This week as I unpacked NCTCS 2b and 2c, using Olivia's blog, I decided to check out some of her resources. I found a link that I really enjoyed entitled "10 Ways Teachers Can Communicate Expectations to Students."
The 10 ways the article suggests to show/communicate your expectations are:
1. Post your expectations around the room for kids to see
2. Have students sign an "Achievement Contract"
3. Allow students space to learn on their own
4. Create a written dialogue with students
5. Have a positive attitude toward student achievement
6. Get to know your students
7. Remain in charge as you teach
8. Be clear about objectives for assignments and tests
9. Cheer your students on
10. Promote mastery learning through revisions
While these all relate to high expectations (NCTCS 2c), I found that they also relate to several other standards. They also include a lot of ideas that I want to incorporate into my future classroom.
If we want students to know what we expect, we need to post it somewhere that they are sure to see and be reminded. The achievement contract lets students know what you expect. Requiring them to sign this contract is a way to ensure that students know what you expect and when they do not meet or follow your expectations, you have a way to prove that they were aware and that they have now broken your contract. The article also suggests having parents sign the contract as well so that they are informed and know what you are expecting of their child.
Allowing students space to learn on their own, pushes teachers toward facilitating learning (NCTCS 4). This encourages teachers to pull back as the school year progresses and allow students more responsibility in their own learning. In order for students to develop critical thinking and problem solving skills (NCTCS 4e), we have to remember that we cannot jump in and immediately help the struggling student by providing them answers. Instead we should guide them in finding the answers themselves so that they realize we expect them to become independent, problem-solving, critical-thinkers.
To me having a positive attitude toward student achievement, remaining in charge as you teach, cheering your students on, and getting to know your students are all ways that a teacher can lead in the classroom (NCTCS 1a). These qualities show your students that you care about them and their learning, but they also are key in establishing a safe, orderly learning environment. When students know that you want them to succeed and that you are cheering them on they feel comfortable in your classroom and with you as their teacher. Students who feel safe and comfortable in the classroom are more likely to be successful. When we take the time to get to know our students and let them see us as a real person we make connections that also make them feel safe in our classroom. Remaining in charge as we teach and having classroom rules keeps the safe classroom running orderly and smoothly.
Soo... Thank you Olivia for sharing with us about NCTCS 2b and 2c. Thanks for the resources you shared that allowed me to make connections to the big picture!
I included the link (below) to the article Olivia shared on her resource page.
http://712educators.about.com/od/motivation/tp/10-Ways-Teachers-Can-Communicate-Expectations-To-Students.htm
Tuesday, September 27, 2016
Monday, September 19, 2016
9.19.16
Last Friday, I got the opportunity to observe DIBELS and mCLASS testing. Oh boy was this a cool experience!
I got to observe a 4th grade class taking the ORF (Oral Reading Fluency) portion of the DIBELS test. In this portion, students read a passage aloud to the test administrator. The administrator follows along, marking words the student mispronounces, omits, or self-corrects on. If a student pauses on a word for 3 seconds, the administrator is allowed to tell the student the word and the student can move on. The total time aloud for reading is 1 minute. At the 1 minute mark, the student is instructed to stop reading and the passage is removed. Fluency is scored by how many words the student was able to read correctly in 1 minute. The student is then asked to retell the story using as many details as they can. The administrator records how many words the student uses to retell the story and then scores the student a 1-4 on comprehension. 1 being the student could recall 2 or less details, 2 being they recalled 3 or more details, 3 being they recalled 3 or more facts in sequential order, and 4 being the student recalled 3 or more facts and explained the main idea. This process is then repeated for two more passages. To get a total score for the assessment, the median score for WPM (words per minute), median words missed, and median retell words are recorded.
I also got to observe 2nd graders taking the ORF portion, but they did not read passages. Instead they were given a minute to read as many 2nd grade sight words as they could. The administrator listens and marks words that are mispronounced or skipped. The score is the total number of words pronounced correctly in 1 minute. The administrator shared with me that the benchmark score for the beginning of the year in 2nd grade is 44 words correct per minute. I was really impressed, because no student that I observed her test scored below a 55.
The coolest part of the DIBELS experience was the administrator let me give it a try! I got to administer the test to two 4th graders and four 2nd graders.
After spending an hour and a half with the DIBELS test, I moved down the hall to observe the TRC portion of mCLASS being administered. The DIBELS test was much more laid back, but the TRC test (as the Assistant Principal described it) is "hard core." Here students are required to do an oral reading, answer 5 oral comprehension questions, and complete a written comprehension portion. After all that is completed, if the student has proven themselves proficient on the level they began with they have to repeat the process all over again until they reach a level that they are not considered proficient in. That level is considered "frustrational" and will be the level the student begins with the next time the mCLASS assessment is given.
I have heard the terms mCLASS and DIBELS used over and over again throughout my School of Ed experience, but seeing the assessment given first hand and even having the opportunity to administer the test gave me a much clearer picture of what the assessments are.
I was able to see how the data collected from these scores can be used to evaluate student progress and make instructional decisions (1a). The scores from these assessments will dictate which WIN (What I Need) Group each student is placed in and their progress will be monitored. The data collected can also help teachers assess what level their students are currently reading at or how well they comprehend and when tested again in middle or end of year can serve as a reference point for how much a student has progressed (4h). The whole goal of mCLASS is to know where students are and to determine ways to make students readers, therefore trying to eliminate the achievement gap (4h). These assessments are necessary tools for leading in the classroom and facilitating student learning.
I got to observe a 4th grade class taking the ORF (Oral Reading Fluency) portion of the DIBELS test. In this portion, students read a passage aloud to the test administrator. The administrator follows along, marking words the student mispronounces, omits, or self-corrects on. If a student pauses on a word for 3 seconds, the administrator is allowed to tell the student the word and the student can move on. The total time aloud for reading is 1 minute. At the 1 minute mark, the student is instructed to stop reading and the passage is removed. Fluency is scored by how many words the student was able to read correctly in 1 minute. The student is then asked to retell the story using as many details as they can. The administrator records how many words the student uses to retell the story and then scores the student a 1-4 on comprehension. 1 being the student could recall 2 or less details, 2 being they recalled 3 or more details, 3 being they recalled 3 or more facts in sequential order, and 4 being the student recalled 3 or more facts and explained the main idea. This process is then repeated for two more passages. To get a total score for the assessment, the median score for WPM (words per minute), median words missed, and median retell words are recorded.
I also got to observe 2nd graders taking the ORF portion, but they did not read passages. Instead they were given a minute to read as many 2nd grade sight words as they could. The administrator listens and marks words that are mispronounced or skipped. The score is the total number of words pronounced correctly in 1 minute. The administrator shared with me that the benchmark score for the beginning of the year in 2nd grade is 44 words correct per minute. I was really impressed, because no student that I observed her test scored below a 55.
The coolest part of the DIBELS experience was the administrator let me give it a try! I got to administer the test to two 4th graders and four 2nd graders.
After spending an hour and a half with the DIBELS test, I moved down the hall to observe the TRC portion of mCLASS being administered. The DIBELS test was much more laid back, but the TRC test (as the Assistant Principal described it) is "hard core." Here students are required to do an oral reading, answer 5 oral comprehension questions, and complete a written comprehension portion. After all that is completed, if the student has proven themselves proficient on the level they began with they have to repeat the process all over again until they reach a level that they are not considered proficient in. That level is considered "frustrational" and will be the level the student begins with the next time the mCLASS assessment is given.
I have heard the terms mCLASS and DIBELS used over and over again throughout my School of Ed experience, but seeing the assessment given first hand and even having the opportunity to administer the test gave me a much clearer picture of what the assessments are.
I was able to see how the data collected from these scores can be used to evaluate student progress and make instructional decisions (1a). The scores from these assessments will dictate which WIN (What I Need) Group each student is placed in and their progress will be monitored. The data collected can also help teachers assess what level their students are currently reading at or how well they comprehend and when tested again in middle or end of year can serve as a reference point for how much a student has progressed (4h). The whole goal of mCLASS is to know where students are and to determine ways to make students readers, therefore trying to eliminate the achievement gap (4h). These assessments are necessary tools for leading in the classroom and facilitating student learning.
Wednesday, September 14, 2016
9.14.16
On Friday afternoon I had the opportunity to be a part of the "opening festivities" for the Education 250 Orientation. I went thinking I would be signing students in, maybe introducing myself, and watching them play Hungry Hippos (as Dr. Parker called it) or Hungry Hungry Hippos (as Dr. Clark called it). I definitely did not expect to stretch my own brain or to learn something, but what do you know, I did.
For those of you who did not get to attend the orientation, Hungry Hungry Hippos was played by rolling a teammate on a rollie-board across the room to grab items and bring them back to a designated spot (a hula hoop). Each item successfully deposited in the hula hoop was worth 1 or 2 points. Some items contained a piece of paper with a scenario or situation that if categorized under the correct NCTCS could score the team 5 extra points.
After the game was played, Dr. Parker had all of the upperclassman education majors determine if the scenarios were classified correctly. This activity really challenged me to think about each standard and the meaning of the standards. It put us on the spot to demonstrate our knowledge and understanding, but it also showed the 250 students that there is always something to be learned.
Monday I had the opportunity to sit in on the School Improvement Team (SIT) Meeting at my school. Again with standard 1b, I got to experience teachers from each grade level, different disciplines and specifications work together to begin the process of planning this years School Improvement Plan. In this meeting they discussed the subject area in which their grade level needs the most improvement based on last years data. At their next meeting they will have BOG scores to base their goals and decisions on. They also shared areas where they would like to receive Professional Development, options for how to meet each PD need, and budget for PD. A member of the PTO is on the team and she informed us that the PTO has set aside money this school year to specifically target Professional Development. The team also went over the school Mission and Vision. I felt like I understood Mission and Vision statements much better than I would have last week because of the research that I did for my unpacking standards assignment. The current vision statement was weak and did not really meet the definition or characteristics of a vision statement so the team modified the vision to accurately portray the true vision of the teachers, staff, and administration at Springmore.
Overall this was a neat experience to take a closer look at how teacher leaders work together to plan a "school improvement plan that enhances student learning and teacher working conditions" (1b).
For those of you who did not get to attend the orientation, Hungry Hungry Hippos was played by rolling a teammate on a rollie-board across the room to grab items and bring them back to a designated spot (a hula hoop). Each item successfully deposited in the hula hoop was worth 1 or 2 points. Some items contained a piece of paper with a scenario or situation that if categorized under the correct NCTCS could score the team 5 extra points.
After the game was played, Dr. Parker had all of the upperclassman education majors determine if the scenarios were classified correctly. This activity really challenged me to think about each standard and the meaning of the standards. It put us on the spot to demonstrate our knowledge and understanding, but it also showed the 250 students that there is always something to be learned.
Monday I had the opportunity to sit in on the School Improvement Team (SIT) Meeting at my school. Again with standard 1b, I got to experience teachers from each grade level, different disciplines and specifications work together to begin the process of planning this years School Improvement Plan. In this meeting they discussed the subject area in which their grade level needs the most improvement based on last years data. At their next meeting they will have BOG scores to base their goals and decisions on. They also shared areas where they would like to receive Professional Development, options for how to meet each PD need, and budget for PD. A member of the PTO is on the team and she informed us that the PTO has set aside money this school year to specifically target Professional Development. The team also went over the school Mission and Vision. I felt like I understood Mission and Vision statements much better than I would have last week because of the research that I did for my unpacking standards assignment. The current vision statement was weak and did not really meet the definition or characteristics of a vision statement so the team modified the vision to accurately portray the true vision of the teachers, staff, and administration at Springmore.
Overall this was a neat experience to take a closer look at how teacher leaders work together to plan a "school improvement plan that enhances student learning and teacher working conditions" (1b).
Thursday, September 8, 2016
9.8.16
Teachers demonstrate leadership in the school. WOW! My CE has shown great leadership throughout this whole experience so far. I know that we have only known each other for 3 weeks but she has already set a great example of teacher leadership and how I want to lead in the classroom one day. When I asked questions about PBIS, she immediately pointed me to the correct person to talk to. When I asked about the School Improvement Plan, she got a copy from the assistant principal and got approval for me to sit in on the School Improvement Team's first meeting of the school year. When I interviewed her about DIBELS within her classroom and the 4th grade as a whole, she answered my questions and signed me up for two, in-school, DIBELS training sessions that are taking place in the next two weeks. She also shared this with the assistant principal, who is making arrangements for me to observe DIBELS testing next week! (NCTCS 1b)
My calendar is quickly filling up with meetings and I could not be more excited (or stressed...I'm not sure yet!). My CE has been the true definition of a mentor. Instead of just giving me answers to my questions she has pointed me to the places where I can gain the information for myself and get so much more from the process than if she were to give be a brief overview. Also in allowing me/inviting me to join these meetings she is helping me to observe teachers working collaboratively in order to create professional learning communities (NCTCS 1b).
I know these are not Professional Development workshops, conferences, or modules but for me they are a first taste of PD because I will be learning so much that will better me as an educator (NCTCS 1b).
I cannot wait to share with you all what I learn!
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