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Summative Course Assessment

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Shannon Parks

on 30 January 2017

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Transcript of Summative Course Assessment

Summative Course Assessment
Reflection
My perspective
Differentiation, Technology, and Application
Shannon Parks
EDUC 519 Human Differences
University of Southern California
Sarahkatherine Schmaltz
November 18, 2015

References:
Individual characteristics of my student
Student Social Interactions
Positive Attitude
Happy
Friendly
Funny
Accepted and welcomed by peers
Has a hard time staying on task
Wanders around the class often
Does not sit still / wiggles in seat

Leaves for the bathroom more than the average student during lessons
Shouts loudly during whole group instruction
Walks across the class to the water refill station for more wate
r

Often gets out of seat without asking
When out of seat, it is hard for the student to find way back to seat and get back on task
Academic Achievement
Student Differences
Average
No late work
Submits incomplete work often

Motivated to get work done, but has a hard time staying focused
Takes longer than most to complete assignments

Not a perfectionists or an overachiever
Has more difficulty than most when working during whole group instruction
Our Classroom
Combined classroom of 20 students:
11 students in 7th grade
9 students in 8th grade
Ages 12-14 years old

Students are in middle school, but do not switch classes like the typical middle school does.

Students stay in one classroom from 8:30am-3:15pm (Monday-Friday)
Only leaving twice a week for Health and Art
Montessori Public Charter School
Kindergarten- Eighth grade
148 students total
Instruction
Small group instruction for:
7th grade Algebra
8th grade Geometry

Whole group instruction for:
Science
Civics
English Language Arts (ELA)

Two teachers, one assistant
One teacher for ELA and Civics
One teacher for Math and Science
Student has no known language barriers or mobility issues.
Student sits here during whole group instruction
Classroom
Layout
Student may struggle with different teaching styles

Student is required to sit in the same chair most of the day during whole group instruction

Student is isolated while sitting at a table alone

Student needs more small group instruction to help with staying focused

Student is not engaged in most lessons and needs instruction that is more interactive

Student needs more positive attention from peers and adults

Student is a kinesthetic learner that needs to be actively participating

Student has become accustomed to receiving direct negative attention daily

Classroom set up and instruction does not meet student needs
The students in my class have been together since they were five/ six years old. This makes the classroom have a comfortable tone. The students know each other very well and often interact like siblings would.
Unique Classroom Climate
Co-teaching and different teaching styles
Teacher #1
Speaks very loudly
Uses behaviorist methods
Yells for student attention
Teaches most lessons using teacher centered approach
Easily overwhelmed and frustrated
Desires a quiet classroom
Teacher # 2
I cannot fairly critique my teaching, but my goals are:
to model my tone, so students have a calm demeanor as well
to use a student centered approach
utilize sociocultural methods of instruction
to be firm with students, but I refuse to yell
to encourage a talkative interactive classroom
Sometimes this doesn't always happen, especially during whole group instruction. It becomes less student centered and more teacher centered.
On August 24, 2015 at 8:15am, this student walked in to my classroom. The co-teacher and I were new teachers to the school, so we allowed the students to sit where they wanted on the first day of school. We had no idea how comfortable the students were with each other. It was hectic, loud, and out of control!

Over the course of a week, we switched up the seating arrangements a little bit, but this particular student was sitting with the other students at the time and would cause domino effect on the entire class. The student would shout something across the room during the lesson and cause a huge uproar. Calming the students down after this occurrence was next to impossible. At times, the student would walk around and wander from group to group during group activities causing everyone to become distracted and off task.

My first impression of the student was not a good one. I really disliked the student and took what he was doing personally. Some thoughts that crossed my mind were

What in the world is wrong with this kid?
Where are his parents?
What did he eat for breakfast... A bag of sugar?
I really wish he wasn't in this class, it messes up the entire chemistry.
He is out of control!
Why is the student doing this to me?
What did I do to deserve this?
I think the student may need an intervention


Shared Discussion Group Reflection
Over the course of nine weeks, I was able to speak to my peers about my views and feelings about my student. With input and guidance from my peers, I have changed my perspective. I no longer think the students actions are a reflection of my teaching or a personal attack.

I have come to the conclusion, that the lessons need to be more focused during whole group instruction to include more media sources and hands on activities. After reflecting on things that I can implement to help this student, I enjoy seeing the student in my class. I believe the student needs a little more scaffolding, modeling, and positive encouragement, and less sitting and listening to instruction.
Student has no known learning disability
Students sit in a circle on floor here for math lessons
Lesson Plan
Instead of a Powerpoint, use a video clip of the carbon cycle. From past experience, this particular student is very engaged during videos.
"...some students do not fully focus on oral presentations, a teacher may vary how information is shared, combining spoken words, visual images, video segments, and hands-on materials to engage different individual students within a larger classroom group" (Maloy, et al, 250).
The lesson that I originally taught was not as effective as it could be. To engage my student who often wanders around, shouts out, and avoids the lesson, I should incorporate small group instruction and varying instruction.
Instead of having students create a model of the carbon cycle independently, have students in groups of 5 model the cycle and act out their parts in front of the remaining students in class.

Student will be more engaged and focused by fully participating in this activity.
"Differentiating activities is also a way to increase minds-on learning, because it engages students' curiosity and creative thinking and transitions them from sitting and taking notes to more fully participating in class activities" (Maloy et al, 250).
"...students not labeled as special needs, English language learners, or gifted and talented are at risk of "falling between the cracks" of the educational system because, although they need different approaches, there is no plan in place to provide varied learning experiences to all learners" (Maloy et al, 250).
Instead of having students write and individual paragraph based on what they learned from the PowerPoint, have students research the topics in groups and make a presentation to present to the class to explain how energy and matter are recycled.
" To help students control excess energy, we should intersperse quiet work with frequent opportunities for physical exercise(Pellegrini & Bohn, 2005; Pfiffner, Barkley & DuPaul, 2006)" (Ormrod, 138).
Since the students spend the entire day in one classroom with very little time for physical activity, perhaps implementing a walk, run, or a fun activity outside would help this student focus more during instruction time.
Garmston, R., & Wellman, B. (1992). How to make presentations that teach and transform (p. 71). Alexandria, Va.: Association for Supervision and Curriculum Development.

Ormrod, J. (2014). Individual Differences and Special Education Needs. In Educational Psychology: Developing Learners (8th ed., p. 138). Upper Saddle River, New Jersey: Pearson.

Maloy, R., Verock-O'Loughlin, R., Edwards, S., & Park Woolf, B. (2014). Engaging Learners with Digital Tools. In Transforming Learning with New Technologies (2nd ed., pp. 250-251). Boston, Massachusetts: Pearson/Allyn and Bacon.
In future lessons for my student, I will incorporate:
Small group hands on activities
Student centered learning
allowing student to go for a walk if he can't seem to sit still
physical activities outside of the classroom
"
"Small-group activities (involving two or more persons) are a basic building block for interactive presentation strategies that help participants attend, focus, and construct meaning from experiences" (Garmston, 71).
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