaching them the curriculum, but also teaching them the appropriate ways to act and maintain in life.  Scolding them constantly does not help them learn, we need to make sure it’s a lesson not always just a punishment.

References

Gathercoal, F. (2001). Judicious discipline (5^th ed.). San Fransico: Caddo Gap Press.

Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline. San Clemente, CA: Kagan Publishing.

Kyle, P., & Rogien, L. (2004). Opportunities and option in classroom management. Boston: Pearson.

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

Reflective Journal #6

Description

The focus of reading and discussion in EDAT 6115 this week was about grouping, differentiation, and technology.  Students can be grouped to accommodate the needs and differences among students.  Within those groups the teacher can differentiate the lessons to reach an achievement level of each student.  One way a teacher can differentiate is through the use of technology.  Slavin (2012) states, “Perhaps the fastest-growing technology applications in U.S. schools involve the internet” (Leu, 2000; Lewin, 2001; March 2005/2006).

Analysis

           

            As a teacher “you must know how to adapt your instruction to the students’ level of knowledge. You must motivate students to learn, manage student behavior, group students for instruction, and assess the students’ learning” (Slavin, 2012, p.250).  All of those qualities are what intentional teachers do to meet the needs of their learners.  Students come to teachers at the same age level, but at all different levels of learning.  In order to give effective instruction beyond a good lesson teachers need to be aware of all levels of their students’ needs.

            John Carroll came up with a model of school learning that “describes teaching in terms of the management of time, resources, and activities to ensure students learning” (Slavin, 2012, p.250).  In addition, Slavin came up with a model that focusing on some of the elements of Carroll’s model.  Salvin’s model is called the QAIT model and is broken down into four elements. Quality of instruction, appropriate levels of instruction, incentive, and time are the degrees that are important in a quality lesson. In order for students to learn all four elements must be present. 

            Students come to us as educators from a variety of backgrounds, situations, and ability levels.  If we want to help our students be successful we cannot teach all of our students the same way.  There are a variety of ways that we can teach students to ensure the instruction meets their needs.  One way is by between-class ability grouping.  In this type of grouping, students are grouped based on their abilities.  Another way is untracking.  “Untracking recommendations focus on placing students in mixed ability groups and holding them to high standards but providing many ways for them to reach those standards, including extra assistance for students who are having difficulties keeping up” (Burris, Heubert, & Levin, 2006; Hubbard & Mehan, 1998).

            Technology has also become such a vital key to students of this generation.  Students become accustom to using technology devices at younger and younger ages.  In order to keep up with the demands of student’s high knowledge of technology devices, teachers need to incorporate technology into their instructional strategies.  Another positive about using technology in education is opening up student’s minds to other perspectives from around the world.  When students are using technology to communicate with others around the world they “are exposed to perspectives different from their own” (Lever-Duffey et al., 2003).

Reflection

             The concept of grouping and differentiation means a lot to me.  As a collaborative teacher I feel like all of my lesson are differentiated in some type of way.  When you have learners of all levels in order to best meet their needs you need to put thoughtful planning into each individual child and how you can group them so they will best learn.  I normally focus on regrouping in my classroom.  I have mixed ability groups that I plan based on assessment data.  Students are grouped with other students who fall into close the same range as others.  I find this beneficial because then you can focus on the individual skills the learners need rather than teaching one big concept to a variety of learners. 

            This concept is very important concerning the context of my classroom.  My classroom is composed of resources students, general education students, and a few gifted students.  If I were to teach all my lessons in a lecture style, it would not benefit my learners.  While in some cases that type of teaching is necessary, when you have such a variety of learners that style does not lend itself as well.  Untracking is useful for those types of learners.  The students are in mixed ability groups, held to high standards, but they also receive the extra support that they need to be successful.  Untracking provides avenues for students to perform at a level they might not be able to otherwise perform.

            One aspect that I can take with me to become a better teacher is the use of technology.  I incorporate such technologies as laptops, smartboards, and nooks/kindles into my classroom currently.  Looking into the future I would like to incorporate problem-solving programs into some of the strategies that I use.  Allowing the students to use technology to promote problem solving is a technique that is important for this generation of students.  Children have their personal devices attached to their hips on a daily basis.  If I can incorporate their learning into a device, they enjoy they might be more apt to better comprehend the information or find more of an enjoyment in the material.  Also the use of multimedia projects could encourage students to be better invested and motivated in the concepts that they are learning about.  Students could learn a new program to present their material in addition to learning the content.

            One positive from this chapter is about compensatory education programs for low-income communities.  Title I provides extra services and funding to schools in low-income areas.  I currently teach at a Title I school and I have seen the benefits in action.  Our students are able to attain resources and extra staff support because of Title I funding.  Our school has put our budget towards technology resources, computer programs, and EIP support.  All of these things benefit our students, and they would not have the opportunity to receive these resources had it not been from Title I funding.  In addition, having more staff support allows our students to receive small group instruction.  When students receive small group instruction they are able to perform better and increase academic achievement.

References

Burris, C., Heubert, J., & Levin, H., (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, (43)1, 105-136.

Lever-Duffy,J., McDonald,J., & Mizell,A. (2003). Teaching and learning with technology. Boston:Pearson.

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

Reflective Journal #5

Description

The focus of reading and discussion in EDAT 6115 this week was about student-centered learning and constructivist approaches to instruction.  Constructivist views on learning breakdown into many historical roots.  In addition, cooperative learning can be used instruction in a variety of ways.  In order to teach student-centered learning though, many creative problem solving techniques must be taught first.

Analysis

           

            As an educator our job is to help communicate new learning to students.  There is a variety of ways to do so, we can incorporate these many ways to meet the needs of all learners.  As educators we do not just need to stand and deliver information to students, but also “engage students’ minds with powerful and useful concepts” (Slavin, 2012, p.218).  One way we can help engage students to learn new information is to allow them the opportunity to explore and research on their own.  Slavin (2012) reports, “For students to really understand and be able to apply knowledge, they must work to solve problems, to discover things for themselves, to wrestle with ideas” (p.218). 

            Constructivist learning theories support “the idea that learners must individually discover and transform complex information if they are to make it their own” (Anderson, Greeno, Reder, & Simon, 2000; Fosnot, 2005; Waxman, Padron, & Arnold, 2001).  Learners able to discover information on their own helps make their learning more meaningful and relevant to them if presented properly.  There are many ways that students can be involved in this student-centered learning. 

            The first constructivist approach is through top-down processing.  In top-down processing “students begin with complex problems to solve and then work out or discover (with your guidance) the basic skills required” (Slavin, 2012, p.220).  Educators would present students with the problem and then allow students the opportunity to work through the solution as a group.  In the process students hear others thoughts, ideas, and can argue their way to a solution.

            Another constructivist approach is through cooperative learning.  This approach is helpful “on the theory that students will more easily discover and comprehend difficult concepts if they can talk with each other about the problems” (Slavin, 2012, p.220-221).  Students will use one another to model ways of thinking and to challenge each other.  Conversation between them can spark misconceptions and understanding.  The interesting thing with students sometimes is they learn more easily through their own explanations to one another than they do the teachers explanations.

            Discovery learning, self-regulated learning, and scaffolding are a few more constructivist approaches.  In discovery learning students are engaged through active involvement with ideas.  Students can research through inquiry or experiments to come to conclusions about their learning.  Self-regulated learners break down problems into more manageable pieces or know what solutions would be best to try to attempt at solving a complex situation.  Lastly, scaffolding is when “the teacher is the cultural agent who guides instruction so that students will master and internalize the skills that permit higher cognitive functioning” (Slavin, 2012, p.223). 

Reflection

            This concept means a lot to me, as I feel like this is the approach I take to teaching.  While I incorporate many strategies to meet the needs of my learners, I enjoy students discovering learning on their own.  At times this means that I heavily differentiate my group work to ensure that students are learning at the level they are currently, but as well not just sitting there not learning.  I have my students explore learning through inquiry groups, like discovery learning.  Students also have the opportunity to learn through group projects, like cooperative learning. 

            One concept that I learned about that I did not know prior to reading this week was about reciprocal teaching.  Reciprocal teaching stuck out to me as a great strategy to use in guiding reading groups when working on comprehension.  As a second grade teacher our students are shifting from our focus being accuracy and fluency towards deeper levels of comprehension.  I really like the way reciprocal teaching first models for the students then turns it over for them to do the same.  Since you are working in a small group together as a teacher you are able to easily assess understanding.  There is also opportunity to scaffold yourself out of it to turn that reading group into a book club in which students can try that opportunity on their own with less guidance.

            This event confirmed my beliefs about teaching. I have never been an all-day stand and deliver type of teacher.  While in some cases yes, you do need to present just mastery level knowledge, other times it is hard to ensure that students are fully engaged and can understand each concept that way.  Students learn best through their own exploration and being able to create their own connections to the topic at hand.  Learning through each other is also crucial for students to be able to learn people skills and problem solving skills.  As educators it is our job to prepare them for the real world with these real life applications.

            As with all strategies or concepts I am aware of some negative aspects of student-centered learning.  Keeping students engaged in groups when learning together can be a challenge.  Lower learners may tend to fade back into the background and not contribute as much to the conversations.  I feel as though, knowing this up front though teachers can prepare for these types of situations.  Teachers can differentiate the levels to ensure the group work is on their level with members of the group at their same achievement.  Teachers can also offer up intrinsic and extrinsic rewards to motivate students.

                         

References

Anderson,J.R., Greeno,J.G., Reder,L.M., &Simon, H. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29(4), 11-13.

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

Reflective Journal Entry #4

Description

The focus of reading and discussion in EDAT 6115 this week was about effective lesson planning as a teacher.  The lesson focused on ideas such as direct instruction as well as diving into how student learn and transfer other concepts.  Ideas of small group discussions verse whole group discussions were brought up.  When thinking about how to be an intentional teacher and how to select instructional strategies with a purpose really set a tone with me.

Analysis

           

            As teachers we have many strategies and techniques to teach content material to students.  Slavin (2012) states, “The lesson is where education takes place” (p.184).  That sentence is so powerful when we think of what one small lesson can do in the eyes of a child.  As educators we spend countless hours planning out lessons for our students in order to engrain new knowledge into their brains.  When we think about the best practices and what could work best for them it really makes you think about what types of lessons would serve the best purpose for their education.

            “The term direct instruction is used to describe lessons in which you transmit information directly to student, structuring class time to reach a clearly defined set of objectives as efficiently as possible” (Slavin, 2012, p.185).  We can break down a direct instruction lesson into many different parts.  The first step in a teaching a direct instruction lesson is to state learning objectives.  Communicating to students what you want them to know at the end of the lesson will help students better understand what they are working towards.  Next, the teacher needs to “establish a positive mental set or attitude of readiness in students” (Slavin, 2012, p.189).  In doing this you set expectations for the students to see the importance in their education.  The educator can spark an interest in the topic and get the student excited about their learning.  Following setting a mental set the educator will then review prerequisites.  The teacher should check back as to what material the students have already mastered and link that to the new information about to be taught.  Some teachers may call this the “connect” part of the mini lesson.  After that new material can be presented.  Silver (2007) reports, “Direct instruction nurtures learners as they move toward independence” (p.38).  New learners benefit from new information being taught through explanations, modeling, worked examples, embedded video, and content coverage.  Conduct learning probes come next in the sequence.  In order to truly understand if students understand the material being taught you need to frequently probe them to check for mastery.  Probes refer to “any of a variety of ways of asking for brief student responses to lesson content” (Slavin, 2012, p.194).  Once you have checked on their understanding you can then provide independent practice.  This is work students complete on their own after having ample opportunity for gaining new information.  Following this, the teacher can then assess performance and provide feedback.  Feedback is important to a student, “the teacher should serve as a coach who guides, instructs, and provides feedback” (Silver, 2007, p.39).  Lastly the teach will then provide distributed practice and review.

            Just as direct instruction is proven to be a great use of strategy, so can discussions.  Discussion can take the form of multiple ways.  A discussion can be whole-class discussion where the teacher guides “the discussion and helps the class avoid dead ends but should encourage the students to come up with their own ideas” (Slavin, 2012, p.209).  In these discussions the students explore their own ideas and can lead the conversation into whatever direction it is lead.  In contrast to this would be small-group discussions.  “Like any discussion, most small-group discussions should follow the presentation of information through teacher-directed lessons, books, or videos, or following an opportunity for students to find information for themselves in the library or online” (Slavin, 2012, p.210).

Reflection

            This concept really made me think about my teaching.  As a new teacher I am all about small group instruction.  I create preassessments to guide my instruction and then work in small groups based on student needs.  However, I realized that there are instances where direct instruction would benefit students.  While I do not always agree with whole group instruction, there are times where students just need to learn the information coming from the teacher.  Research has proven that a balance between the two is important.  Especially when it comes to student’s learning styles.  Many students may benefit from a lesson taught as a lecture to the whole group.

            After reading this chapter I may better use whole-group discussions to better myself as a teacher.  I generally use a lot of collaborative discussions at the beginning of the school year to have discussions about friendship and getting along with one another.  The students do so well communicating their thoughts and ideas respectively with one another.  I would like to take this to the next level and try this with content and really see what discussions could come out of the children.  I am always amazed when I do not think my students can do something, but after trying I am so pleased with the outcome.

            While I do want to open my horizon to try the concept of direct instruction I do see some limitations that appeal to me as negative aspects.  The past few years I have had an inclusion classroom.  I have students ranging from highly gifted to in the process of being transitioned into a self-contained classroom.  While I understand all of the components of a direct instruction lesson, I feel as though I prefer small group instruction just so I can be sure that all my students are benefitting from the lesson.  While there are times when you can go back and do more modeling and independent practice, I feel as though sometimes students need that one on one instruction from the beginning.  I guess that can be the beauty in instruction, meeting the individual needs of your learners based on how you know them and what they best need to succeed.

            Prior to this week I did not think about discussions being done in small groups.  I have practiced sentence stems in a while group discussion and also have done small group projects but never small group discussions. This past school year I attempted to do collaborative book clubs but then failed to continue the process to get them up and running.  This will be a future goal of mine going into the upcoming school year.  I want to challenge myself to challenge my students into having small group conversations not only about the books that they are reading but also the content they are learning about.

References

Silver, Harvey F. (2007). The Strategic Teacher: Selecting the right research-based strategy for every lesson. Upper Saddle River, NJ: Pearson Education.

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

Reflective Journal Entry #3

Description

The focus of reading and discussion in EDAT 6115 this week was about information processing and cognitive theories.  It discussed memory and what processes help or hinder short and long term memory.  It gave strategies that teachers can use to help students learn to their best potential.  Intentional teachers find meaningful ways to present information so it better sticks in student’s memory. They understand how information is processed, received, and stored.

Analysis

           

            Research on the human memory has helped teachers learn strategies to ensure understanding and retention of new learning.  Slavin (2012) reported, “The finding that the brain’s capacity is not set at birth but is influenced by early experience has had an electrifying impact on the world of early childhood research and education policy” (p.154).  Knowing this as educators we realized that out impact on students is more important to push students to their full potential.  Students do not come to us with empty minds, nor do they come to us with full minds.  “Learners are, in fact, neutral works in progress, altering themselves with every new activity, every engagement, and every new skill acquired and fact learned” (Slavin, 2012, p.158).

            While it is important for teachers to use many strategies to help students learn and retain information, there are also factors that cause children to forget.  One factor that hinders children from remembering is interference.  Interference is, “when information gets mixed up with, or pushed aside by, other information” (Slavin, 2012, p.158).  With so much to learn through the school year at such a quick pace this is something that students may struggle with if information is not presented in an approachable manner.  Another factor that may cause forgetting is retroactive inhibition.  Similar to interference, this “occurs when previously learned information is lost because it is mixed up with new and somewhat similar information” (Slavin, 2012, p.158).  This stresses, again, the importance of using a variety of strategies to approach new learning. If we use the same approaches over and over again it will create more of an opportunity for students to confuse the learning and forget some of it. 

            When we want to make learning relevant and provide strategies to help students remember we need to provide opportunity for them to activate their prior knowledge.  Three ways we can help students activate their prior knowledge is with advance organizers, analogies, and elaboration.  Advance organizers “orient students to material they were about to learn and to help them recall related information that could assist them in incorporating the new information” (Slavin, 2012, p.173).  Using these organizers can increase their learning and help them structure their learning retention.  Analogies are also helpful to help connect information.  Slavin (2012) states, “it is more important that analogies be thoroughly familiar to the learner than that they relate in any direct way to the concepts being taught” (p.174).  Linking something to the content that is not familiar to the child will not help them learn. They need to be linked to something that is meaningful and familiar to them.  Lastly, elaboration helps activate children’s prior knowledge.  Elaboration refers “to the process of thinking about material to be learned in a way that connects the material to information or ideas that are already in the learner’s mind” (Ayaduray & Jacobs, 1997).  Getting students to talk about and elaborate on a topic just discussed helps them retain this topic and their understanding.

Reflection

            This concept is significant concerning the context of my classroom because it reminds me as I am lesson planning the strategies I need to keep in mind.  Knowing how students process information means I need to vary how I first present a concept and how I continue to present that topic throughout the unit.  I need to appeal to all of my learners and think about what strategies will best help them learn and retain the information.  At the beginning of the school year I give my students interest inventories so I can better understand them as learners and the way they like to learn best.  This really shows a side of the child I may not have realized about.  Often times we get so caught up in the day to day standards to teach we miss out and seeing how creative our students can be.

            Using what I read this week I can become a better teacher by making my initial lesson of each unit more meaningful.  The initial lesson of a unit sets the tone for how the rest of the unit will go.  If we can get students excited and motivated about the content, then they will be more likely to pay attention and retain the information.  Connecting what students know to what they are about to know will also help them better connect their past learning to their learning that will soon take place. Also many other strategies that were given make me more excited to try and make sure to use a variety of rather than the same ones I always use.

            When thinking about this chapter and the chapter about cognitive development it makes it hard for educators these days.  I feel as though a negative aspect of this is at times we are expecting our students to do things that they might not be fully capable of doing or learning.  For instance, in second grade we teach about the three types of government (president, governor, and mayor).  These are hard concepts to teach students because they are still trying to grasp that we live in a city, which is in a county, which is in a state, which is in a country.  Trying to teach children a concept that they will remember when they do not have the cognitive development to see large picture makes it more difficult.

            Thinking about study strategies that help students learn makes me think about how to better prepare for upcoming assessments with my students.  Since I teach younger students, modeling for them strategies they can use to prepare for tests could help them in the future.  If we present students with strategies that can be helpful to them they can then decide which strategy will work best for them and grow with that strategy.  Teaching is not just about teaching the content, but also instilling strategies into students that can help them better understand the content.

References

Ayaduray,J., & Jacobs, G. M. (1997). Can learner strategy instruction succeed? The case of higher order questions and elaborate responses. System, 25(4), 561-570.

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

Reflective Journal Entry #2

Description

The focus of reading and discussion in EDAT 6115 this week was behavioral learning therapies.  It discussed principles of behavioral learning such as different reinforcers.  Students learn through our modeling as teachers.  They should set their own performances and hold them to high expectations.  Intentional teachers design instruction that shows observable actions for students to aim for.

Analysis

            Children learn many behaviors through their experiences.  Learned behaviors can be positive as well as negative.  In order for children to pick up the positive behaviors we need to provide pleasurable consequences. “Pleasurable consequences increase the frequency with which an individual engages in a behavior, whereas unpleasant consequences reduce the frequency of a behavior” (Slavin, 2012, p.119).  The more joy a child finds out of a situation the more likely they are to repeat or continue the situation. A good way to ensure that a child wants to continue is by providing a pleasurable consequence called a reinforcer.  A reinforcer is something that appeals to the child as an individual.  Not all children have the same wants.  Slavin (2012) states, “We cannot assume that a particular consequence is a reinforcer until we have evidence that it strengthens behavior for a particular individual” (p.120).  Finding what is important to the child is important in being successful.

            While there are consequences that strengthen behaviors, there are also consequences that weaken behaviors.  These consequences are called punishments. Slavin (2012) reports, “As with reinforcers, the effectiveness of a punisher cannot be assumed but must be demonstrated” (p.124).  One way to demonstrate the mistake as a teacher is to scold the child.  By scolding them you are getting onto the about something that they did that was not appropriate.  They know they are in trouble and should not repeat this behavior based on the verbal words they hear you saying. Another way to demonstrate the mistake is to remove a pleasant consequence.  Teachers may take away a student’s recess, give them silent lunch, or give them detention.

            In order for consequences to be effective, they must come within a close range of the behavior.  Slavin (2012) reports that in a classroom, “praise for a job well done that is given immediately can be a stronger reinforcer than a good grade given much later” (p.126). When you give immediate feedback students are able to connect the pleasurable consequence to the behavior.  When thinking about when students are showing a negative behavior, “you can apply the principle of immediacy of consequence by responding immediately and positively when students are not misbehaving” (Slavin, 2012, p.126).

            As teachers, there are different intervals in which we can reinforce students.  A schedule of reinforcements refers, “to the frequency with which reinforcers are given, the amount of time that elapses between opportunities for reinforcement, and the predictability of reinforcement” (Slavin, 2012, p.128).  Schedule reinforcements can be done by: fixed ratio, variable ratio, fixed interval, and variable interval.  As a teacher giving a fixed ratio you might tell a child after reading quietly for 15 minutes they may go check out new books at the library. The “reinforcer is given after a fixed number of behaviors” (Slavin, 2012, p.128).  Using a variable ratio a teacher might use this reinforcer when students raise their hand.  Not every child will be called upon each time, rather “the number of behaviors required for reinforcement is unpredictable” (Slavin, 2012, p.128).  A fixed interval approach is only available at certain periods of time. An example of this might be students taking tests after a long unit. They will be reinforced by putting into the work of studying, even if it is last minute.  The last approach that teachers might use to reinforce students is variable interval.  “In a variable-interval (VI) schedule, reinforcement is available at some times but not at others, and we have no idea when a behavior will be reinforced” (Slavin, 2012, p.129).  Teachers might use this reinforcer when checking homework at random.

Reflection

            I thoroughly enjoyed reading this chapter.  Since beginning my teaching career I have been placed in many difficult situations regarding behavior.  In my four years of teaching, three of the four have been spent teaching an inclusion classroom.  I have a wide range of student abilities, as well as behaviors.  Reading this chapter meant a lot to me because it reinforced many of the ways that I already handle behavior, as well as taught me new views to think about and reasons why certain approaches work.  As a teacher if we are going to have our students be successful we need to make sure that they are involved in their learning and are motivated by intrinsic and extrinsic forces.

            A positive aspect of behavior learning is that we are teaching students how to handle consequences of their behavior, in school, just like they will have to deal with them in the real world.  Teaching them how to appropriately handle a situation and deal with the effects of it will help prepare them to be successful.  Just as importantly teaching them how working towards a reinforcer is something that can be done to work towards a self-set goal.  However, some negative aspects from a realistic stand point are how challenging it can be to transfer what makes sense on paper to what is happening in your classroom.  At times when situations like behavior escalate in the classroom many feelings as well escalate.  Educators have to make spur of the moment decisions without further escalating the behavior.  If we show students that shouting and yelling is appropriate when a situation is not going our way, they will see that modeling and believe they can do the same.  We do need to remember what psychologist theories say is best and try our best to maintain composure to enact those steps. 

            One thing that really stood out to me to remember in order to become a better teacher is to keep in mind that learned behaviors can become extinct.  At the beginning of the year I spend so much time getting my classroom procedures and rules set up with the children.  We review them often and I reward them constantly for following them as expected.  As the year goes on and we come back from break, the students begin to feel comfortable with one another and as teachers we begin to feel burnt out.  The procedures begin to weaken and the expectations are not held to such high standards.  This is the time of year when I begin to ask myself, “Why are my students acting so crazy today”?  In order to become a better teacher, I need to realize that the behaviors we spent weeks at the beginning of the year perfecting will become extinct if the reinforcers are withdrawn.  An intentional teacher should not think their students should know better, but rather continue to reinforce the wanted behavior in hopes that the rest of the students will want that same reinforcer.

            This chapter definitely confirmed my beliefs about children.  Children need to be praised. They need to know they are doing the right thing in order to know that choice should be repeated.  Pushing them out of your classroom and pawning them onto another adult did not teach them why the behavior that they exhibited is not wanted.  Students need reinforcers to give them something to work toward. If teachers always mentioned the behavior that they do not want to see that will be the behavior that is on the student’s mind. If we praise the positive behavior that we are noticing, other students will want that same praise and chose to turn their behaviors around.  Reminding students of token rewards, they can earn rather than telling them they will go to timeout puts their mind on the thing they want instead of the situation they do not want.

References

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