Tackling the Grading Dilmena

I really found this article helpful. My opinion of "Peer Assessment" is I think it is something to consider but I was surprised to read that students will really evaluate themselves after they complete an assignment.  As for grading their peer's, thats another story.  I think this would be something I would have my students do during a writer's workshop but not on a weekly basis.
  The "One in Four Rule" is a new one to me.  This is actually something I would consider. I would probably tie this in with the "stamping method". For instance the 3 that I am not grading I would use the "stamping method" for.  The only thing I disagree about the stamping method is when I was in elementary/middle school and my teacher would hand back my paper I would always be annoyed with  just a "check" or "stamp".  I would always think to myself, "okay what a waste. Am I even getting credit?"  or I would think the teacher didn't even read it.  I always was excited it there were actual words or comments written on my paper.  These are things I will be keeping in mind when I grade my students papers.
  Which is why I really like the idea for the "Student Journals" but tweaked a little. I would ideally like to collect them every other week, on a Friday. Something I would do different is have the students leave a blank page for me to not just stamp or grade the selected assignments but allow me to write my comments to the student.  Thats why I think collecting them every other week would be a timely fashion.  If I spend about 10min on each students journal and I have an average of 25 students thats about four hours I would have to spend on grading every two weeks.  This could ideally be done over and weekend and then students would receive their feedback on Monday on the page inside their journal.

Unit Plan Reflection

  It was pretty intimidating to write an an entire unit plan and I'm going to very honest if this is something I will have to do everyday as a teacher I am having second thoughts. On the bright-side it seems like almost zero teachers I have come across have to write out unit plans. Typically they are using previously used ones/recycling olds but adding on their own touches.  I think its important to plan out things and be organized but 9 times out of 10 your day isn't going to go as planned. You have to live on your feet and go with the flow.  Always have a backup plan.  I think having the materials and proper technology set up and ready is the most important.  Typically teachers I have talked to days don't go as planed because of two reasons: Students are acting up or technology/wifi isn't working.  You can always make a lesson work if you try.  I think adding the technology integration was fun. It was nice to browse on youtube for cute clips.  My least favorite part was how incredibly long this took.  I think this takes way to much time for something that is going to fly by in a weeks time.  There needs to be a more efficient way to write an entire unit.  Which I'm sure why teachers are using websites and other teachers plans.  I can't imagine how teachers survived before the time of the internet! This definitely was an eye opener for me feeling sorry for teachers in the 70s. 
I think if I were to do this module I would include videos/ideas on how you can speed up the process. I think it all boils down to your school and what your department head requires you to show each week. You have to remember you need time to grade papers, plan lessons and have time for students who need that extra help.  So  budgeting your time will be important and maybe seeing how other teachers do it would be helpful! 

High Expectations & Providing Intervention

Response to intervention (RTI) are a method of identifying at-risk students and providing academic intervention. Response to intervention is used in many schools to provide early screening of students with learning difficulties, corrective or remedial interventions to children who are having difficulty learning. RTI provides student academic data to help screen for problems and prevent academic failure through early identification of students that are at risk. RTI provides continuous progress monitoring and targets students that are failing or at risk of failing.  
  The most important thing I have learned for a student who is falling behind is to "intervene" before it gets too late! Then provide the student with specific steps to address the issue. For example a common issue with 2nd graders are struggling readers.  Use effective instruction.  Effective instruction stimulates language awareness.

"If students are unfamiliar with the features of written text, such as subtitles, paragraph structures, connecting words and phrases, embedded clauses, idiomatic usages, and figures of speech, these can be taught. If students' written sentences are short, incomplete, or stilted, they can learn sentence expansion and construction. Each of these challenges, moreover, can be met in age-appropriate ways, in inter-woven curricular strands that progress along a developmental sequence" (Greene 1996).

Other things like teach more comprehenstion. Take the time out to read together as a whole class.  Use written responses to reading to help see what students are comprehending the stories.  

To motivate my students daily I will:

• Show enthusiasm for my subject and for teaching.
• Communicate high expectations to my students.
• Avoid sarcasm and put-downs.
• Listen carefully in order to understand my students’ concerns.
• When students have been absent I let them know they were missed.
• Connect students’ current knowledge and skills to new learning.
• Treat all students equally and fairly.
• Make positive comments when responding to student work.
• Communicate clear learning outcomes for students.
• Use well-designed, open-ended questions to promote critical thinking skills.
• Use visuals (overhead transparencies, models, videos) with lectures to stimulate interest.
• Use brainstorming at the beginning of a lesson to get students involved.
• Encourage students to apply what they have learned to situations outside the class.
• Wait 5 seconds after I ask a question before I call on a student.

References:

"When Older Students Can't Read" Motts, Louisa 2002. Retrieved from:http://www.ldonline.org/article/8025/

Interviews

I interviewed two 2^nd grade teachers from two different schools.  It really depends on the school you are teaching at that determines how much detail and planning goes into your planning.  I was curious about how the teachers break down each SOL and how many you teach per week.  So I discovered you average about 3-4 per week.  It was also interesting how some schools the principals have to approve the lessons and other schools its your director of the department.  Then some schools don’t even look at your lesson plans.  You’re on your own and if you need a coach, they have one for you.  Everything seems to depend on politics and where you are placed.

Interview Questions

1.     How long does it typically take you to write a lesson plan?

Garcia:  She uses two days.  Mondays and Tuesdays.  Mondays to look up the SOL’s and see which one she will focus on.  Usually 3-5 SOLs per each subject.  She mentioned that a school that isn’t bilingual like her will do about 3-5 SOL’s per subject.

Wilson:  She reuses from the pervious years but typically will spend about 45min or so.  She used to do them weekly but now does the lessons every 6 days.

2.      Are some lessons already done for you ahead of time?

Garcia: If the teacher was there before you and left it.  Another option is you can download from internet. They use websites where you pay for lessons and in other states.  You can gather ideas from all over.  It helps when you want to focus on the backbone. Miss Garcia typically does one unit  which is about  22 SOLs  divides it up—within 4 weeks.  So you are teaching about 3-4 SOLs per week.

Wilson:  Usually for Math they just use what is in the manuals.  Reading & whole groups are done ahead of time.  They just started a science program and most of the stuff was already done.

3.     What kind of timeline to you set for yourself when it comes to lesson planning?  (Example- a week in advanced? Etc.)

Garcia sets it up by week.  She would pick up what she plans on teaching on a Monday and break it down into parts on Tuesdays.  Wednesdays she would type it up and then turns it into her director on Thursday.  Fridays is when its approved.  I asked her what happened if its not approved.  If that is the case then she will tell you what to change and why, and then you change it over the weekend.  The supervisor or lead teacher in usually in charge of approvals.   The Vice President is who is really running the school.  If you go to a “normal” school normal school.  Nobody looks at lesson plans and on your own.  They will just send a coach to make sure you’re doing okay.  You will plan instruction.

Wilson:  She does it every 6 days. Typically day one of the 6 day cycle which is something her school just started implementing. 

4.     Does the principal or anyone higher up have to pre-approve the lesson plan?

The principal views them but she never gives feedback.  First year is when you usually are formally observed and that’s when you would get feedback after you teach the lesson.

Wilson: They now have new teacher evaluations online but they write the lesson plans and then send them to their principal.

5.     What types of differentiation strategies do you like to use?  Do you use the same strategies for each lesson?

Miss Garcia likes to use levels of learning.  The same thing I have used for my lesson plans. She mentioned how you will always need an extension of learning  to keep the “highs” busy..  Then she will spend more time with the mediums and lows. You always want to plan 4 different levels and keep the above average children entertained.

Wilson uses guided reading with 4 stations.  Math- they all do the lesson together and the math video and then break into groups.  Aides will pull them out.  Writing will be more 1 on 1.

6.      What type of formative assessments do you use?  Do you tend to use the same assessments for each lesson?

Miss Garcia uses pre-Testing and post-testing.  Pre-testing gives her information on what they know and post testing will tell her what they learned.  She only does this per unit, not per lesson. For exsample Math she will teach about 12 units per school year.  So that’s about 12 formative assessments times two.

For the lessons-she breaks them down by SOLs..  So if there are 8 SOL’s she can usually teach them in about 4 weeks--Typically 2 per week.

Post will tell her if she covered the SOL and content and exit tickets. She will also post a question of the day to make sure they are ready for the post.  It picks their brain to make sure they know it.

Wilson: She does pre-test for math and writing.  They use on demand prompts. Then the same prompt at the end of the lesson.  She will use questioning, observation and take notes.  She uses a running records on at least one kid per group and also take notes on the books that they read.

7.     On average how many formative assessments do you use for each lesson?

1 per lesson.  3 per unit.   And Discussion and questioning,  Pair Share and think with a partner.

8.     On average how many different teaching strategies do you use?

Miss Garcia said it would depend on the level of kids you have.  Some will get it quick or some will need that need breakdown and visuals.  It is according to their needs. You have to change the lesson accordingly to their needs.

Mrs. Wilson uses a ton because they get bored. It depends on the topic or unit.  Teaching that doesn’t work—math stuff she breaks into groups.  That works best when she has aides to help out.  Graphic organizers and tree maps.  Peer assessments for writing.  New program they started is about sharing with other people.  They give each other ideas and work off them.  Its hard sometimes to let go control of the classroom and let the students to it.  

Planning & Prepping Summary

  I found it interesting that the state of Virginia has not yet adapted the common core standards.  I did find SOL to be a little confusing, as far as the testing requirements, and not enough information was found. I never got any feed back from the teacher I emailed in the beginning of the week, about the curriculum's for 2nd grade, so I'm still waiting to get more information on what Arlington County requires--mostly out of curiosity for my future.  I was able to find this document which was helpful because it compared the SOL to the common core standards.
  I found that "unpacking" a standard really can help you break down what you need to be focusing on teaching the student.  This is definitely something new I learned this week.  So I can take the list of requirements from SOL now and break it down, then create lessons and objectives from each standard.  I also found on the website of the school I am interested in, the school has 4 long term assignments in the second grade.  Each assignment has a theme: Patters, Time Machines, Mysteries and Heros.  I am curious if this is something all schools in the county do or not. I did not find it on other sites. This is something I will be adding to my list of mentor teacher questions.
  Having a daily learning objective is something I never thought about having on the board but after watching the video in Activity 3, the example of "SWBAT" i found really interesting. I think it would be nice to remind students of the objective for each subject so they are focused on what they need to be taking out of the unit. I also found the cognitive process dimension very helpful.
I think the hardest part is going to be having enough time for lesson planing. I want to find out the breakdown for each standard in SOL.  How often is the SOL testing, passing score requirements, what about kids with IEPs etc...  How much time do I have to teach each section of SOL.  Is their a time frame for each standard.  Is one standard supposed to be taught within 2 weeks, 3 weeks?  These are things I will be discussing with my mentor teacher next year and I figured all these questions and planing will get figured out then.  I am more of a hands-on-learning person anyways, so I already know most of my preparation will be from my mentor teaching experience and asking all the questions then.

My Biggest Fear

I have learned many strategies so far on this journey.  Some things I plan on doing that I didn't plan before I started this course are:

• using class Dojo
• greeting every child as they enter the room
• mid day exercises
• more computer, less chalkboard
• asking each student what works best for them
• using a timer & maybe using checklist for students who need extra attention
• kidblog
• 3 before me
• many others...

I think my biggest fears so far are, not having enough support from the school.  Wherever I am placed, some schools are more organized than others. How much time will i have to prepare for each curriculum?  I am wondering how the whole process works. Am I given a topic and then expected to just plan my own lesson.  I just don't know what kind of guidelines, time frame and how much freedom I'll have, on my own as a teacher to teach the lesson.  Every school system and county is different.  I am hoping most of this will get covered in my mentor teaching.  

  My other fear is the parent/teacher conference days.  Especially being a first year teacher, (although I technically have some teaching experience under my belt) parents are going to see me as a first year teacher and there will always be that one parent drilling you with questions or thinking you aren't good enough, since its your first official year as a teacher. I don't know how I will handle that. I just need to know the right things to say and not get stuck or build up the confidence, so that parent can have just as much confidence too.  In all honesty I am more worried about the parents than the students.  Some parents are hard on the teacher and then you have the ones who are worthless and you need them to be involved and they just wont budge. 

I feel more confident with classroom management and I think its also going to be easier to plan out more, once I know how many SPED kids I have, etc... 

Positive Learning Environment

  Classroom norms are the rules that should be followed at all times when in the classroom.  A successful and effective teacher focuses around these rules and establishing and teaching them the first two weeks of school.  Promotes positive and nurturing relationships with students and peers.

From day one it'll be important to have a safe and relaxing, learning enviorment.  I want my students to feel excited and comfortable to come into my classroom, which they will consider their "second home".  Temperature, lighting and noise level will need to adjusted to the students liking. The arrangement of the desks will be key and I will have a monthly rotating seating chart.  This will help student to be able to get along and work with every student in the classroom. Where the student is placed is non-negotbiable.  They can not move their seat. For whole group discussions I would use circle time.
Establishing the rules will be key in the first few weeks.  The movement they walk into my door the first day I will be guiding and directing them where they need to go.  I want them to rehearse from day one and get into the habit. By me reinforcing and giving verbal positive interactions after I see a student do something the way I want, other students will follow.  For example, if I see Johnny putting his backpack where it belongs then sitting on the carpet for our morning meeting, as instructed on the first day. I will say, "I like how Johnny is following directions". This works typically everytime and everyone is going to want to hear their name being rewarded and liked by the teacher. 
From our morning meeting I would be discussing the rules and procedures. 

"Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them. You and your students can get to know each other better and build relationships through open discussions on subjects like: Following Rules, How to Get Help, Including Others at Recess, Solving Playground Problems, etc. This helps create a positive classroom climate built on trust and respect."-Committee for the Children

I would need to establish the signal I'll be using to get my students attention.  I will let them know that under no-circumstane will a student talk after the bell has rung. I would clearly state directions,objectives,requirements and time limits. Mode behavior and attitude expected and address problems that arise the first week confidentially.  The behavior chart will go into effect and will help me establish what is negotiable and non-negotiable in my classroom.

  I will offer choice in assignments/methods of completing work for my students based on their needs. Giving feedback and encouragement will be very important to help these procedures lock into place. 

At the end of each lesson and the end of the day will be a small reflection period for my students. This will enable me to make sure they have retention of information. One way during the first week for reflection I would ask them to write down the rules they remembered from the first day.  This way I can see who is grasping them and who isn't.  Behaviors will be reflected as well. 

I have learned its important to establish typically up to 6 rules for the classroom. I would want to have my students give some input on the first day.  I will also keep in mind they could change through out the year. Some rules will be non-negiotable.  Meaning, logical consequences will apply and in my classroom if a rule is broken then the child will be moved down on the behavior chart. 

My Classroom Rules
1.  Be ready to learn.  (can be negotiated)
2. Be Responsible & Respectable.
3. Do not get up out of your seat, unless you are asked permission to.
4. Raise your hand to speak. (semi-negitoable--in the begging students may still need to get into the habit of this.  So I can be more lenient in the first week)

• raising your hand to speak can help factor out many things like, asking for bathroom permission and pencil sharpening.  I will create hand signals for bathroom permission.

5. Come to class prepared with my supply box and hw.

• Supply boxes--meaning fully sharpened pencils ready to go. This will take away from student in the middle of lessons all asking to sharpen a pencil. If its rehearsed in the first week and examples are shown then there shouldn't be issues down the road. 

  My classroom rules will need to be consistent with the school rules as well and it'll be important I follow through with everything.  However some thing will be non-negotiable. For example, if a child is bullying another student.  They will be removed from the situation immediately and parents called.
Other non-negotiable situations will be:
-If a student tries to change their assigned seat. The consequence will be they loose a smiley face.
-Disrespecting another student.  Things like verbally abusing, hitting, etc.
-HW not turned in you will loose behavior points but can be negotiated if there is a note from a parent or the student is sick.
-Typically the first weeks rules will need to a little negotiable until the students can fully comply.

  If I am consistent then the students will follow through. "Classroom procedures should form the framework for the climate of the room to be conducive to students and teachers working together cooperatively." (effectiveteaching.com)   If students are going to buy into the system, they must be a part of the process. Students are much more likely to follow a rule if the rationale has been explained to them.  This is why explaining the non-negotiable rules are important.  Below is a example of how I will express the rules.  Broken down into the way I will be teaching lessons.  So students know during whole group discussion they are to remain in their seats.  They need to raise their hand whether its to speak or to get up to sharpen a pencil.  

In my classroom it's important to establish these rules but also make everything meaningful and relevant to real world events.  Students can learn from each other and grow in a sense, its not always just going to be from the teacher.  

Resources
1.  Article retrieved from http://www.cfchildren.org/advocacy/about-us/e-newsletter/articletype/articleview/articleid/7934/key-factors-in-creating-a-positive-classroom-climate.aspx
2. 

Reflections on High Expectations

  I learned so much this week especially through interviewing my school counselor.  I learned about the different support groups that are out there for my future students.  That not everything falls on the teacher's shoulder and how affective and positive behavior charts are.  Going into this unit I already planned on having a general classroom behavior chart but I learned about the specialized behavior charts I can have for individual students with IEP's.  It is important to understand the student's feelings and needs when setting goals for them.  I loved the example Mrs.Smalls gave me about finding out what the students' favorite in school hobby is and make that a part of his/her reward, for following the expectations in the classroom.  Allowing the student's to become teacher's assistants and so on.  This is a great presentation on "affective domain" I really viewing this presentation and I learned about keeping up with the student's own self awareness is important as well. 

  Setting high expectations and setting goals can pretty much make or break the students success.  This video shows how parents can communicate their high expectations to the teacher that they have for their child at home and in the classroom. I think this is important for the teacher and the parents to be involved from the first day of school! That is why I would want parent signatures on behavior charts.  This is a great video I found on examples I can express to my student's parents the first week in my parent/teacher meetings. If I stay on top of the student's behavior charts and rewarding them for their behavior and reminding them when they aren't following the procedures the students are bound for improvements.  

  I need to remember to eliminate the "opting out" answers from students.  Always ask a question and if they first say, "i don't know", many will do, you will indirectly give them answer and then repeat it back to the student. This way you can ask the student the question again and they will already have the answer but this time, it will prevent them from being able to say the sluggish "i don't know".  
  "It reminds them that you believe in their ability to answer. And it results in students' hearing themselves succeed and get answers right. This causes them to grow increasingly family with successful outcome. No Opt Out normalizes this process with the students who need it the most". (Lemov, 31).

  I also am a firm believer its not just about the goals and high expectations, its about motivation as well.  This video is about student reflections on "be sure to" which is going to help with students having goal settings and help them perform better as students.   

  Working with my group member, Brandi this week was great!  She was very supportive knowing I was very frustrated with the program, Glogster. It was great to collaborate our ideas through email and give each other feedback. We each found different videos and taught each other something.  

  

  

Resources

1. Miller, Sarah "Prezi presentation"  retrieved from www.prezi.com on April 3,2014.

2. www.greatschools.org

3. Manley, Julie "Teaching Strategy: Reflecting And Setting Goals" video retrieved from www.teachingchannel.org on April 4, 2014.

4.  Lemov,Dough. "Teach Like a Champion" retrieved from chapter One: Setting High Academic Expectations. 

Reflections on Classroom Climate

  The first week of school is going to be the most crucial part of my teaching career. I will have to lay down the rules, seek my student’s needs and clarify the expectations I want from them, but also what expectations they are looking in me as their "teacher & mentor".  Promote how important communication is. Once the class is clear on what the rules are, have them posted up in the classroom as a daily reminder.  Discuss positive reinforcement and behavioral rewards. "Students will often misbehave if they don't know exactly what they should do and when. Teachers can avoid this dilemma by installing class routines and procedures, which allow the student to begin and complete work expeditiously [RW,19]."

  Creating that warm and nurturing environment. Decorating my classroom to the fullest with posters, pillows, and animals.  I will think about when I was in Elementary school and what do I remember the most.  What things did I love about school back then? My mentor-teaching portion will also guide me in the right direction as to what works and what does not work. Making the classroom learning environment fun. Schools exist for the students, and not for the teachers. It is important for the teacher to expend every effort necessary to make the curriculum relevant, the lessons interesting, and the activities enjoyable. The result will be an engaged and active participant in the learning process.

  How I will treat my students---Greeting them one by one as they enter my "home", the classroom.  I must keep in mind that the days can go by quickly. I must make every minute count. "As part of an effective routine, it is best for students to begin work immediately after the bell rings [215]. " I will have my morning meetings lead directly into the day's lesson. I must set the also remember to set a positive tone for our morning meetings.  I am really excited to buy this book and start to develop my list of "morning meetings" I will use.  My favorite one is using a beanbag to toss around to each student. This gives everyone a chance to speak out and reflect on his or her previous day. 

  

  I believe if I have success with my "tattling vs. bullying" lesson the first week then I will be setting a good tone for the year. However, some students can still misbehave. Misbehavior is a disruption to my effectiveness as an educator. The time spent dealing with misbehaving would be better spent teaching the others. Therefore, misbehavior will be dealt with quickly and consistently with class defined consequences.  This all goes back to me establishing the rules and guidelines the first day. 

  As a teacher it is really important to create that safe learning environment for your students. You want them to come to school excited to learn.  I really was touched by what Ken Robinson said in this video.  He says teachers should "mentor, stimulate, provoke & engage".  Teachers should allow freedom of creativity.  If I continue to work daily with my students and actively develop my skills, this is going to help me manage my classroom to its full potential. 

Resources: 

"Building Classroom Discipline", 5th Edition, by C.M. Charles

"Instructional objectives,determine selection of tools"

  Technology is on the rise today, so it's important for teachers to incorporate these technologies in the classroom. When using digital tools in a classroom it is important to first think about what you want to achieve and how you will achieve that goal/lesson.
Students today are actually more inclined to find information online than they are in a physically library.
You need to ask yourself as a Teacher some preliminary questions:

• What age are the students I am teaching?
• Which ones require that extra special attention? Learning Disabilities?
• How will I engage the students?
• How will I teach the plan so that the lesson is effective?

  From my own personal research with interviewing other teachers, its important you take these questions into consideration.  Then set up the classroom accordingly.  Keeping the ones with visual impairments closely.  Showing the tools to the children first on a large screen is important and keeping them engaged by using a smartboard.  Asking questions to the students and allowing them to ask questions about the digital tool.  Having them practice at home.  With guided technology application and instruction, we are actually allowing the students interact with the tool and provide feedback.   

  I would also make a list of apps/programs that would work for each subject I am teaching.  Break it done by simplicity.  Practice using the tool myself and familiarizing myself with the tool.  So that I can fully demonstrate it to my classroom. If you don't demonstrate and sort out who needs more help then others, you aren't going to have a productive lesson plan. 

  Thinking about my students that I want to teach, 2nd graders: Educational gaming is a great tool.  Research has proven that educational gaming not only improves their technology skills but also improves skills in communication and collaboration, problem-solving and various number-related skills. 

  I want to prepare my students for the future and the next grade level.  By demonstration and use of the apps they should be have the ability to: 

• Process information more quickly
• Determine what is and is not of relevance to them
• The child will think they are "playing" but actually they are "learning"
• Use these computer skills in their future.

A critical piece to any classroom project "is accessing, sorting, and processing information, exploring possibilities to identify problem solutions, and collaborating with others (both live and asynchronously) in order to achieve a goal." (Kloper,2012).  Digital tools are proven to be way more engaging then a typical lecture, so through thorough demonstration you can be successful. 

 

Brain-Based Learning

"Brain-based education emphasizes how the brain learns naturally and is based on what we currently know about the actual structure and function of the human brain at varying developmental stages." (Brainbaseoverview, Wilson).  This helps teachers create lesson plans that connect to students based on their lives and emotional experiences. Research has shown that lecture is the least effective after 24 hours. When a teacher presents the materials right after a lesson.  Doing something memorable.  The brain based learning has been broken down into 12 principles.  When a teacher understands the meaning of each principal than he/she can apply certain teaching techniques for the student that will help him retain/learn in the best way possible. 

1. The brain is parallel a processor: This is important with vision.  Its how we see things in color, shape, motion and depth.  Giving students the access to computers and using a type of learning program that is in 3D and interactive.  They would be using their eyes and following up with a worksheet immediately to make sure the lesson is learned. 

2. Learning engages the entire physiology: Any type of stress can affect our brain and how we learn.  As we saw in the video of the school in Key Largo the teacher used "brain based" exercises.  This is a great way for students to let off any stress. Recess is one way in schools today students can let out their stress. Another idea for younger children is taking breaks during the lesson and playing simon says.  Making the brain is nourished with food, is important for keeping the mind awake and the child not to become moody or fatigue.  Especially for the younger children. So incorporating a snack time would be affective. 

3. The search for meaning is Innate: "this means we are naturally programmed to search for meaning". I think this is why field trips play such an important role in our learning.  The principle explains how "The brain needs and automatically registers the familiar while simultaneously searching for and responding to additional stimuli". Not only have a classroom that is full of colors and textures but linking indoor/outdoor places. If you're doing a lesson plan on animals and habitats. Not only discussing this in the classroom but taking a field trip to the zoo to really explain the meaning and see with their own eyes. 

4. The search for meaning occurs through patterning: Patterning refers to the organization and categorization of information. The brain resists having meaningless patterns imposed upon it. "Pattern making is pleasing (emotional content) for the brain. The brain takes great pleasure in taking random and chaotic information and ordering it. The implications for learning and instruction is that presenting a learner with random and unordered information provides the maximum opportunity for the brain to order this information and form meaningful patterns that will be remembered, that will be learned. Setting up a learning environment in this way mirrors real life that is often random and chaotic". 

5. Emotions are critical to patterning:Students learn and form patterns best in classrooms with a favorable emotional climate.  Having different corners in the classroom where the student feels most comfortable.  For example,setting up a cosy library in my classroom for reading time.  Providing stuffed animals and beanbag chairs for the students to sit on.

6. The brain processes parts and wholes simultaneously. Presenting bits and pieces of information outside of their context is ineffective. It's important to stimulate the left and right sides of the brain because everyone can be different learning.  Using flash cards for a vocabulary lesson would be helpful.  check out this video.

7. Learning involves both focused attention and peripheral perception: Therefore, the entire classroom environment affects student learning. I would make sure my classroom is fully decorated from the outside of the door to the inside.  Visually eye appealing bulletin boards that the children can relate to,coinciding with lessons. Stations that they can have research tools. Students can learn more effectively when their attention is deepened and multiple layers of context are used to support learning.

  

8. Learning always involves both conscious and unconscious processes: All students can learn more effectively when given time to reflect and acknowledge their own learning. I would have a "reflection journal" where each student would write in at the end of the day. This would not only practice their writing skills but also give them the chance to remember what they learned during the day and if they ever needed to go back and remember something about a lesson it is there. 

9. We have at least two types of memory -- a spatial memory system and a set of systems for rote learning: Meaning archiving isolated facts and skills or making sense of experience. Students can learn more effectively when taught through experiences that engage multiple ways to remember. Incorporating memorization into a math lesson is a great way to help them remember.  Collaborative math lesson.

10. The brain understands and remembers best when facts and skills are embedded in natural spatial memory: Learning is developmental, and teaching should engage developmental shifts and steps. I would do this by always using visuals like the Elmo tool.  Students who have vision complications really like this in the classroom.  Using real life “activity” in the classroom. Acting out a story using drama.

11. Learning is enhanced by challenge and inhibited by threat:  All students can learn more effectively in a supportive, empowering, and challenging environment. Creating a relaxing environment.  I really liked the idea of playing classical music for a minute before a lesson to get the students in the mood.

12. Each brain is unique: Students can learn more effectively when their unique individual talents, abilities, and capacities are engaged. So recognizing each child's special need and talents are key. I would do this in the beginning of the year through assessment.  Then have a wide variety of choices for each student.  I think learning is all about giving a student “choice”.  Loosing their attention span is going to create failure and interest in their minds. 

Resources:

1.     http://www.designshare.com/Research/BrainBasedLearn98.htm

2.     https://www.csbsju.edu/education/teacher-as-reflective-decision-maker/knowledge-base/kb-ii.htm

3.     http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_caine.pdf

http://youtu.be/Op_4u-vpRn0

Planning for English Language Learners

There are six different stages of the second language acquisition. All ELL students go through the same stages. Just some take longer than others. 

Stage 1: Pre-Production: Vocabulary and Language Development. They are grasping new words but not yet speaking them. They will repeat a lot of what they learn.  Copying and writing down what they see on the blackboard. 

Stage 2: Early Production: This can last up to six months and they can typically speak one-word/two-work phrases. Guided interaction is used and "teachers structure lessons so students work together to understand what they read—by listening, speaking, reading, and writing collaboratively about the academic concepts in the text." (reference)

.Stage 3: Speech Emergence: Their vocabulary has become larger. They have short conversations with classmates. They can write about short topics. They are no longer just memorizing.  Teachers are using metacognition and authentic assessment.

Stage 4: Intermediate Fluency:  Their vocabulary has advanced to over 6,000 words, using more complex sentences.  They can work in math & science classes, with support. Teachers use explicit instruction.

Stage 5: Advanced Fluency:"It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning." (Haynes, Stages of Second 

Language Acquisition).  Teachers use meaning-based context and universal themes.

"The final strategy is the use of modeling, graphic organizers, and visuals. The use of a variety of visual aids, including pictures, diagrams, and charts, helps all students—and especially ELL students—easily recognize essential information and its relationship to supporting ideas. Visuals make both the language and the content more accessible to students." (reference)

Next semester I am likely to be teaching 2nd graders Math on place value.  I personally this modeling is one of the best tools you can use.  ELL students need to not just hear but see what the lesson is.  You want to engage the students and get them excited.  I personally think when it comes to Math, using games on the tables in groups is a great way.  This video is an example of game I could use and how I would teach place value to my students. I have used dice before in a classroom when teaching math-just a differnt game.  Notice how the teacher, models on the screen what they will be doing. Next, she makes sure to ask questions-by calling on students by name.  I would slow down my rate of speech more than her in my classroom, in consideration of my ELL students.  In addition, I would "check for understanding". Go around the room once they have begun to make sure my ELL learners have grasped the concept. 

Encouraging development in the classroom and at home is important too. So along with this game, I would provide something students can do at home as well.  Flashcard games would work best.  For example here is one you can print offline for free. 

Mindmap of Remediation Process

Special Education Referral Process

I interviewed Mrs.Reeve, the 8th Grade counselor, at Thomas Jefferson High School in Arlington, VA.  Prior to becoming a counselor, she was a pre-school teacher.  This is her 3rd year at Thomas Jefferson.  

How is a student identified for special education referral? Any teacher can refer a student. They would first have to bring the concern up to the counslers' team.  The teachers would get involved and have a parent meeting.  Then an administrator will observe the student.  It is a process on multiple meetings.  An intervention assistance team meeting would be held as well.  If that doesn't work, than another follow up meeting would be held to bring the student up to eligibility.  Teachers would need to be documenting all of these interventions and document what is working and what is not working. 

Who takes responsibility for the progress of the child before and after the referral?  Before referral the classroom teacher is responsible.  After the child is referred, then they are assigned a case manager for I.E.P. (Individualized Education Program)

What is the school administration’s directive for special education? The director of Counselors are in charge.  Special education school coordinator makes sure all meetings are scheduled and I.E.P. meetings are set as well.  The county coordinator can be involved.  One of the other administrations are authorized for LEA's.  They have a philosophy: Least Restrictive Enviorment.  Avoid that at all costs if possible. 

What provisions are made for students identified for special education? The case manager makes sure that all their accommodations are met, based on the students need.  For instance, one-on-ones.  They are most restrictive to hand off.  Testing, classroom and outside support are set up. 

What is the level of parent involvement in referral process and special education? Parents are involved in the whole process.  They do not move forward with anything if the parents aren't involved.  There is a parent resource center in every county.  The school always has a parent resource room.

  I also took the time to meet with the Director of the Counselors at Thomas Jefferson, Susan Holland.  I wanted to get some statistical information from her.  I asked her how many referrals she has received this year and she has had none so far.  She said most referrals, when they happen come from the 6th grade class.  In 7th grade maybe 2 or 3 a year.  She has seen a 19% increase in disabilities this past year.  She completely disagreed with IDEA's 13 disability categories.  She said there is also 504's accommodations and new disabilities they haven't recognized.  When we talked about what difficulties are the most difficult to work with she said, "Multiples is harder and the emotionally disturbed."  She went on to explain how ADHD kids need lots of redirection.  

  For the second half of the interviews.  I interviewed two teachers.  One from Thomas Jefferson Middle School and another from an Elementary School.  First I interviewed a 7th Grade Social Studies teacher.  

How do you identify a student for special education?  Teachers can not identify.  The committee decides; Special Education Teacher, school psychologist, special education coordinator, social worker, general education teaching.  They then have to have testing, then the results of the test determine the behavior and then they determine the need of service.  

What are the signs of a struggling student?  Reading below grade level is major sign of struggling student.  Consistent inappropriate behavior.   They disrupt learning and others from learning.  Physical conditions like not being able to write or speak.  

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they? Yes, they always try accommodating first and don't go forward with testing.  It is not an easy process to get identified.  A team of teachers meet usually.  Figure out methods. Work with the school counselor.  IAP meeting is set and we wait for the next grading period to come out.  It's easiest to see if the child has improved or not.  We do all of this before considering testing.  

In addition, I asked how many Special Education students she has in her class.  Since this is middle school she has multiple periods and classes circulating into her room.  On average she would say 2-3 per class.  At most she has had 10 at one time.  She says its been decreasing and has been harder to identify lately. 

  I then interviewed, Mrs.Garcia at Key Elementary School.  This is a spanish immersion elementary school in Arlington County.  Arlington County only has two Spanish Immersion Elementary Schools.  Mrs.Garcia is a 2nd grade teacher.  This is her first year teaching 2nd grade.  She was a pre-school teacher prior to Key Elementary.  

How do you identify a student for special education?  First she looks at strategies the student uses.  The way he/she talks and explains things back to the teacher.  She looks at examples they use and how the child relates it to the real world.  Then will use the same example and kind of make a trick question out of it, to bring out the critical thinking.  Challenge the student at a higher level.  That is her "last straw"trick. 

What are the signs of a struggling student? Withdrawal, oppositional, behavioral mood changes.  Rejecting and excusing work, asking to use the bathroom all the time.  Asking way too many questions.  Visual or medical attention.  

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?  Modified homework.  Team meetings with the other teachers to discuss how that child did in their class the year prior.  Visual prompts, grouping with ideal level pacing.  Use a teacher center group such as one-on-one.  Incorporate tutors to help.  Brining in a lower curriculum, such as: Use a first grade book with the same context but a different reading level.  Try hands on activities.  Buddy teaching/buddy reading system. 

In addition, we discussed her current classroom state.  She currently has 6 identified Special Ed students.  3 are in the referral process and two are "possibilities".   I have subbed for Mrs.Garcia in the past and brought up a certain child, who I will call "Jane".   Jane withdrew herself from the class the entire time I was there.  Sat in the corner reading books.  Randomly would run around and never said a single word the entire day.  So I brought Jane to Mrs.Garcia and  I asked what her exact disability was and how she copes.  Jane is "emotionally disturbed" she does not like social settings, bites her hand while she reads and tends to disappear in the hallways.  She has been identified.  The results, she has a one-on-one with a special education teacher once a week for an hour.   What amazes me and the teacher as well is that when it comes to her academics the child is 110% proficient in English and Spanish.  Her reading level is the most advanced in the entire class.  She is reading at 3rd/4th grade level.

  Mrs.Garcia also talked highly on how ridiculous the referral process is.  She has a current student who she identified in September.  The mom strategies took place in December. The mom and the county were involved in December.  No screening or testing has yet to take place yet still.  They are saying it will be set up in April or May. At which that point the child has one month left of the 2nd Grade. Then when she goes into the 3rd grade, her teacher will come back to me, yelling at me why she isn't 

prepared.

   In summary, I found it very interesting that none of these people mentioned anything related to tomorrow's learning world.  They didn't talk about using computers or anything that was innovative for the child. I found it very interesting how the process that the 7th Grade social studies teacher, was not the exact same answer the school counselor gave me.  At the middle school everyone said how the hardest child to work with is one with emotional disabilities.  Yet, they didn't mention their academic level.  At Key School, Jane has an above average testing scores.  It's evident her social skills are what she lacking, not her academic level. Yet, she is the one who is given one-on-one attention. The student's who are really struggling aren't even given the attention they need.  
  This concerns me for my future as a teacher in this area.  It sounds like I am going to faced with a lot of challenges in the classroom managing these special ed students. Referring a student seems like it's a waste of time and the process takes so long that by the time the child is actually identified the school year is over.  The child is off to the next grade level, still below level.  From the research I concluded, it seems like there is a lack of help from the administration.  They aren't on top of their stuff.  I don't know if its they have too many cases to handle or what the root of the problem is.  Didn't seem like anyone had the answer either.
  I discovered an excellent resource for teachers and parents that is located right in Arlington,VA.  The Council for Exceptional Children, they are working to "improve the educational success of children and youth with disabilities and/or gifts and talents."