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FEAPS: Final Portfolio
Transcript of FEAPS: Final Portfolio
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
1. Instructional Design and Lesson Planning
a. Aligns instruction with state-adopted standards at the appropriate level of rigor.
All lessons are directly related to Common Core State Standards. Specific standards being addressed are listed on each lesson plan. All curriculum materials are tied to the Common Core State Standards. Students are made aware of the current standard they are learning through the use of posters displayed in the classroom.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
Student understanding is assessed at the beginning of the year through the use of pre-tests. Curriculum is driven by results of these assessments. The use of KWL charts and “show what you know” activities help determine where student understanding lies and is a driving force in determining where how and what instruction should be delivered.
c. Designs instruction for students to achieve mastery.
Lessons follow a scaffolded approach to ensure that students have the tools necessary to be successful. If students demonstrate misunderstanding or misconceptions, lessons will be reviewed until all students are prepared to move forward. Student learning zones of proximal development are taken into account when planning any lesson, as it is important to meet learners where they are without overwhelming them before moving onto bigger ideas and deeper concepts.
d. Selects appropriate formative assessments to monitor learning.
Formative assessments are used to monitor student learning throughout the year. Assessments are in the form of concept maps, written responses, tests, etc. They are used to help students and teachers identify areas of strength/weakness.
e. Uses diagnostic student data to plan lessons.
Data is collected to design lessons and learnin those skills and require independent practice of the skills after a mini lesson is delivered.g groups so that the needs of all learners may be met. If a small group of students demonstrate a weakness in one area of the lesson and other demonstrate weakness in another area, I group students and offer center activities and lessons which highlight
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
Students show understanding in a variety of formats. Skits, essays, sideshows, cartoons, etc. allow an opportunity for students to practice real world application of understanding. Sometimes students need to be encouraged to practice skills and competencies which they may not be comfortable with, but this practice supports their holistic growth.
FEAPS: Final Portfolio
The following are the Florida Educator Accomplished Practices that are set forth in rule as Florida's core standards for effective educators.
The effective educator demonstrates proof she accomplished these practices from the foundation for the state's teacher preparation program, educator certification requirements, and school district instructional personnel appraisal systems.
Third Grade Teacher -ESE
Gerald Adams Elementary
Monroe County School District
FEAP 1.e Evidence
1.e. Uses diagnostic student data to plan lessons.
The use of this diagnostic report allows me to identify areas of weakness at any level. This particular group of students is currently working above grade level. The report shows me exactly which areas I can focus upon to ensure that ALL of my students are making progress throughout the year, regardless of whether they are at, above, or below grade level.
a. Organizes, allocates, and manages the resources of time, space, and attention.
Classroom and lesson plans are all designed with the end goal in mind.
b. Manages individual and class behaviors through a well-planned management system.
Through the use of a positive behavior reward system, students receive rewards when they follow rules and behave according to our classroom rules. This system promotes a safe and welcoming learning atmosphere and encourages children to want to make good decisions.
c. Conveys high expectations to all students.
Through diagnostic assessment, each student’s progress is tracked and goals are set. Each student sets goals for themselves and has a scheduled conference with teacher to discuss learning goals and develop a plan to achieve those goals. All students are different, but each student is expected to demonstrate progress by being the best student they can possibly be.
d. Respects students’ cultural linguistic and family background.
Our classroom climate is one of trust, understanding, and respect. Examples of this can be seen in the form of mentor text and reading passages which are intentionally selected to highlight and celebrate diversity. By inviting a translator (if necessary) to conference, parents and students have the opportunity to be active members of the child’s education.
e. Models clear, acceptable oral and written communication skills.
Instruction is delivered in a variety of formats in order to best meet student learning needs (Oral instructions, written instructions, pictures, diagrams, etc.). Word choice is specific and grade appropriate.
. Maintains a climate of openness, inquiry, fairness, and support.
Students are encouraged to ask questions and be curious. They feel safe to take risks because of the management system that has been established in our classroom.
g. Integrates current information and communication technologies.
: Students have access to a classroom library that is continually being updated. Through the Scholastic News flyers, Students keep current with events in the world around them. Students have access to computers on a daily basis for the purpose of research, practice, and/or assessment.
h. Adapts the learning environment to accommodate the differing needs and diversity of students.
Students are provided with any tools or options available in order to ensure that they are achieving their highest potential. Preferential seating, paper based testing, colored transparencies, lighting options, accessibility to materials, etc. are all examples of how I accommodate learning needs in my classroom.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
Students have a variety of assistive devices at their disposal. Books on tape, Whisper phones, manipulates, etc. are located in spaces of the room to which students have access.
Above are examples of some of the many assistive devices used on a regular basis in our classroom. These simple tools help students to achieve their highest potential. Although some of these devices may seem outdated, they are still very useful to my students.
a. Deliver engaging and challenging lessons.
Student interest is taken into account when planning any lesson. By capturing student interest from the beginning, students are much more involved in their learning because they actually care about the topic for learning. From there, lessons are delivered in a format that encourages students to be critical thinkers. Students are required to demonstrate their thought process in all subjects.
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.
Student understanding is deepened and enriched each time that students are asked to explain how they got their answer, which occurs regularly. By thinking about their own thinking, students are challenged to evaluate their own understanding of the subject matter and can assess themselves as learners and teachers.
c. Identify gaps in students’ subject matter knowledge.
Using data collected through formal and informal assessments I am able to identify gaps in students’ knowledge of subject matter. This data drives my instruction and helps outline a ‘game plan’ to help my students get to where they need to be.
d. Modify instruction to respond to preconceptions or misconceptions.
Simple teaching techniques such as KWL charts help to identify any misconceptions or preconceptions that students may have about subject matter. Using information gained from this activity, determines how a lesson should be approached with my students.
e. Relate and integrate the subject matter with other disciplines and life experiences.
In order for students to see the bigger picture, I always relate what we are learning to other subjects and the greater world. In math, we write to explain our thinking. In reading, we make text-to-world connections to relate our reading to the real world. In Science we discuss how general concepts effect our own lives, for example, how the moon effects the tides surrounding our homes.
f. Employ higher-order questioning techniques.
Students are always encouraged to be metacogniecent in our classroom. Whether they are reading independently with post-its or explaining their logic in math, they are thinking about thinking. Students are required to detail HOW or WHY they know their answer is correct. When they are wrong, students are encouraged to think again rather than provided the correct response. These higher order thinking skills help our students be critical thinkers.
g. Apply varied instructional strategies and resources, including appropriate technology to provide comprehensible instruction and to teach for student understanding
Using learning style inventories, I am aware of how each of my students learns best and I am able to modify my instruction to meet these needs. This also means that I know how my students struggle to interpret information and, as their teacher, I can help teach the skills to adapt to learning in different formats in order to better prepare them to be college and career ready.
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.
Student learning needs can be identified through assessments and, using these assessments, I adjust delivery, expectation, response format, etc. in order to meet their needs. No two children think the same and I cannot expect to teach them all in the same way. As their teacher, I make modifications and accommodations to help best serve my students.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.
Immediate feedback helps students recognize their own unique areas of strength and weakness. Feedback may be in the form of a conversation, grade, note, etc. and it allows for students to reflect on their own work. Feedback is always offered in an encouraging and supportive way. A student will never receive a low grade, or negative feedback without suggestions for improvement.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
In order for my students to become invested in their own education, they must believe that they are a part of it. I am constantly asking for feedback from my students in formal and informal ways in order to drive my instruction. Feedback may indicate that students did not understand a lesson, and it needs to be reviewed or feedback may indicate that they were very interested in learning about sea life and would like to read more. Feedback can also indicate that my students like it when I use a specific form of technology for a lesson, or if it did more harm than good. Taking student feedback, but more importantly, adjusting my instruction as a result of it shows my students that I value their opinions and expect them to be a part of their own education.
3. Instructional Delivery and Facilitation
FEAP 3.b Evidencce
3.b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.
a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.
Data is collected on my students from the very first day of school. Pre-Tests help to determine where my students are starting out and, from there, a multitude of assessments track how students are progressing towards a goal. Some sources of data that I use to diagnose student learning needs include STAR, FAIR, brainchild, unit tests, etc.
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.
I use Formative assessments to monitor student progress towards a goal. These assessments may come in the form of drawing a concept map in class to represent their understanding of a topic, submit one or two sentences identifying the main point of a lecture, turn in a research proposal for early feedback. These assessments help students identify their strengths and weaknesses and target areas that need work and help me recognize where students are struggling and address problems immediately. I use summative assessments to valuate student learning at the end of an instructional unit by comparing it against the learning objective. These assessments may be in the form of a unit test or final project.
c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.
A variety of formal and informal assessments are used to monitor my students throughout the year. Informal assessments show immediate feedback during a lesson and help me identify if the time is right to move on, or if more practice is needed. Formal assessments help to determine mastery of a concept or unit. It is important to use a variety of forms of assessment. For some students, written work is difficult, so too much reliance on it will put them at a disadvantage. Similarly, particular activities or topics will inspire excellent performance in some students and frustrate others. Including a variety of types of assessments will ensure that students are provided with ample opportunities to demonstrate their abilities and that teachers have the information they need to construct a complete, balanced assessment of each student.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
Assessments are modified to meet the needs of my individual learners. Students with identified specific learning disabilities or even some that are not receive accommodations in the classroom so that they can best demonstrate their knowledge of a subject without being inhibited by external factors. For example, a student with attention problems will be separated or relocated to an area with reduced stimuli, or a student with reading difficulties may be read word problems on a math test.
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).
Communication of student success is very important for both the student and the parent. E-mails, phone calls, conferences, and weekly envelopes all assist in that communication.
f. Applies technology to organize and integrate assessment information.
All student data is collected and analyzed, whether it it collected digitally by a computer assessment or entered manually by me. This data allows for quick reference to students who are performing at, above, or below benchmarks. All information obtained in the form of this data is integrated into daily lesson preparations.
FEAP 4.a Evidence
4.a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.
5. Continuous Professional Development
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
Using the SMART goal outline, I have developed a Professional Growth Plan which outlines specific areas of need for my particular group of students. That need has been identified in their skills for Reading Comprehension. My plan outlines all background information and data, includes a plan to achieve my goal, and also includes a variety of Professional Development opportunities that I have/will have attended to help achieve my goal.
b. Examines and uses data-informed research to improve instruction and student achievement.
Nearly all of my instruction is designed using data collected from formal and informal assessments. Computer based assessments provide diagnostics which help design student groups that can be tailors to meet individual needs during center work. Informal assessments during lessons help guide my instruction to meet the needs of my learners. If they lack understanding a reteach will be done attempting to employ a “new way of looking at it.” If they are ready to move on, enrichment opportunities will be made available.
c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.
As a team, third grade teachers meet formally on a monthly basis, although much of our brainstorming occurs in informal meetings at the lunch table or by the copy machine. We are continuously bouncing ideas, concerns, results, etc. off of one another. If we wide strengths or weaknesses we discuss possible reasons for the weakness and how we can help our students. If our data demonstrates strengths, we do the same.
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.
Communications between schools and families is paramount in student achievement. Our school provides many opportunities to communicate with families throughout the year. Being that our student population is so diverse, our school has translators available to help our families communicate. Weekly newsletters are sent home to keep parents in the know about what is going on the school. Parent phone calls, emails, and conferences occur on a regular basis to communicate strengths and areas of weakness for individual students.
. Engages in targeted professional growth opportunities and reflective practices.
By attending school faculty meetings, joining a Professional Learning Community, attending out of school classes for advanced certification, and continuously scouring resources I am advancing myself professionally. Through formal and informal reflection, I am able to take a deeper look at my own areas of strength and weakness as a teacher.
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
My style of teaching is constantly evolving as a result of what I have learned in professional development opportunities. Through my recent ESOL training I have learned many new techniques to implement in my classroom in order to meet the needs of my students who may be new to our language. Through my PLC, I have adapted my teaching style to better address the struggles of students with Dyslexia.
FEAP 5.d Evidence
5.d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.
6. Professional Responsibility
and Ethical Conduct
a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public, and the education profession.
By following my districts Code of Ethics and the Principles of Professional Conduct of the Education Professions of Florida I am able to fulfill obligations to students, public and my profession. Examples of this may include notifying proper administration if I have concern of mistreatment of a child, or maintaining a professional relationship with students whom I may know and see outside of school, and even conducting myself in a manner that is responsible and professional outside of the workplace.
FEAP 6.a Evidence
This e-mail demonstrates my professional responsibility to my students. This particular student has displayed specific behaviors that may seem innocent as a third grader, but can eventually lead the student down a destructive path. It is my responsibility, as his teacher, to do everything in my power to help guide him in the right direction towards better choices. Sometimes, this may mean asking for help from other school personnel with whom my student may better identify with.
FEAP 2.i Evidence
This questioning technique was used to begin a lesson in which students are building upon their prior knowledge of fractions. Encouraging students to translate their thinking to paper, helps enrich students understanding.
This diagnostic data has shown me which of my students struggle or excel at specific strands, in this case: Point of View. Classroom instruction is designed around this data when we do our center activities. Reading passages may be leveled to meet the needs of each level of reader. The amount of teacher led discussion and modeling will be adjusted to provide just the right amount of assistance for students to be successful independently.
This parent letter is translated in English/Spanish/Creole for parents and shares valuable diagnostic information with the parent. This letter also provides tips for practice at home, which helps parents to become more active participants in their child's education.
6.a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public, and the education profession.
Lèt pou Lens Jeanbaptiste 03/06/2015
3yèm Klas,, Evalyasyon 1
Gerald Adams Elementary
Antan ke pwofesè premye ane Lens pou ane sa a, mwen vle fè w konnen youn nan plizyè pwogram ki mete an plas pou ede li kapab li pi byen. Lekòl nou itilize Florida Assessments for Instruction in Reading –Florida Standards (FAIR-FS) (Egzamen pou evalye ansèyman lekti nan leta Florid) pou asire ke tout elèv nou yo ap resevwa bon jan enstriksyon nan lekti ki pral amelyore kapasite yo nan lekti, epi ki satisfè Language Arts Florida Standards (LAFS). Ya p pran ekzamen FAIR-FS a nan kòmansman, mitan, ak nan fen ane lekòl la pou kontwole pwogrè elèv la. Nou itilize FAIR-FS paske li se yon bon mwayen ki efikas pou devlope bonjan tèm ki empòtan nan zafè lekti (dekodaj, kominikasyon oral, ak konpreyansyon tèks) e ki pral afekte tout lòt pèfòmans akademik yo. Nou itilize rezilta FAIR-FS FAIR yo pou asire kapasite Lens nan lekti ap devlope nan yon vitès ki apwopriye. Nou vle konnen tou ki lòt mwayen nou ka itilizè nan lekòl la ak lakay la pou li kapab vin li pi byen. Pou chak tèm (dekodaj, kominikasyon oral, ak konpreyansyon lekti) ki te evalye, yo bay de nòt:
Nòt Abilite: Nòt sa a bay yon estimasyon de nivo nan kapasite yon elèv nan yon tèm patikilye e pèmèt ou wè chanjman nan kapasite yon elèv, si la’p ogmante oswa diminye. Pi gwo nòt la se 100 (apeprè pèfòmans 2yem ane) a 900 (apeprè pèfòmans lekol segonde).
Pousantaj Mwayèn: Nòt sa itilize pou klase yon elèv pa rapò ak lòt elèv 3yèm ane. Tablo nòt la se 1-99 (25-75 reprezante mwayèn ke nou espere). Pa egzanp, yon elèv ki nan premye ane ak yon mwayèn 55 travay pi byen pase 55 % lòt elèv yo ki nan 3yèm ane nan leta Florid.
Konpile anba la se rezilta Lens:
Seksyon Tès Nòt Abilite Pou Otòn Pousantaj Mwayèn Pou Otòn Pwobabilite nan Siksè Letki
Rekonet Mo 214 1ye
Konesans de Vokabilè 358 33yèm
Konpreyansyon Nan Lekti 325 18yèm
Konesans de sentaks 333 29yèm
Pwobabilite nan Siksè Letki 0.35
Nòt yo ak chak seksyon tès yo dekri nan plis detay pi ba a:
Dekodaj (nou mezire sa avek activite yo pou rekonet mo): Nou te mande Lens pou chwazi yon mo ke òdinatè an pwononse. Nòt Lens nan Rekonet Mo se 214, ki vle di ke li rekonet mo pi bien pase 1 % lòt elèv 3yèm ane.
Langaj Oral (nou mezire sa avek Konesans de Vokabilè):Nou mande Lens pou fini yon fraz avek youn nan twa mo mòfoloji (pa egzanp, “In some states you can get a driver’s [permission, permissive, permit] when you are fourteen years old.”). Nòt Lens nan Konesans de Vokabilè se 358, ki vle di ke li travay nan sa pi bien pase 33 % lòt elèv 3yèm ane.
Konpreyansyon nan lekti:Nou te Lens pou li yon pasaj an silans epi reponn sèt a nèf kesyon. Nou aliyen kesyon yo ak Florida standards. Nòt Lens nan konpreyansyon nan lekti se 325, ki vle di ke li travay nan sa pi bien pase 18 % lòt elèv 3yèm ane.
Nou kalkile yon Probability of Literacy Success (PLS) pou Lens lè nou wè pèfòmans li sou evalyasyon yo. Nòt sa baze sou yon total (konbinezon) de nòt VKT, WRT, ak konpreyanson lekti pitit ou. Rezilta yo nan peryòd evalyasyon sa a endike ke (pwobabilite pou siksè nan lekti) Pwobability of Literacy Success (PLS) Lens se 0.35, sa vle di ke li gen modere pwobabilite pou rive atenn atant nan nivo klas nan konpreyansyon lekti.
Paske nòt PLS Lens te mwens ke 0.85, nou bay plis evalyasyon pou detèmine lòt ed espesifik li bezwen.
Evalysasyon konesans de sentaks mande elev yo pou koute yon fraz epi chwazi yon mo pou fini fraz la. Nòt sa endike ke kapasite Lens pou fe konesans de sentaks (Syntactical Knowledge Ability Score (SKAS)) se 333.
Si ou ta renmen plis enfòmasyon sou karakteristik teknik yo nan FAIR-FS, ou kapab jwenn aksè nan Manyèl la teknik nan http://www.fcrr.org/pmrn/fair.asp.
Aktivite pou sipòte Konpreyansyon Nan Lekti
Mennen pitit ou nan bibliyotèk lekòl la, bibliyotèk piblik la, oswa libreri lokal la chak semen pou li jwenn yon nouvo liv pou nou ka li ansanm. Apre chak de ou twa paj, mande Lens pou rekonte sak ap pase nan istwa lan. Apre ou fin li chak liv, mande li sil pa konnen yon lot fwa yon istwa imajinè oubyen reyèl konsa te pase. "Èske ou ka sonje tande yon istwa oubyen wè yon fim kote sa te rive yon karaktè?” “Kijan sa ede ou konprann karaktè nan istwa sa pi bien?"
Pliye yon fèy papye an twa pati. Se pou Lens desine yon foto de yon bagay li fè nan lòd. Lè sa a, ede li ekri yon fraz anba chak foto kote li eksplike ki sa li fè anvan, answit e an dènye.
Aktivite pou sipòte Konesans Nan Vokabile
Jwe "Chwazi Twa." Mande Lens pou chwazi yon mo, tankou "afraid". Epi nou met panse a twa lòt mo ki vle di menm bagay la ansanm (pa egzanp, frightened, scared, and fearful). Epi, ou ka mande li pou sevi ak mo yo nan yon fraz.
Fè Lens kreye yon powèm akrostich avèk lèt yo ki nan non li. Fè pitit ou ekri non li desann vètikal sou bò gòch yon fèy papye. Kounye a nou ka panse de mo oswa fraz ki dekri pitit ou ansanm (pa egzanp, Karen: Kind, Always on the go, Reads a lot, Enjoys pizza, Never bored). Le nou fini ekri powèm nan nou kapab diskite mo yo ansanm.
Aktivite pou sipòte Rekonet Mo
Planifye 15 minit espesyal chak jou pou koute Lens li. Si ou remake ke li fristre le lap li, ofri pou li avek li. Kite li l' li yon sèl paragraf, epi w ap li yon paragraf apre li, jus ka ke li komanse li pi bien tankou yon konvesasyon nòmal.
Ankouraje Lens pou fasilite nan lekti. Li ak reli liv ke li abitye avek. Li kapab benifisyel pou anrejistre le lap li yon pasaj. Souvan, timoun kon renmen wè si yo ka amelyore tan li pran yo pou li pou yo we si so li pi vit pwochen fwa. Repete lekti pral bay yo yon abitid pou li fasil.
Aktivite pou sipòte Rekonet Mo : Dekodaj
Mo ki genyen prefiks ak sifiks ladan yo de pli zan pli souvan nan klas 3-5. Twa prefiks nou wè plis yo, (un-, re-, nan-) reprezante 51 % nan tout mo ki genyen prefiks. Si elèv yo konnen ke "un-" vle di pa, "re-" vle di ankò, epi "nan-" vle di pa yo souvan, yo ka itilize enfòmasyon sa pou konnen sa yon mo vle di. Ankouraje Lens pou sèvi ak estrateji sa a lè li di yon mo ki gen prefix. 1) Retire prefix lan la, 2) Tcheke si yo wè yon mo yo rekonet, 3) Reflechi sou sa mo a vle di ak sa prefiks la vle di, 4) konbine siyifikasyon yo nan prefiks lan ak mo a, ak eseye konprann tout mo a, ak 5) mande si siyifikasyon an fè sans nan fraz yo ap li.
Tèks ki gen mo long oubyen mo ak plis silab ka difisil pou elèv yo li. Idantifye prefiks, tèminezon mo, ak rasin mo yo pou ede elèv la li mo a. Ede Lens konprann mo a le li divize mo a nan pi piti pati oswa fragman, li pati piti yo, epi li tout mo a.
Ou ka jwenn aktivite sa yo ak plis pou gratis lè ou ale sou sit http://www.fcrr.org/for-educators/sca.asp.
Tanpri rele mwen nan 3052931609 oswa voye yon imèl m 'nan email@example.com si ou ta renmen pale sou pwogrè Lens ap fè nan lekti avek ki teknik nou ap travay sou ane sa. Ou pral resevwa yon lòt lèt de pwogrè ke Lens ap fè nan lekti nan mitan ane a. Mwen kontan, m gen Lens nan klas mwen epi mwen pral fè tout bagay mwen kapab fè ane sa yon plezi li aprann.
Harry Wong Article Review #1
The Success of Special Ed Teachers - MARCH 2006
This article was relevant to my profession because it offered ideas that relate to my classroom.
The first point was the importance of the first days of school. It is in these days that routines and expectations are set in place. Structure is important for all students, but especially for some for some of my ESE kids. The article states, "Special education students can be put in an at-risk situation if there is not consistent set of procedures." Schedules and structure help students, teachers, nurses, etc. to stay 'on the same page' and eliminates confusion for all.
The second point that I found to be most relevant was the dangers of negative responses. The author makes the point of recognizing the potential of our students and finding ways to redirect their spirits rather than come crashing down on them. In my class, I understand that some of my best lessons have nothing to do with curriculum, and more to do with how to be a good person. My students struggle more than other students and in different ways, the best thing that I can offer them are the tools they need to get past their struggles and be successful. Sometimes this may mean teaching them how to respond to frustration or failure..
The third point that was relevant to me was Dan Seuferts quote which read, "Ours is not the business of producing doctors or lawyers or teachers or nurses or factory workers or sales associates. Ours is the business of putting smiles on young faces, hope in young hearts, and dreams in young minds. The rest will take care of itself." I found this quote to be especially meaningful for my ESE students. So often they face failure and discouragement and it is paramount that their teachers pick them up when they are down and encourage them to keep trying. Some kids just need someone to believe in them and care for them, and I vow to be that person every single day for every one of my kids.
Harry Wong Article Review #2
How to Motivate Your Students - MAY 2001
Many aspects of this article were interesting to me and relevant to my classroom.
One point that I thought was very interesting was the idea of using a discrepant to help captivate my young audience. The article states, "Once you have them involved and interested, you can do anything you want with them." I wholeheartedly agree that this trick works most of the time. The issue is that, although every subject does have a discrepant, it is not feasible to incorporate one into every lesson every day. Unfortunately, this seems like one of those ideas that sound really good, but are impractical to carry out. The article offers a great resource for discrepants in the science field, however it sells for $70.00. I struggle paying more that $1.00 on Teachers Pay Teachers, and find it impossible to picture myself springing $70 on this.
A second point of the article that I found to be relevant was the section that discusses group work. The article argues that learning is more effective when it takes place within a support group of learners. An important key to successful group work is dividing work and understanding procedures. Without responsibilities and procedures, the group falls to chaos. The article provided sample rules and a basic format for group activities.
The third point that I found to be relevant discussed the benefits of learning in groups. The article cautions against having students to activities just for the sake of doing activities because it is not learning. Jean Piaget said, "Students do not learn by doing activities. They learn by thinking about what they are doing." To make group work successful, group activity needs to include sharing and discussion of what each group discovered and learned.
My Learning Plan