Blog 5

Education 350

Hey everyone!

This week was really awesome in 350. Dr.Clark never fails to make class an eye opening and enriching learning experience while somehow making learning fun! I hope that my students feel that way about my classroom someday. We payed a simulation game called C'est La Vie. It was a game where were given a set profile and had to make life life decisions based on how much money we had, our health, and our living situations. A lot of things were pre-disposed and that made the game a lot more realistic. It put into perspective real life issues people who aren't born into families where they live in the best school district or struggle to make ends meet with money. The main point of the game was to make important decisions that affect your well being and future. Most of these decisions were not ones that could be controlled and that was pretty crazy to me. To win, you needed money and most of the kids in my class who did well in the game, were born with money, not having to earn it.
In my opinion this lesson connected to the NCTCS 1st standard where it says teachers demonstrate leadership. Teachers have to be aware of issues that students struggle with and make sure that their classroom offers fair opportunities for all students.It is a teachers job to advocate for all of his or her students and that is gong to be huge goal for me in my future classroom! Having a  diverse classroom cna be such a beautiful thing when it is appreciated the right way.

410-
This week I really enjoyed the seminar we participated in led by Megan. I love hearing my classmates opinion on things because they will be the teachers I teach alongside with someday. To me, learning how they think about things is vitally important. We dissected two articles about the importances of assessment. One of my favorite quotes from the John Hattie article was, "Until we see tests as aids to enhance teaching and learning, and not primarily as barometers of how much a student knows now, on this day, on this test, then developing more tests will add little, and will remain an expensive distraction." It really puts the true meaning of assessing students into perspective. Linking assessment, instruction, and student learning is a really intricate practice and takes a lot of studying and practice to get right. It is something I want to be a top priority in my future classroom. This article talks more in depth about this topic and was good for my outside research.  Classroom assessments do more than just measure learning. What we assess, HOW we assess, and how we communicate the results send a clear message to students about what is worth learning, how it should be learned, and how well we expect them to perform.

 

https://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

Blog 4

350-

Hello my classmates!!
This week in 350 we discussed poverty and its affect on a classroom. At the beginning of class we did a really interesting simulation. Our class got divided into groups to make a poster. One group got to sit at a table with chairs, had internet access, an assortment of supplies, nice markers, snacks, stickers, and drinks. The other two groups had to sit on the floor, had scarce/damaged resources, dried out markers, and barely any supplies. Both groups had to make the same project, the circumstances for creating the project were very different. This simulation was really powerful to me and definitely opened my eyes a little bit more to how some students have to go through life. When I was on the ground, I felt inferior to the kids sitting at the table. I felt sad that they got better supplies than me. It made my group feel a little embarrassed at the outcome of our poster. This simulation was very applicable to real life and if I was to do something similar with kids in my future classroom I think it would be interesting to ask younger kids how it made them felt and what it helped them realize. Students experiencing poverty might get sick often, be unprepared for class due to hardships at home, hungry, or sleep deprived. It is really important for teachers to be aware of thee issues in order to be sensitive to them. The NCTCS standard this topic relates back to is Standard 1. This standard says that teachers advocate for their school and students. This means that problems that students have in their life and in the classroom are something that the teacher cares and is sensitive about. It is our job to advocate for them and to help protect them and nurture them when appropriate. When students are in need and it beyond their ability to change, we must help them have fair circumstances in the classroom.
For my outside research, I found a really interesting YouTube video. It talked about the effects of poverty in the classroom and things that teachers can do to help kids in need in the classroom. It had some really cool "food for thought" and interesting facts within the video. Gained a little knowledge from it!
https://www.youtube.com/watch?v=y2r55tAOXAc

410-
    This week in 410 we focused on data concerning assessment. After, before, and during assessment, it is so important for data to be kept and analyzed. It is more than statistics and numbers. This data lets us know which areas our students are excelling in and where they need remediation or more work. "Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn."

If data is not recorded after assessments, teachers are not fully reflecting on their practice or their students progress. Teachers can spot gaps in learning and areas that need more work when they are constantly reflecting on their work and student assessment. Analyzing and collecting data refers back to NCTCS Standard number 5. This standard says that teachers "analyze student learning." I read a really interesting article about this topic.
Critics sometimes contend that this approach means “teaching to the test.” But the crucial issue is, What determines the content and methods of teaching? If the test is the primary determinant of what teachers teach and how they teach it, then we are indeed “teaching to the test.” But if desired learning goals are the foundation of students' instructional experiences, then assessments of student learning are simply extensions of those same goals. Instead of “teaching to the test,” teachers are more accurately “testing what they teach.” If a concept or skill is important enough to assess, then it should be important enough to teach. And if it is not important enough to teach, then there's little justification for assessing it.


Assessment data is important for so many reasons! It helps create an objective learning experience and help make learning relevant.

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx

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Blog 3

350:
 This week we focused on prejudices and the topic of racism in the classroom. We spoke on how RACISM should not be a prevalent factor, but RACE should not be ignored. Race should be appreciated. Race isn't just about how we look, it is the culture and heritage we come from. We want to be proud of that and respect it, not pretend that it doesn't exist. The conversation and "talk circle" that we partook in was a great way to put NCTCS standard 2 in action. This standard says teachers establish a respectful environment for a DIVERSE population of students. "Teachers embrace diversity in the school and the world."
I found  really awesome article about how to structure activities that promote racial and cultural awareness for younger kids.

https://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html 


"Children can also understand feelings of shame and pride at this age, and they are aware of racism against their own group. They are able to empathize, and they are interested in learning about the world. It's the perfect time for giving them accurate information so they grow out of "preschool" ways of thinking" (York, 1991).

Kids understand being different from one another at about the age 7-9, helping them celebrate those differences is the task at hand. 

410:

This week we are learning that the big scary word, 'assessement,' is not actually as scary as it seems! Teachers have to show confidence in this area in order to help kids succeed. This teaching requirement ties right into Standard 5: teachers analyze student learning. We must do this to ensure our kids are learning the material they need to keep moving forward. I want my kids to know I am confident in them. I think their success in this area can be increased greatly if teachers actively believe in their kids.
"Where do we need to go from here to make sure your needs are met…" This needs to be the question asked after an initial assessment. 

http://education.cu-portland.edu/blog/classroom-resources/three-tips-for-quality-assessment-in-elementary-school/

"Use multiple methods of assessment. The traditional method of using test scores alone not only fails to measure a child’s learning experience, it also often doesn’t give any information about why a child has failed. For that reason, teachers must employ a variety of assessment techniques. Test scores still provide valuable data, but they should be combined with the teacher’s own observations, projects and even careful attention to classroom discussions. All of these methods will not only allow a teacher to assess a child’s progress, but will also offer clues to when and how a learning failure may have taken place, making it easier to successfully adjust a lesson plan."

I want to be creative and thorough in future assessment in my classroom to make sure all of my kids get my best effort.