Barb Rentenbach Presentation

"Dear UTK, autism is my prism not my prison." Barb Rentenbach 

"Find out who you are and be that on purpose." Dolly Parton

Notes:

Barb wants to disprove the notion that autism needs the world but the world does not need autism.  Language defines human society.  Autism diagnoses are increasing at a fast rate.  Other forms of communication may be faster, more effective, and less careless than speech.  She focuses on one life concept at a time.  The world seems to value multitasking and busyness. Individuals with autism operate differently.  Allow students with autism to have "chill time."  Empower students with autism.  Allow students with autism to have choices and responsibilities.  Incorporate inclusive, real-world activities and tasks.  "Autism is a type of neurology."  Those with autism experience significant challenges.  There are structural differences in the brain in those individuals with autism and ADHD.  Those with autism often relate more to objects that to other humans.  We must be wary of "medicating away" the differences in those with ADHD.  Discusses the concept of "neurodiversity."  Dyslexia= "the engineering disease."  There are benefits to autism, ADHD, dyslexia, etc.  To help students live out Dolly Parton's quote, "Find out who you are and be that on purpose," find out the areas in which students excel.  Dance Dance Revolution example: Student with autism and considered "profoundly retarded" excelled at Dance Dance Revolution.  Also, he was able to explain the light spectrum in relation to the game.  He also loved cooking shows, Barefoot Contessa in particular.  His psychologist helped him learn to cook.  In helping him learn to cook, she was able to teach him how to read, count, measure, and follow directions.  Through these experiences and experimentation, psychologist realized that this individual had well-developed receptive language.  Consider this example in your classroom.  Take the time and put forth the effort necessary to determine each of your students' strengths.  Barb is a contemplative.  She spends much of her time contemplating life, life's meaning, and her purpose.

Reflection: 
 

How did this presentation change your view of those with Autism?  
This presentation really enhanced my understanding of Autism.  In listening to Barb's SS (Smiling Shrink), I was able to learn about Autism and the characteristics and needs of individuals with Autism, according to Barb's perspective.  I was floored by Barb's elegant, eloquent, and often hilarious writing.  Prior to this presentation, I knew and believed, in theory, that one's inability to communicate orally and/or conventionally does not dictate his or her intelligence.  However, after listening to this presentation, I am now fully convinced of this reality.  I will now make a conscious, real effort not to make any assumptions about an individual based on their ability to communicate conventionally. 

How will you consider autistic children in your classroom in light of this presentation?  How does the information you’ve learned affect your future teaching practice?
In the presentation, I learned that autistic children may require extra "chill time."  I also learned that autistic children may relate more to objects rather than other students or people.  I will consider these needs by allowing my students with autism time to "chill."  To benefit all students in my classroom, I plan on creating a soft-lit reading corner filled with bean bags and pillows.  I might allow my students with autism a chance to "chill out" individually in this comfortable area throughout the school day. 

In her book and in her other writings, Barb discusses Dolly Parton's quote, "Find out who you are and be that on purpose," in relation to students with special needs.  Barb urges teachers to take the extra time and put forth the additional energy required to help students with special needs live out Dolly's quotation.  She focuses on the importance of identifying and then playing to each students' strengths.  I really like Barb's SS's discussion of her experiences with Patrick, an autistic boy considered to be "profoundly retarded."  Barb's SS figured out that Patrick excelled at Dance Dance Revolution and that he showed a particular interest in the cooking show, Barefoot Contessa.  She then designed learning tasks for Patrick around those interests.  Her efforts revealed that Patrick was incorrectly labeled "profoundly retarded."  In fact, he had significant receptive language.  In my future practice, I will go the extra mile to help my students reach their potential. 

Was this information new, and how do you feel about it?
Although I arrived at this presentation with a basic understanding of autism, this presentation was illuminating.  I love that Barb seeks to disprove the notion that "autism needs the world but the world does not need autism."  Students and individuals with autism are to be learned from, valued, and respected.  

Group Differences Forum Reflection

I thoroughly enjoyed participating in the "Group Differences Forum" on Tuesday.  As a result of our class discussion, my understanding of the differences and similarities between cultural, ethnic, gender, and socioeconomic groups was enhanced.  During our discussion, it became apparent that we, as a class of preservice teachers, agreed on many points.  We believe that teachers should welcome all parents and find ways for all willing parents to be involved in their child's classroom.  We believe that all teachers should be flexible and cater to the unique needs of parents when scheduling conferences and communicating on a regular basis.  We should never make assumptions about our students based upon their culture, ethnicity, gender, or socioeconomic status.  Rather, we should make an effort to get to know each of our students on a personal level and understand their individual needs.  We should then design instruction and create a classroom climate conducive to those needs.  We also agreed upon the importance of exposing our students to inspiring, positive role models.  This is especially essential in classrooms with students who may not realize their potential. 

I would have loved to have had the opportunity to engage in more discussion based class periods, such as this one, throughout the semester!  The conversations we participated in during our "Group Differences Forum" will certainly have a long-lasting, powerful impact on me and my future practice. 

PLE Post 10: Language and Cognitive Development

Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.  

Today, I actually found out that I will be teaching Kindergarten during my student-teaching internship next year!  This news inspired me to pay close attention to the information provided by Ormrod through Table 2.2.  This table contains information particularly valuable to me on the "Linguistic Characteristics and Abilities" of students in the primary grades, K-2.  

In reading and examining Table 2.2, I learned that students in grades K-2 sometimes encounter problems understanding complex sentences, often overly rely on word-order and context when interpreting messages, and regularly misinterpret statements that are indirect or metaphorical.  In addition, students may also apply regular word endings to irregular words and may show some reluctance to initiate conversations with adults.  Students sometimes also have an incomplete understanding of what it means to be a good listener (they may believe that being a good listener simply means being quiet and sitting still).  I also learned that students in grades K-2 become increasingly competent in their story telling abilities, demonstrate mastery of most sounds, and are able to practice basic etiquette in conversations.  Keeping in mind this information on K-2 students' linguistic characteristics and abilities, Ormrod suggests the following five strategies.  

1. Read age-appropriate storybooks as a way of enhancing vocabulary:  I absolutely plan to implement this strategy.  In Reading Education 430, I learned what a significant, positive influence simply reading stories to children can have on the development of students' reading abilities.  Next year in my Kindergarten classroom, I hope to incorporate many Read-Alouds into reading instruction activities.  To further help students enhance their vocabularies, I intend to utilize the word wall strategy in which important words are discussed, recited, and displayed on classroom walls.  
2. Give corrective feedback when students' use of words indicates inaccurate understanding:  I feel that this strategy can and should be applied at all grade levels.  I think it is extremely important to provide corrective feedback both verbally and on student work (projects, papers, etc.).  In order for students to develop and strengthen their linguistic abilities, I must make sure to address and help students correct their misconceptions.  
3. Work on listening skills (e.g., sitting quietly, paying attention, trying to understand and remember):  I must work to help my students develop their listening abilities.  Students must understand what it really means to be a good listener.  For example, I will teach my children to be "active listeners."  Among other things, active listening involves giving the speaker your full attention and making a real effort to remember what is being said.  In my future classroom, I plan to display a listening chart similar to the one included below.  
   
4. Ask follow-up questions to make sure students accurately understand important messages:  I think that it is essential to ask follow-up questions to check for understanding.  In my future classroom, I might ask the "same" question in different ways to make sure that students really do understand the meaning of messages and information.  
5. Ask students to construct narratives about recent events (e.g., "Tell me about your camping trip this weekend."):  I certainly plan to implement this strategy in my classroom as well.  To incorporate this strategy, I might call on different students to construct brief narratives about their school day, their weekend, their spring break, etc.).  

PLE Post 9: Self-Efficacy and Self-Regulation

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Elementary Education Case Study:
You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks.  You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members.  Lately, you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group's learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations. 

According to Ormrod in Educational Psychology: Developing Learners, Social Cognitive Theory is "a perspective that can help us understand what and how people learn by observing others and how, in the process, they begin to take control of their own behavior" (p. 323).  Social Cognitive Theory assumes that individuals with high self-efficacy and the ability to self-regulate will be able to control their behavior and therefore will be able to behave in an appropriate, productive manner.  Self-efficacy refers to individuals' expectations about their ability to successfully complete tasks or attain certain goals.  Self-regulation involves the goals people set for themselves, the way in which people monitor and evaluate their own cognitive processes and behaviors, and the consequences people impose on themselves for successes and failures.

In this elementary education case study, I worry that Lisa is acting out because she is attempting to avoid the academic task at hand.  As a part of Lisa's behavioral intervention plan, I would first identify the reason behind the misbehavior.  If I determine that the misbehavior is in fact an avoidance of the academic task, I will take measures to boost Lisa's self-efficacy in regards to group work.  In assigning Lisa a role within her group, I will make sure that Lisa has the skill set required to complete the role task.  I will then ensure that Lisa understands what measures she must take to fulfill her role within the group.  Once she fully understands her responsibilities, I will encourage her and help her realize that she is capable of successfully carrying out those responsibilities.  In implementing these strategies, I hope to that Lisa's self-efficacy for group projects will increase.  If Lisa believes that she can successfully fulfill her role and contribute to the group, I predict that her "acting out" behaviors will dramatically decrease.

In this elementary education case study, Lisa is prone to angry outbursts during cooperative group work activities.  For this reason, as a part of Lisa's behavior intervention plan, I will work with Lisa on emotional self-regulation.  I will help Lisa deal with her frustrations in a socially appropriate manner.  Because I want Lisa to be able to regulate her emotions and her behavior at school and at home, I will hold a conference with Lisa and her parents to develop a plan for addressing this issue.  During the conference, we will discuss the fact that Lisa is in control of behavior.  I want Lisa to realize, that even when she becomes frustrated or upset, she can still behavior in an appropriate, respectful manner.  In this ARTICLE, Ida Florez emphasizes three strategies that can help children learn to self-regulate.  These strategies include: modeling, using hints and cues, and scaffolding.  After making Lisa aware that she can regulate her emotions and behaviors, I will help Lisa develop her self-regulation abilities by modeling self-regulation, providing her with cues when I feel she is "outburst-prone," and scaffolding.  To model self-regulation, I will demonstrate appropriate behavior even when I feel upset or overwhelmed.  To further help Lisa learn to self-regulate, I will provide Lisa with simple directions, gestures, and touch to guide her behavior, emotions, and attention.  Because I want Lisa to be able to regulate her behavior and emotions on her own, I will gradually withdrawal my supports and guidance as Lisa improves her self-regulation skills (scaffolding).  Hopefully, these measures will prove successful and will result in a happy, effective cooperative learning group.

PLE Post 8: Behaviorism and Constructivism

Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?

The Elementary Education Case Study:
You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks.  You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members.  Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group's learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations. 

To answer the first part of the prompt, yes.  The case study above describes a behavior problem.  If I were to take a behavioral approach to this behavior problem, I might implement Applied Behavior Analysis.  Applied Behavior Analysis is "a systematic application of behaviorist principles in education settings (Lecture)."  ABA operates under two assumptions: "behavior problems result from past and present environmental circumstances AND modifying a learner's present environment will promote more productive responses (Lecture)."  To utilize ABA in the Elementary Education Case Study, I would carefully observe and operationally define Lisa's problematic behaviors.  I would also carefully observe and note the instances in which Lisa exhibits appropriate behavior.  I would then determine one or more effective reinforcers.  These reinforcers might include verbal praise, discrete praise (passing Lisa a note), candy, stickers to go in an incentive chart, free time, computer time, eating lunch in the classroom, being line leader, etc.  In ABA, it is crucial to identify effective reinforcers.  What may be reinforcing to one student may not be reinforcing to another.  Implementing reinforcement strategies will increase Lisa's appropriate behaviors.  To address Lisa's inappropriate behavior, I might resort to punishment or extinction strategies.  When Lisa interrupts her group members, I might "punish" her by taking away 5 minutes of her recess time (negative punishment) or by having her complete an extra assignment (positive punishment).  In using ABA as Lisa's behavior intervention plan, I would also explicitly communicate desired behaviors to Lisa.  I would be sure to measure the frequency of undesired and desired behaviors before and after treatment to determine the effectiveness of my intervention strategies.  If my records indicate little or no progress, I would reevaluate and alter my reinforement and punishment methods.  If the behavior intervention plan proved successful, I would gradually "phase out treatment after desired behaviors are occurring regularly."  To learn more about ABA, visit Education.com.  This webpage breaks down ABA by focusing on the meaning of "Applied," "Behavior," and "Analysis." 

In constructivist learning theory, learners construct new knowledge by building on their previous knowledge and understanding.  In addressing Lisa's problematic behavior through a constructivist approach, I might try to better understand where Lisa is coming from.  How did Lisa learn to exhibit this problematic behaviors?  Experiences at home?  The need for attention?  The realization that disruptive behaviors sometimes allow her to escape classroom tasks?  In creating an intervention plan based on constructivism, I would attempt to help Lisa reconstruct some of her knowledge and assumptions.  I would want her to know that she can get what she wants, to a degree, without interrupting, displaying anger, pitching fits, etc.  Like my behaviorist approach, this constructivist approach involves replacing inappropriate behaviors with appropriate behaviors to achieve the desired outcome.  The ABA strategy provides detailed methods to acheive this goal.  The constructivist strategy is much more ambiguous in nature.  I really like that the constructivist approach respects the fact that Lisa is a complex individual who requires a complex, thoughtful intervention plan.  However, I think that ABA offers a more practical solution to Lisa's situation. 

In dealing with classroom management issues, I feel that the behaviorist approach will oftentimes prove most effective.  Problem behaviors are easily observable and identifiable.  I can quickly deliver reinforcement or punishment based on the type of behavior exhibited by the student. 

PLE Post 7: Metacognitive Skills

Consider a lesson plan you might use.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

According to SpringerReference.com, "Metacognitive skills are strategies applied consciously or automatically during learning, cognitive activity, and communication to manipulate cognitive processes before, during, or after a cognitive activity.  Examples are executive function processes such as verbal mediation, self-regulation, planning, judgment, and self-monitoring." 


For this post, I will focus on a Read-Aloud lesson that focuses on developing students' comprehension skills by helping them develop and practice metacognitive strategies.  I actually observed one of my friends conduct this lesson in her first-grade classroom this past fall.  This lesson activity reflects the first grade reading standard, CCSS.ELA-Literacy.RL.1.3, "Describe characters, settings, and major events in a story, using key details."

For this Read-Aloud, the teacher selected the children's book, Officer Buckle and Gloria, by Peggy Rathmann.

In conducting the Read-Aloud, the teacher facilitated the utilization and development of the metacognitive skills necessary for comprehension in her students.  I will now list some of the techniques she used throughout the Read-Aloud to accomplish this facilitation. 

• Introduction:  The teacher introduced the book by relating the book to the theme of the week, "community."  She asked her students to think of some people they know who work for and within the community.  Students responded saying, "police officers," "teachers," "mailmen," "librarians," "firefighters," "the mayor," etc.  The teacher also asked students to predict what they thought the book would be about.  She communicated to her students that the connections they made to the book and their predictions would help them to better comprehend the content of the book.  Making connections and predictions are metacognitive skills that enhance comprehension. 
• Making Connections and Hand-Signaling:  Before I observed this lesson, the teacher had explicitly taught students to make connections while reading.  Throughout the Read-Aloud I observed, students continually made connections between the text and the illustrations and their real-life experiences.  Students indicated that they had made a connection, by forming the letter, "C," with their hands.  When the teacher realized, from the hand-signals, that several students had connections to share, she called on them individually and had them explain their connection.  The students were all so eager to form connections and share their connections with their classmates.  The ability to make connections to a text while reading is a crucial metacognitive skill.
• Visualizing and Hand-Signaling:  Prior to my observation, the teacher had explicitly taught her students to visualize or to make "mind-movies" while reading or listening to a text.  When students had a "mind-movie" to share, they held up one of their hands in the shape of a "V" (visualization).  Just as in the case of "connections," students could not wait to share their "mind movies."  The ability to visualize while reading a text is a metacognitive skill that greatly enhances comprehension.  It was so much fun to hear the creative, "out-there" mind-movies that some of the children came up with.  
• Questioning to Monitor:  Throughout the Read-Aloud, the teacher posed questions to her students to ensure that her students were listening to and understanding the story.  She continually explained to her students why she was asking these questions, "Asking questions helps us to make sure we understand the text.  We don't want to read the whole book and then realize we didn't comprehend anything!  We must ask questions throughout the reading to check or to monitor our comprehension."  In explicitly teaching questioning techniques to her students, this teacher is helping her students develop yet another important metacognitive skill relating to reading comprehension.  
• Reflection:  After finishing the story, the teacher initiated a class discussion about the characters, the setting, and the main events.  This reflection also included how the students felt about the story overall.  Did they enjoy the story?  How did they feel about the characters?  What would life be like if they were one of the characters?  In reflecting on the major events, the setting, and the characters in the story, students are making further connections to the story.  These deeper connections strengthen comprehension.  Therefore, reflection and discussion allow students to further develop their reading comprehension metacognitive skills/strategies.  

I was amazed at the students' abilities to apply metacognitive comprehension skills before, during, and after reading/listening to Officer Buckle and Gloria .  After taking Reading Education 430, I realize the importance of explicitly teaching comprehension strategies to even the youngest of readers.  "Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers," by Anne E. Gregory and Mary Ann Cahill, outlines some of the strategies I mentioned in this post.  This article is a wonderful resource for those intending to teach the primary grades! 

PLE Post 6: Constructivism

Make a list of the sequence skills necessary for ultimate mastery of the content of your lesson through a constructivist approach.  Which of these learning activities/skills lend themselves to student's individual or group construction?  How might you structure learning activities that lead students to discover these skills/these principles? 

For this post, I chose to focus on a first grade math lesson (Previously discussed in PLE Post 4).  This lesson focuses on the greater than/less than concept.  For students to reach grade level mastery of the content, students must be able to "compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <" (CCSS).

List of skills needed to achieve mastery...

• Activate students prior knowledge of greater than/less than concepts
• Present students with two uneven piles of M&Ms and have them explain which pile is greater and why?  Because this involves class discussion and exploration, this task involves social construction.
• Ask students to think of a time they had to determine which amount was greater than/less than (money, food, beads, toys, etc).  Have them share their thoughts and experiences with their partners/classmates.  This particular task involves both individual and social construction.  
• Address misconceptions/confirmation bias
• Students may determine the greater number using an incorrect method (looking at the ones place rather than the tens place, 28 > 32).  
• Conduct activities that help students realize why and how their misconceptions are incorrect
• Use math manipulatives to reveal to students why they need to first compare the tens place of the two numbers, then move on to compare the ones place if the two numbers share the same tens place digit.  Students' hands-on interaction with manipulatives can help them realize that comparing the ones place of two numbers is insufficient to determine which number is greater and which number is lesser.  
• Readdress misconceptions.  Discuss why misconceptions about greater than/less than concept were wrong.  Also, discuss the reconstruction of ideas about greater than/less than concept.  
• Classroom dialogue (social construction).  During this classroom dialogue, students share what they thought they knew about the greater than/less than concept and what they've learned.  
• Students write in reflective journals (individual reconstruction).  In this journal entry, students reflect on what they've learned about the greater than/less than concept.    
• Engage in multiple authentic activities on greater than/less than concept
• I visited Education.com and found some valuable information on developing and implementing authentic activities in the classroom.  In visiting this webpage, I learned that authentic activities are "relevant, accessible, feasible, sustainable, and aligned with learning goals."  
• Present students with problems possessing real-life relevance (Individual or social construction).
• For example..."If you have 42 cents and your brother has 28 cents, which of you has more money?"    
• Continual engagement in authentic activities, reflection, and class dialogue.  

PLE Post 5: Memory and Instruction

How might your knowledge of the memory processes guide your instructional decisions?

We, our Ed Psych class, have spent the last few class periods discussing and learning about long-term memory storage and retrieval.  I now understand the effect rehearsal, regular practice, meaningful instruction, making connections, relevance, learning across contexts, emotional connections, retrieval cues, distinctiveness, and allotting adequate wait time have on one's ability to remember.  After investigating and discovering how students remember, I now know how to teach in such a way that will facilitate this "remembering."  When planning, I will always allow time for activating prior knowledge, making connections, explaining relevance, and review.  When introducing novel concepts, I always want to provide distinct examples for clarification, application, and deeper understanding.  I will also consciously focus on allowing adequate wait time.  Last semester, my Reading Education 430 instructor shared with our class that she provides 8 seconds of wait time before answering the question herself or altering her question.  I intend to model her method.  When appropriate, I also want to enable students to make emotional connections, teach retrieval cues such as HOMES (Huron, Ontario, Michigan, Erie, and Superior), and practice cross-curricular instruction.

Earlier today, Allie Carey and I presented on long-term retrieval to our Ed Psych class.  We conducted a "smells activity" to demonstrate the effect that odor has on one's ability to recall memories formed long ago.  We found an article on the Association for Psychological Science website, that discussed the strong influence odors have on memory, especially in children.  We distributed different scents (objects with distinctive odors such as crayons, cedar chips, pencil shavings in ziploc baggies) to students and asked them to share any memories conjured up by the smell with their nearby classmates.  While I understand that few opportunities to incorporate "smells" into my lessons will arise, I want to try to involve "smells" in my lessons whenever appropriate.  For example, if students are learning about the plant life cycle, I might bring in flowers for students to sniff.  Perhaps then my students might make an association between their knowledge of the plant life cycle and a floral scent.  Hopefully, this association will strengthen students' understanding and knowledge of the plant life cycle and will allow them to store this knowledge in their long-term memory.

PLE Post 4: Cognitive Learning

What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?

Even though I intend to teach early elementary students, I want my students to understand that in order to learn, one must think.  I understand that, for young students, "cognition" and "metacognition" may be difficult concepts to grasp.  However, I really want to help my students understand that they must stimulate their minds in order to learn.

To help my students better understand these intimidating terms, I might engage in a whole-class discussion on "cognition" and "metacognition" with my students.  I would guide the discussion and acknowledge/expound on student input.  Students are capable of understanding that "cognition" refers to thinking processes.  Additionally, in the case of metacognition, I want my students to determine how they, as individuals, learn best.  I might have my students complete a learning style inventory to help them identify their preferred learning style.  Although I would have to adapt this inventory for younger elementary students, I really like this learning styles survey I found on Edutopia Survey.  I plan to carefully consider the different types of learners in my future classroom and differentiate my instruction based on their needs.

On Education.com, I found a great article on developing metacognitive behaviors in students.  The author proposes 6 strategies for "developing metacognitive behaviors:"

1. Identifying "what you know" and "what you don't know."
2. Talking about thinking.  (Think-Aloud)
3. Keeping a thinking journal.
4. Planning and self-regulation.
5. Debriefing the thinking process.
6. Self-evaluation.  

I intend to foster students' development of these metacognitive strategies in my future classroom. 

PLE Post 4: Chapter 14 Assessment

Think of a lesson plan from your licensure area.  Know that assessment is an integral part of teaching, explain at least four formal and informal assessments that you will use in your lesson plan to provide you with feedback and involve the students in assessing their own learning.   

This past Monday, for the math portion of my Elementary Education 422 class, we all (students) completed a lesson planning activity.  Our class broke up into small groups, and each group member conducted his or her lesson for the group, as if group members were elementary students.  I absolutely loved one of my group member's lessons.  This math lesson involves the greater than/less than concept and symbols and is intended for first graders.  I found an example of this particular lesson on a teaching blog, Pre-K and K Sharing Blog.  Hopefully, exploring that link will better convey the components of the lesson.  Keep in mind that the example lesson shown here is intended for Pre-K-K.  To adapt this lesson for first grade, simply use two-digit numbers.  

Standard addressed in this activity...

CCSS.Math.Content.1.1.NBT.3  Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.  

Brief outline of this lesson...

1. Review greater than/less than concept and signs (<, =, >).  
2. Introduce the alligator jaws made out of popsicle sticks.  Explain that the "alligator" is very hungry and that its mouth should always be open to larger number because he wants to "eat" as much as possible.  
3. Explain that the alligator mouth represents the greater than and less than signs.  Explain to students that two numbers will be presented to them, and they are to place the alligator's mouth open to the larger number (because alligator is hungry and he wants the greater/larger portion). 
4. Have students work in pairs on the activity.  Monitor the task and question students about their reasoning as you work your way around the room.  Have students record their answers on a worksheet containing each question.  For example the worksheet would read "9     7."  Students would write in the correct sign, "9 > 7." 
5. At the end of the lesson, teacher should pose questions to students and have them offer up their thoughts on the activity and their reasoning behind their choices. 

Now that I have provided a rough outline of this lesson, I will now include 4 informal and 4 formal forms of assessment that I could use to provide me with feedback on students' learning/understanding and to involve my students in assessing their own learning.  

4 possible informal assessments I could use in relation to this lesson...

1. Thumbs Up/Thumbs Down/Thumbs in the Middle:  During this lesson, I could periodically ask students how they are feeling about the activity.  If students are feeling confident in working with the greater than/less than alligator sign, then they should signal "thumbs up."  If students are feeling okay about their ability to correctly place the greater than/less than sign, then they should signal "thumbs in the middle."  If students are really confused about what they are supposed to be doing or the concept of greater than/less than, then they should signal "thumbs down."  This form of assessment would provide me with immediate information on students' level of understanding on this task.  
2. Post Its:  After conducting this lesson, I would place a sticky note (Post It) on each child's desk.  I would ask students to write how they are feeling about the greater than/less than concept on the sticky notes.  These sticky notes would provide me with valuable information that would help me determine future lessons/instruction.
3. Explain to your neighbor/Observation:  In this assessment form, I would instruct students to explain the game of "Alligator Greater than/Less Than" to the person sitting next to them.  I would walk around the room and listen to check for understanding.  While I would not be able to assess each child's understanding through this assessment form, I could get a general idea of how the class as a whole is comprehending the concept.
4. Mini-Quiz:  At the end of the lesson, I could pose 2 to 3 greater than/less than (inequality) problems on the board.  I would ask each student to work the problems on a sheet of notebook paper.  I would then collect these "mini-quizzes."  This brief assessment would help me gauge understanding and plan appropriate future lessons/instruction. 

4 possible formal assessments I could use in relation to this lesson (Note:  First Graders may not be subject to formal assessments very often)...

1. Unit Test:  At the end of a math unit, I would likely administer a formal, summative unit test.  The greater than/less than concept would be one of multiple concepts assessed through this unit tests.  
2. Math Journal:  While this may be best categorized under "informal assessment," I chose to include "Math Journal" under "formal assessment" because it requires pre-planning.  I might have each of my students keep a "Math Journal."  I will provide prompts for each journal entry.  For this particular journal entry, I may ask them work a greater than/less than problem.  I hope that this journal will help students keep track of their own progress in math throughout the year.
3. State/District Assessment:  While many first graders are exempt from state/district tests, some first graders have to participate in these assessments.  I would predict that knowledge of the greater than/less than concept would be assessed through these exams.  
4. Data collection through observation:  I might keep a record of each child's understanding of different math concepts.  I could record a check plus, a check, or a check minus to indicate and track each child's current understanding and progress.  I could determine whether to record a check plus, a check, or a check minus based on my informal assessments.  

PLE Post 3: Creating Productive Learning Environments

Prompt:  

Based on our readings and class discussion, how will you create a learning environment that is conducive to learning?  

Now consider your CSEL case study.  Develop a full continuum of responses for dealing with the misbehavior of your case.  

I want to do everything in my power, as a teacher, to create a learning environment in my classroom that is conducive to learning.  In order to achieve this goal, I must effectively manage my classroom.  One of the class slides indicates that "classroom management is the number one concern of beginning teachers."  I am one of those beginning teachers who is FREAKING out about classroom management.  I am a non-confrontational, smiley, giggly girl, and I worry that these characteristics may make it challenging for me to effectively manage my classroom during my internship year and in my beginning years as a teacher.  I have had this concern for awhile.  So, when I noticed that last week's class discussions would be covering this topic, my ears perked up!  In reading and through class discussion, I have learned that creating a productive learning environment involves: conveying expectations to students, creating an ideal "classroom climate," establishing productive teacher-student relationships, fostering effective communication with parents/guardians, planning, and monitoring behavior.  

I will briefly discuss how I will attempt to achieve each of these objectives...

1. Convey expectations to students:  I plan to display a short list of positively stated expectations/guidelines for my classroom.  I discuss with my students why each guideline is beneficial.  I want students to know that these guidelines were created to help them learn as much as possible and ensure that everyone in the class is treated with respect.   
2. Create an ideal "classroom climate:"  I want students to feel comfortable, at-ease, and welcome in my classroom.  I want to decorate my room in a way that it is aesthetically pleasing, but not distracting or overwhelming.  I want to always treat my students with respect and demand that they treat themselves, others, and me with respect as well.  I also want to make sure that each of my students are safe, adequately fed, and cared for.  I want to conduct engaging, productive, and creative lessons.  I want to welcome student questions, input, and commentary (on occasion).  Overall, I want to create a classroom climate that fosters productive "classroom interactions."
3. Establish productive teacher-student relationships:  I want to convey to my students that I care about, appreciate, and respect them.  I want to be a good listener.  I want to make sure that I do not play favorites!  Favoritism can really detract from learning in my opinion!   
4. Communicate effectively with parents/guardians:  Just like we talked about in class, I want to keep parents "in the loop."  I want to head Anne's advice and reach out to all parents during the first few weeks of the school year (Call up each parent and introduce myself and tell them at least one thing that I like about their child).  I will make an effort to promptly respond to parent questions.  
5. Plan:  Anne mentioned that students tend to misbehave most during transition times or times throughout the day when structure is minimal.  I hope to establish routines during transition times (play "heads up seven up" during a lull, write in daily journal right before lunch/encore classes, etc.)  I want to provide enough structure throughout the day so that these transition times and lull times are very short.  If students are engaged in productive tasks, they will be less likely to behave in a disruptive or inappropriate manner.  
6. Monitor behavior:  In class, we discussed "cueing."  I hope to cue students who are off-task by giving them "the look."  This involves maintaining eye contact with the student to communicate nonverbally that you want them to get back to work or stop what they are doing.  I also want to make sure that each of my student's desks are accessible to me.  I want to be able to walk around the room to determine if students are "on task."  I will tap my finger on the desks of any students who are not "on task" to communicate to them that they need to focus.

In exploring classroom management beyond our text and class discussion, I came across this website (Teaching Channel Classroom Management Techniques).  This site offers FANTASTIC short video clips on "managing transitions, utilizing creative attention-getters, creating a positive classroom culture, etc."  I'm sure that I will refer to this webpage throughout my internship year and early teaching career!  

CSEL Case Study: Full Continuum for Dealing with Misbehavior

1. First, I would make my proximity and presence known to Lisa and her small group.  I would walk around the classroom, but linger at this group's table during cooperative learning activities.  I would "cue" Lisa when she behaves inappropriately (anger, refusal to contribute, interrupts, failure to pay attention).  
2. If the strategies presented in #1 fail to change Lisa's behavior, I will conference with Lisa in private about the problem.  In this conference, we would discuss how Lisa's behavior is detracting from learning and cooperation.  I would explicitly explain to Lisa what behaviors must cease.  I also want to explain to Lisa how to behave and interact with her peers (listen, contribute,  let others finish what they are saying before speaking, convey emotions in a positive way, be courteous, etc.)
3.  If #1 and #2 fail, I would resort to more intensive measures with Lisa.  I would probably call a parent-teacher-student conference.  I would inquire as to why Lisa is behaving in this way.  I would explain to Lisa that the way she is acting during cooperative group work is absolutely unacceptable.  Lisa, her parents, and I would come up with a behavioral contract.  Lisa will refer to this contract during every group work activity.  If she breaks the contract, I will revert to even more intensive measures (explained in #4).  
4. If Lisa breaks the behavioral contract, I will remove her from her small group.  I will insist that she complete individual work.  My hope is that this strategy will serve as punishment rather than reinforcement for her behavior.  After a few days of working in solitude, I will conference with Lisa about potentially rejoining her group.  

PLE Post 2: Motivation

Consider the theories of motivation that we discussed in class. Which theories of motivations are most helpful and instructive to you? How can they enhance motivation and affect your students?

The motivational theories I consider most helpful to me as an individual and as a future teacher include: Humanistic theory, Expectancy versus Value theory, and Goal theory.

Being a Psychology major, I am familiar with Humanistic theory. Maslow theorizes on human motivation through the concept referred to as "Maslow's Heirarchy of Needs." In this theory, Maslow proposes that humans move through a heirarchy of needs. These needs include: physiological needs, safety needs, love/belonging needs, esteem needs, and self-actualization needs. Under this theory, humans are motivated to move higher up on the heirarchy only if the need just below is already met. For example, if an individual does not experience love or a sense of belongingness, then he or she will experience esteem/confidence issues. As a future teacher, I certainly want to keep this theory fresh in my mind. According to this theory, problems with self-esteem can inhibit self-actualizing concepts such as creativity, morality, problem-solving, etc. Therefore, if one of my future students has a low self-esteem, he might experience academic and social difficulties. This theory helps me understand that not all academic difficulties result from laziness, potential disabilities, or behavior problems. I must do all that I can to ensure that my students' basic needs are met.

In addition to Humanistic Motivational theory, I also found the Expectancy vs. Value theory interesting and valuable as an individual and as a future educator. According to this theory, two factors determine motivation, expectancy and value. I find this theory perfectly applicable to my life and my motivational tendencies. Last semester, my favorite class was Geography of South America. I adored the course and knew exactly what I needed to do to prepare for the final exam (I had completed two other tests in the course, I knew what to expect). If I adequately prepared for the test, I knew that I would perform well (I had a high expectation of success). I found the course material interesting and valuable (I wanted to know more about South America to be a more knowledgable, informed person). In this situation, I was highly motivated to perform well on the test and I had a lot of confidence going into this task. Sure enough, I did great! However, when I have lower expectations of success at a task and when I see little value in a task, I am less motivated to prepare adequately and less likely to enter into the task with confidence. Understanding the Expectancy vs. Value theory will help me immensely as a future educator. In presenting a task to my students, I must enstill in them a high expectation of success and I must enable them to see the value in the task. Then, according to this theory, I will have a classroom full of highly motivated students!

The third and final theory that I would like to address is Goal Theory. In class last week, I learned that goals greatly affect motivation. In discussing this theory, I would like to focus on performance goals and learning goals. Quite simply, Performance goals are goals based on performance. An example of a performance goal might be "I want to get an A in this course." Performance goals have to do with competence. In contrast, the intention of "learning goals" is to learn rather than perform. An example of a learning goal that I had last semester was "I want to learn all about the countries of South America because I find South America an intriguing, complex, and beautiful continent." Goals that are "learning-focused" are ideal. These goals foster long-term, deep learning and understanding of concepts, facts, ideas, etc. As a future educator, I want children to see the intrinsic value of learning the course content. However, I also recognize the benefits of performance goals. Performance goals can provide students with incentives to learn even when they fail to recognize the intrinsic value in a task. Goal theory is directly applicable to education, I am so glad that I have a better understanding of this motivational theory.

In researching motivation in children, I came across an article titled, “Raising Self-Motivated Children.” This article is based off of the book, Motivated Minds: Raising Children to Love Learning, by Kathy Seal. In this article, Seal emphasizes meaningful learning. Seal stresses the importance of helping children to see the inherent value in learning tasks. Children must be able to connect and apply course content to their lives. In this article, Seal indirectly supports aspects of both Expectancy vs. Value theory and Goal theory as they relate to motivation in elementary school students! 

For my followers, I promise not all my posts will be this long.  I wasn't sure how to go about this first major post, I'm sorry!

PLE Post 1: Introduction

After the first class, take a moment to reflect on what was discussed. What are your personal objectives for the class? What do you want to explore deeper? What questions or concerns do you have?

Last Thursday, I was introduced to the course titled, Educational Psychology 401. After conducting the typical "first day of class business," such as examining the syllabus and introductions, Anne revealed the course objectives to our class. She mentioned that we would be exploring topics including: motivation, classroom management, learning styles, assessment, diversity, reflective practice, cognitive development, etc.

In all honesty, I am interested in all of these topics. I am actually a psychology major, so this course content is my cup of tea. Pertaining to this course in particular, I am excited to explore psychological topics as they relate to education. After completing this course, I want to have a better understanding of how students learn, what inhibits their learning, and what I can do to teach in a way that is most conducive to their learning and success. These are my personal learning objectives for this course.

Thusfar, I have not had the opportunity to learn about classroom management. I am extremely interested in this component of the course. I realize that, for students to experience good, effective education, I must maintain a well-managed classroom. As of now, I have not a clue as to how to go about that.

Another topic that I would like to explore deeper is "personal learning styles." I know that students learn in a variety of ways. As a future teacher, I understand that differentiating instruction in order to cater to all students is of great importance. I hope that exploring "personal learning styles" will help be know how to acheive this differentiated instruction.

In conclusion, I am really excited about taking this course. I love psychology and I love education. So, this course is probably the course for me! At the moment, I can't really come up with any questions or concerns. I am just eager to learn. I want to learn this course content, and how to apply it!