Understanding By Design

Feb 19, 2014

Understanding By Design

            The main ideas of these chapters is that educators must make the distinction between “knowledge” and “understanding” and that one of the best ways to achieve a solid understanding of content is to frame the students thought process via “the big questions”. Big questions also need to be essential in that they should “raise more questions in our attempt to answer them”.

            One of the most effective ways to write a lesson plan that will “teach for transfer” is to start at the end with the assessment and work backwards. This ensures that the lesson is well aligned with the end result or goals.

            The assessment itself needs to be one that measures actual understanding of the concepts and not the mere regurgitation of facts that tend to be memorized and threaten to only be accessible in the context in which they were taught unless a complete, well-rounded,  understanding has been achieved.

            Focusing in on the big idea or question before creating an assessment and lesson plan, will help frame students’ thought processes and lead to further inquiry if the question itself is essential and not merely probing for facts. Digging for meaning adds depth to the lesson that will lead to better retention. 

            In addition to asking the right types of questions, educators also need to make sure that the lessons remain both challenging and engaging. Striving for authentic experiences in the classroom not only results in better teaching but also in increased motivation and participation.

           

            

                                                       LITERACY BEYOND BOOKS

Brigette Banta-Cain

Rhode Island College

SED 406

Abstract

Acquiring literacy during the early stages of cognitive development is vital in setting the stage for further educational advancement. While most of this skill is developed in a school setting, it is not necessary to limit one’s educational experience to the confines of a formal institution. Learning and literacy, which go hand- in- hand, can occur at any place and time but more importantly, in any form. One of many forms of Literacy takes place in the utilization of modern technology more specifically computers, which require the user to employ language that he or she would not normally use in natural conversation.

Outside of school, my life is like one huge juggling act. Between work, kids and school, there is very little time for idol thought. I have to maintain a clear and accurate schedule, not just for myself, but also for the rest of the family and their extra-curricular activities. My schedule alone involves keeping track of both my short and long term goals which can change from one moment to the next. I manage to keep it all together thanks to Apple and its array of technological products that keep me synchronized with my high pace lifestyle.

            My day begins with an alarm which thanks to apple and its amazing iPhone, varies according to the day of the week and my work schedule, allowing me to squeeze in an extra thirty minutes of sleep whenever possible. Before I even make it out of my bed I review emails from co-workers as well as my son’s first grade teacher who has also learned how to get the most out of her apple products.  She faithfully takes pictures on her iPad throughout the day and emails all the parents with a quick description of what went on in each photo.  Being that I spend less time with my kids than I’d like to, it is very comforting to get those small glimpses of their day-to- day lives.

            Once I’ve reviewed emails and Facebook statuses, I move onto the weather and traffic conditions, all from the palm of my hand and before I’ve even had enough time to turn on the shower. I then respond to an on going group-message between myself and my close circle of friends that allows us to vent or add a little sunshine in each other’s lives with a funny joke or quote before we take on the world every morning.

            On my way to work, I receive text messages from co-workers placing and/or taking coffee orders with whomever has volunteered to make the run that day. Thanks to my iPhone app, INRIX, I receive up to the minute traffic updates warning me of any oncoming delays on the road and giving me the opportunity to call in ahead of time to notify my work if I’m going to be late. As if my iPhone weren’t already doing enough for me, it also keeps my coupons organized, allows me to do my banking on the go, and records voice memos of all the things I need to accomplish before I head back home that evening.

            Last week, while at work, I received a message from RIC informing me that the classes would be canceled for the next two days due to inclement weather. Within the hour, I had shopped for groceries, rented movies, downloaded the kindle version of one of my college courses’ textbooks and canceled appointments, without moving from my desk.   Do I still have enough energy to cook tonight or should I just order something and pick it up on the way home?  Feeling lazy? No problem. With all the restaurant apps I have on my iPhone I can have my order waiting for me curbside with minimal effort. Done.

            My innovation is often met with my mother’s disapproval towards the hours I spend on my gadgets. I’ve even attempted showing her how to text but navigating through the “lingo” required to send a text message has proven to be too difficult for her. Frustration, more often than not, wins the battle, forcing her to place an actual voice call which I have grown increasingly apprehensive about answering and quite frankly, just too busy.  I realize that this must all seem like a foreign language to someone who doesn’t understand what an “operating system” or a “search engine” is. So my tech saviness is lost on her because she doesn’t realize just how much I can accomplish in one day thanks to my ability to navigate through the software required to run all these tools on a daily basis.  The truth of the matter is that my cell phone and computer have become a natural extension of my person and without them, I would have a very hard time managing my life and accessing the information that I need not only for my daily activities, but also in continuing my education.

             

Professional Development

            At the Rhode Island Teacher’s of English Language Learner’s conference this year, they discussed Sheltered instruction and Common Core Standards. I had been playing with the idea of becoming an ESL teacher but given my lack of experience as an educator, I thought it was best to focus on one facet of education at a time. The truth of the matter is that it is impossible to provide differentiated instruction without considering the students who are English Language Learners. More importantly, research has shown that using the SIOP model benefits all students, not just those learning a second language. Attending this conference was very crucial to my professional development. I gained a better understanding of the SIOP Model and its components. which were briefly touched upon during Educational Psychology but which were still unclear to me. Lesson planning and delivery suggestions were made available. There was a huge stress on adaptations such as graphic organizers and outlines which I found to be extremely helpful even for myself as I presented my second microteaching lesson. Making lessons multisensory was also something I took away from that session and judging from the feedback I received from my peers, it was extremely effective when I incorporated it into my lesson.

            All in all it was a highly beneficial conference that made me better aware of my options as I create future lesson plans.  I will definitely attend more conferences throughout my career as an educator.

Observation 3-Classroom Management

                 One of the unique characteristics of Paul Cuffee Schools is its Maritime theme.  Nowhere is it more evident than In Mr. Beal’s classroom. The first thing that catches your eye as you walk in is an immense model of a naval ship in the center of the classroom, atop a table with engineering plans and all types of naval tools that I can’t even begin to describe. Amazingly, this ship is just a model of what the students will be producing after weeks of careful calculations and planning, in their  9^th grade Algebra class.  As you may have already guessed, he is a former Naval Captain who runs his classroom like a tight ship. He meets and greets all of his students at the threshold, as is the school’s custom. On the wall, next to the door, is a lantern that seems to have come directly from a naval ship. As the students settle in, the lamp shines green but as soon as the bell rings, he switches the color of the lamp to red, indicating that all eyes should be on him and that all talking should cease.

            The desks are all arranged in a circle around the massive workbench that bares the weight of the model ship. At the head of that table is one chair, reserved for the Captain, of course. From his position, at the head of the “Ship” he orders team captains to approach his table for further instructions. The classroom is broken down into several groups and within each group, each student is assigned a different task. Some of the titles I heard being thrown around were captain, navigator, and quarter-master. Today’s assignment involves the use of polynomial equations to calculate fuel burn during a round-trip between ports given a specific ship and set of conditions. Once the team captains give their team the green light, they begin to work around the classroom analyzing charts and weather forecasts at different stations, reporting back to their group where further calculations are made.

            At the end of the day, the team captain is graded by the teacher, and the team captain is responsible for grading each student in his or her group. No homework is assigned in this class other than to show up prepared to work for the full length of the class period. Anyone needing to leave the room is required to take a hall pass and those entering late are brought up to speed by their team captains who are the only ones allowed to approach the teacher with questions.  
            The school itself has a policy in place. If a student is having trouble staying focused and just needs a moment to gather him or herself, the student has the option of "tabbing out". The student goes to a predesignated partnering classroom where they are required to fill out a form that helps the student identify the problem and suggest possible solutions. Upon returning to the class, the teacher reviews the form and together they decide if the student is ready to return to class. However, if the student needs more time away from class, he or she is escorted to the refocus room by a staff member working Behavior Back-up. Those staff members are trained and experienced in dealing with students in crisis. Their mission is to help the student make the transition back into the classroom as soon and as smoothly as possible so that the loss of instruction is limited. 

          None of those behaviors occurred in this classroom because, in essence, there is a clear chain of command. Mr. Beal spends less time redirecting and managing behaviors because his team captains are required to keep their teams on task at all times. It was like watching a well-oiled machine in action.

Micro Teaching 2

Micro Teaching

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Teacher Evaluation

            Most people would agree that the quality of teachers and their instruction is very important in educating students to become successful members of their communities.  For this reason, it is paramount that teachers be consistently evaluated and supported by their school districts.

            In the past, evaluations have been done too infrequently, giving teachers little to no feedback on their performance. This could be remedied by creating committees of highly qualified professionals to focus solely on evaluations and the acquisition of resources for teachers who may need extra help in the classroom.

            The evaluation system itself would have to be closely examined. It should be highly differential and helpful. Instead of simply pointing out the weaknesses of an educator, it should also include solutions along with a plan and timeline during which a teacher can be reassessed for improvements.

            Consequences and positive reinforcements would also need to be put in place to further motivate teachers to excel in their performance as well as to make taxpayers aware of the success stories within their own school system. Creating a community of people that understand, respect and value the efforts of educators will in turn create a body of students with positive outlooks towards education and a sense of ownership for their own performance that many students are currently lacking.

            As with any occupation, constant professional development is necessary to insure that teachers are growing and adapting to the ever-changing demographics of their student body as well technological advancements.  This can be accomplished by funding more workshops and seminars for teachers to attend outside of school hours.

            As taxpaying citizens, it is our responsibility to stay informed and help our  students achieve both in and out of school so that our communities remain strong, and comprised of globally competitive individuals.