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