Module 2: Summary

The videos in module 2 focused on differentiating instruction. The video listed several goals of differentiated instruction. Differentiated instruction helps all students become successful. Tomlinson referred to differentiated instruction as just a way to teach to make sure the students learn. Tomlinson suggested looking at the whole class first, and then focusing on the varied needs within the group. I use a strategy like this during my reading centers blocks. Students have work that they should be able to independently work on while I work with small groups or individuals on specifics skills.  

The PowerPoint in module 2 discussed how traditional learning techniques weren’t effective for all learners. We all learn different and tend to respond better to certain learning styles/techniques. I liked how the PowerPoint acknowledged how we use previous experiences to construct meaning during current learning. I have actually noticed myself using my previous teaching experiences frequently while learning during my mater’s courses. The PowerPoint also mentioned the role of technology in this learning process. I feel like technology is an important factor in today’s classrooms, and the use of technology will only continue to increase. Classroom instruction/learning today is more focused on creating students who can problem solve and apply concepts learned rather than just memorize information.   

The strategic reading PowerPoint emphasized the importance of establishing a purpose for reading. Students should know and understand the purpose of reading before any activities or assignments begin. Then, they need to be reminded of the purpose during reading. The PowerPoint also suggested tying motivation to the reading purpose. Motivating students and getting them eager to read helps set the stage for success. The importance of previewing the text was also mentioned which is something I have learned to do more as I have gained experience in teaching. I have also seen the benefit of rereading with my students, which was also mentioned. I encouraging my students to reread text, and I provide fluency passages to reread at home, and I stress the importance of rereading to my parents. I especially encourage those who struggle with reading to reread text.    

EDRD 7718

Module 1: Summary

Module 1 discussed how expository texts are harder for students to understand than narrative texts due to their structure. Expository text structures that should be taught are compare and contrast, problem and solution, descriptive, cause and effect, and sequence. The graphic organizers provided for each of these texts structures could be useful in the classroom. The completed example of each graphic organizer was a good source of information to see what could be expected once a graphic organizer was finished. Incorporating these sources into classroom instruction helps students learn to become successful, independent readers.

   

The video in module 1 provided example activities to do with struggling readers. These activities could be used at home with parents as well as in the classroom. I liked how the teacher in the video related the main idea of a story to an ice cream sundae. I think that comparison will help students understand what main idea really means. Just like you can’t have an ice cream sundae without ice cream, you can’t have a story without a main idea. 

In my experience with first and second graders I have found that they enjoy textbooks. They don’t have to do a lot of independent reading with them though. We read them in small groups or out loud in the whole group and discuss topics and words as we read. In my first grade science textbook I found that the average length of the sentences was 7 or 8 words. This textbook provides many photographs to support the text and keep students interested. The Vacca text offered some insight for things to consider when using textbooks in the classroom. For example, textbooks tend to skim the surface of major historical events; therefore it is beneficial to supplement lessons with trade books and other sources. Using a variety of text and supporting/guiding students throughout their reading in the primary grades will help them develop the reading skills necessary to be effective, independent readers later in school and life.      

Module 8: PowerPoint and Video

Factors Involved in Reading and Writing Difficulties PowerPoint

             This PowerPoint once again mentioned the importance of student interest, especially when students are struggling readers. This PowerPoint broke down common difficulties with reading and writing into six sections. One section is cognitive factors. Cognitive ability effects language development and the relationship between reading/language and cognitive growth. Visual processing such as reversals can also make reading and writing difficult. Emphasis on phonological awareness can help solve this issue. Social and emotional factors can also hinder learning and progress as well as neurological/physical health factors and hearing and vision impairments. I especially liked the points that were made on the “Helping Students Overcome Negative Behaviors” slide. I found each of them equally important.

            A section I found particularly important was about parental pressure. It is important for parents to be involved in their child’s education and stress the importance of school, but they must do so in a supportive matter and not in a way that makes the child dislike school and assignments. Parents should help make school enjoyable and not create unnecessary stress for their children. They must also understand the variety of learning styles and realize that perfection isn’t always the goal, but they should encourage their children to do their best. Slide 12 discussed family factors and how kids will be more likely to like to read when they see their parents reading. I encourage the parents of my students to read to their children as often as possible. Teachers and parents together should provide a stable, caring learning environment where children enjoy learning.

 

Reading Recovery Video

Video Link:  http://www.youtube.com/watch?v=YXxM2JVxJKY

Reading Recovery is a research based early intervention program for the lowest performing children. Students work one-on-one with a trained teacher for 30 minutes a day. I found it impressive that ¾ of students who enter the Reading Recovery program reach grade level expectation after 12-20 weeks of interventions. Teachers are involved in a year of training to teach students in the Reading Recovery program. Teachers are able to practice teaching lessons and observe others teaching lessons during this training. I think training like this would be beneficial for all teachers whether they teach in a low performing school or not. Students involved in this program in the primary grades, tend to continue their academic success after third grade.       

Module 7: PowerPoints and Video

Tutoring and Teaching with Researched-Based Best Practices and Perspectives for Tutoring PowerPoints 

             This PowerPoint suggested that students respond better to an informal, conversational style interview to determine their views of reading and writing. This is an effective way to get to know your students before teaching them. Students in turn become more involved in their own learning. These conversations allow teachers to learn student likes and dislikes and develop instruction that the student will find interesting. Teachers can also learn what areas students are not confident in and provide extra support and encouragement to increase students’ confidence levels. Conversations about reading and writing can give teachers insight to a student’s attitude toward these subjects. If a negative attitude is discovered, the teacher can begin to develop instruction and activities to try to improve the student’s attitude. It is important for students to have a positive attitude toward learning because learning truly is a life-long process.  

Comprehension Evidence and Strategies PowerPoint

            Direct modeling is an effective way for students to grasp a true understanding of concepts. Several of the “Best Practices” involve modeling. I love reading to my students and modeling the “think aloud” strategy. The students are usually so engaged during this time and enjoy participating in conversations as I read. After a read aloud students typically participate in some type of activity to practice a comprehension skill and for me to informally assess their comprehension. The slides (31-33) with questions for each reading comprehension skill could be useful to post in the classroom. That way my students and I could have easy access to the types of questions they should be able to answer during and after reading. Comprehension is the goal/purpose of reading, so it is important to reinforce these skills and assess students’ comprehension regularly.    

Nine Best Practices PowerPoint

                     This PowerPoint provided practices to raise student achievement. Finding similarities and differences is a common practiced used in my experience. Making connections is a way of finding similarities between a text and another text, yourself, or the world. Comparing and contrasting two stories is a way to find similarities and differences between texts, characters, or topics. Graphic organizers were also mentioned and comparing and contrasting lends itself well to using a Venn Diagram. The Most Important Point strategy reminded me of determining the main idea. In my experience, many students in first and second grade struggle with determining the main idea and details of a story until they have sufficient practice. This skill also requires explicit modeling. I like to introduce summarizing to my students by using the summary on the back of most books. After I bring their attention to the book summary and explain its purpose I begin to see and hear students refer to it and use it to determine if they want to read the entire book.

            The 10-2 strategy was a new term to me, but it makes sense to allow time for processing when teaching a new concept. I found the section about keeping track of not only student achievement but also student effort interesting. The rubrics and chart were useful if planning to implement this strategy in the classroom. This was followed by effective praise which is encouraging and motivating for students. There was also an example provided of how to provide effective praise even if the students answer isn’t correct. Students can put forth sufficient effort but not complete the assignment accurately. It is important to recognize that effort as well. This also ties in well with the providing feedback section. Teachers should recognize and praise effort and achievement, but also provide feedback to show what is accurate and what is not. I strive to use strategies/practices such as these in my classroom to promote student achievement.       

Scaling Up Success for All Video

Video Link:  http://www.youtube.com/watch?v=KOet6yKFurE

             Success for All is a program that was designed for high poverty and Title 1 schools. Slavin referred to the program as a package of professional development. A facilitator is located within the school to work with teachers every day and implement changes in their daily teaching behaviors. The goal is to maintain high-quality implementation of all the changes. Slavin discussed dealing with the whole organization/problem instead of working on one problem at a time. This program was designed to encompass the whole organization at once to fix problems for the school. 1000 schools in 47 states are involved in this program. Slavin also noted that the school faculty votes by secret ballot and 75% must vote in favor of the program in order for the school to start the program. I’ve never heard of this program, but it seems to have clear goals and could be an effective way to increase school success.