Standard 2 Reflection

MEd. Standard 2

Teacher leaders will:

·                analyze learning to promote student growth

Courses:

EDU 6528 Accomplished Teaching

EDU 6979 Action Research in School Settings

Reflections

Original Experience

Prior to this program, I would analyze student work on formative assessments, plugin student scores into assessment grids, and use this information to understand trends, and student misconceptions and alter my instructional delivery to meet my students’ needs. This would also allow me to select my small group of students who require additional support who I would design targeted interventions for.  I would then work tirelessly with that group of students to ensure increased understanding, or move them as close to proficiency as possible. While this is still work I engage in daily, I believe through this program, I have learned other strategies to analyze learning. I also analyze student learning more effectively, and have learned additional ways to improve my teaching. Through engaging in an action research project, I have also learned how valuable it can be to truly research the most effective instructional strategies within my classroom. Since my particular classroom demographic and students are all unique, it is critical to determine what works best for my specific students. This project has empowered me to take on small-scale action research projects in my classroom to determine what works for students, and improve my practice.  

New Learning

Now I know that as I work to improve educational outcomes for my students, I must consider more than just student test data when creating interventions, and altering my teaching. I must have pretest data, monitor student progress toward a critical learning target, and understanding their response to intervention, and, finally, measure student achievement.  I now know that analyzing student work and changing my instruction as a result is a complex process consisting of “observing, discussing, and analyzing learning and teaching.” (City et al. 2009) I cannot truly understand my students’ misunderstandings solely from analyzing their work. I need to observe them working through a concept, have a knowledge of their prior understanding, and discuss student learning and teaching with my colleagues. I also must look at student data in three dimensions. I must look at students’ pre-assessment data, monitoring student growth, and measure final student performance (Brimijoin et al. 2003).  Prior to this course, I thought analyzing formative and summative student data following a lesson was sufficient. I have come to understand that effective teaching is a lot more than that. I must have a deep understanding of my students’ pre-test data, monitor student growth, and only then will I have an accurate picture of student understanding.

Through this program I have also learned the importance of using progress monitoring to support student achievement. Students should be given formative assessments regularly throughout units to ensure that they are making adequate progress. This ensures that teachers do not wait until the end of a unit to intervene. Stecker and Fuchs (2005) explain the importance of teachers using curriculum-based measurement as an assessment method that leads to increased student achievement. When teachers use “systemic data, skills analysis feedback, and make instructional changes” this leads to greater student achievement, particularly for students who struggle. I have changed my approach to analyzing student learning, to analyzing the entire learning process, rather than merely the end result.

Through my action research course, I have also learned the importance of conducting action research in my classroom to improve learning outcomes for all students. Sagor (2011) promotes four stages of action research necessary to ensure efficacy. The four stages of action research are, clarifying visions and targets, articulating theory, implementing action and collecting data, and reflecting on data and planning informed action. While all of these stages are important when determining the most effective instructional model for students, reflecting on data and planning informed action is most relevant to this particular standard. After clarifying the learning target, and measuring student progress it is not only important to analyze student achievement data, but it is also critical to also consider the specific data of subgroups to ensure that I am effectively teaching all groups of students and that there are not gaps in my instruction. Once we have a very comprehensive understanding of our students and their performance, only then will we be able to employ the most effective interventions, and make changes to my instruction.

Impact:

My deeper understanding of how to effectively analyze student work to promote growth has impacted my currently practice in a variety of ways. First, I consider data analysis now to be a process, rather than just an end to a unit. I now know, when analyzing student work, this involves more than just student test data. I need to be aware of where they started, how students are progressing, and their end performance. This will allow me to intervene early, and ensure that I alter my practice to meet the needs of all students. Additionally, I also need to provide students with feedback in a systematic ad timely matter. It is not enough to return formative assessments to students. It is crucial that I provide direct, specific feedback in a timely manner so that students can adjust their learning to experience success. Waiting until the learning task is over is less effective than continuously providing feedback throughout a unit.

My new learning has also impacted my PLC work. Each week, we evaluate student learning through a specific lens, and report our findings to our group. This allows us to brainstorm strategies as a team to improve our instruction, and intervene with struggling learners. We also disaggregate our data by specific subgroups to ensure that all of our students are making adequate growth.

Furthermore, I know conduct small-scale action research projects in my classroom regularly to track which instructional delivery methods and strategies are most effective for my group of students. This has allowed me to try a variety of instructional models with struggling students to maximize student growth. While I have always been very passionate about analyzing student learner to promote growth, from the program I have gained the necessary tools to do this effectively.

References

Brimijoin, K., Marquissee, E., Tomlinson, C. A. (2003). Using data to differentiate instruction. Educational Leadership, 80(5), p. 70-73.

City, E., Elmore, R. Fiarman, S. Lee, T. (2009) Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Harvard Education Press.

Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams (2nd ed.). Thousand Oaks, CA: Corwin.

Stecker, P. Fuchs L., Fuchs, D. (2005) Supporting Learners with Diverse Needs in General Education Settings. Psychology in the Schools. 48., p. 795,819.

York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators.Thousand Oaks, CA: Corwin Press.

Artifacts

Action Research Project

PLC Interventions Document

Standard 10 Reflection

EDU 6990 Standard 10 Reflection

Standard 10

Teacher leaders will:

understand effective use of research-based instructional practices

Relevant Courses in Program:

Differentiated Instruction (cont. ed)

Supporting High Achievers (cont. ed)

Reflections

Original Experience and Understandings

I have always designed my instruction using our district’s guide, the UPSD “basics” of Instructional Design. When we are observed, these are the aspects we are evaluated on. Through my research in this program, I have found that our district planning protocol aligns well with the researched-based effective instructional practices I have learned about through this program. We are also evaluated using the Marzano framework, which I have growth very comfortable with. Through my research for my continuing education course, I now know how to improve my instructional design through the use of effective teaching strategies.

New Learning

From this program, I have learned more about effective teaching strategies, and developed a deeper understanding of how to strengthen the strategies I already use in my classroom. Setting objectives and providing feedback and reinforcing effort and providing specific recognition for student effort are two high impact instructional strategies that are inextricably linked and strengthened when used closely and intentionally with one another. Both setting objectives and reinforcing effort are imperative strategies to maximize student achievement. While setting objectives and providing feedback, and reinforcing effort and providing recognition are entirely different strategies by nature, they could not exist effectively in the classroom when isolated from one another.

When designing a lesson, setting objectives is truly the most critical component of the planning process. Setting an objective ensures that learning is purposeful, that all tasks align to this objective and, ultimately, informs students of the most important learning for the lesson. While this practice by itself is critical in planning quality instruction, it is even more critical when students are able to receive feedback from their teacher and peers that allows them to strengthen their understanding and improve. Hattie and Timperly (2007) explain that students must know the objective so well that they are able to determine when they have met or reached this objective. This can be achieved by using simple, grade level appropriate language, and clear success criteria so students understand the objective in its entirety and what it will take to be successful (Dean et. al., 2012). Setting objectives ensures that learning is centered around a critical focus (Pintrich & Schunk, 2002). When students know exactly what they will be learning, they are able to take ownership of their learning and determine what they need to do in order to be successful.  According to Dean et al. (2012), having a clear understanding of the direction of their learning can also help build the “intrinsic motivation” of students as they naturally set personal learning goals (p. 24). The second, and equally important, component of this strategy is providing students with specific feedback that is instructive, prompt, and aligned with the learning objective. This feedback allows students to understand their progress in relation to the objective, how to improve to meet the objective, and what success in meeting the target looks like. This allows learners to evaluate their performance and refine their knowledge to ensure that their effort aligns with the central task. If feedback is specific to the target, this guides students to adjust their learning and impacts student achievement as a result. Feedback should be specific, highlight what was correct or incorrect, and should fill in missing information. Providing feedback also promotes tenacity, as students are more likely to put forth the effort to reach a target if they understand what the target is and, ultimately, why it is important (Brookhart, 2008).  

Providing recognition is only effective in increasing student achievement when it is focused on mastery of a task, rather than comparison to the performance of others (Henderlong & Lepper, 2002). This is to say that providing students with recognition that is not linked to an objective is obsolete. It is critical for teachers to praise work ethic and reinforce effort in relation to a learning task as it teaches students the relationship between effort and achievement. This can be attainable when teachers regularly promote effort and consistently highlight the control students hold over their own effort. This empowers students to exercise control over their learning.

Dean et al. (2012) also elucidate the importance of creating advanced organizers that provide context to new learning. This allows students to make connections to the learning, and have a deeper understanding of what is being taught. Prior to this course, I knew that it was important to access student’s previous knowledge, but creating advanced organizers ensures that all students are provided with critical background knowledge necessary to experience success with the task. Another instructional strategy that I have always employed inconsistently is summarizing and notetaking. This strategy is effective because it allows students to interact with new learning in a meaningful way. It also supports student in synthesizing data, organizing key information, and prioritizing new content. When students are taught explicitly how to take notes on critical content, it leads them to a deeper understanding.

Impact:

Since researching high impact instructional strategies, I have found myself being very intention when setting objectives, and when introducing students to learning targets. When beginning a lesson, I introduce the target to my students, and explicitly explain how this target is important, and relevant to their lives. I have also found that it is powerful to connect the objective to previous and future learning and access or build student background knowledge prior to instructing. This makes the learning meaningful for students and illustrates that their effort and learning is worthwhile and connected. I have also learned that a clear objective and meaningful feedback should allow students to determine how close they are to meeting an objective, and what steps are necessary to get to a higher level of performance. Now, during each lesson, I have students self-assess their own progress toward meeting a target.

Comparably to how students track their progress in meeting a critical learning objective, students can also track their effort and its relation to their success. I have now ensured that when students understand a learning objective, and how to reach that objective, they measure their effort in relation to the target. I now do this with students regularly. Providing feedback in relation to a specific learning target or objective is concise and simple and can be done quickly. I now share formative assessment data with my students prior to each lesson, and set goals individually, and as a class to measure student growth. Dean et. al. (2012) lists three recommended practices for providing recognition. Recognition must promote the achievement of a mastery goal, be specific and aligned with desired performance and behavior, and be concrete. Students are now able to create SMART goals with one another, and independently and measure their progress in meeting these goals on a scale.

I have also been much more intentional about creating whole class advanced organizers prior to the lessons, along with note taking guides that allow students to synthesize the most important information. I have found that these note taking guides can also easily be differentiated to supported struggling learners. Since a fair amount of our curriculum involves listening and learning,  note taking graphic organizers have become a critical resource for my students’ daily brief writes.

Artifacts:
Data Mapping 
EL Data

References:

Brookhart, S. M. (2008). How to give effective feedback 2^nd Edition. Alexandria, AV: ASCD.

Dean, C., Ross, E., P., Pitler, H., Stone, B.  (2012) Classroom instruction that works:           Researched-based strategies for increasing student achievement. Alexandria, WA: ASCD.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77 (1) 81-112.

Henderlong, J., & Lepper, M. R. (2002). The effect of praise on children’s Intrinsic motivation: a         review and synthesis. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/12206194

Standard 9 Reflection

MEd. Program Standard 9

Teacher leaders will evaluate and use effective curriculum design.

Relevant Courses in Program:

Differentiated Instruction

Try DI

Reflection

Original Experience

Prior to this program, I was committed to backwards designing all units with my PLC team using our team assessment mapping tool and protocol. We also used Webb’s depth of knowledge framework, to appropriately scaffold to high bar, level three and four tasks with appropriate levels of support to ensure increased rigor and student success (Webb, 2002).  We would look at our standards and create or enhance rigorous lessons that align with our unit assessments. We used a model based on McTinghe and Thomas (2003) where we begin by looking at our unit assessments, and ultimate targets, and we plan our instruction backwards by splitting it into manageable chunks that led to our desired target. After each lesson segment, we use data to plan specific interventions for students who struggled. As a team, we have been fortunate to have a strong, viable curriculum with strong lessons readily available to us.  Most of our work has involved enhancing these lessons, and selecting formative assessments we can use to determine students requiring additional support. While much of the work that we do involves differentiating our instruction, after completing my differentiating instruction course, it has become very apparent to me that when designing lessons, it is also critical to consider the manner in which all students learn.

New Learning

            I was pleased to see that the differentiated instruction course that I took also suggests a backward curriculum design, and even cites McTinghe and Thomas (2003). When differentiating instruction, it is critical to have a strong understanding of what you want students to learn, and the critical culminating task prior to designing units, and lessons. This is why it is critical to start with the desired result, and work backward to design the necessary steps to reach the learning goal.

Dahl (2009) explains that effective lesson design and implementation is comprised of Goals, Exploration, Access to Understanding, Response to Instruction, and Strategies. In my classroom, I am committed to growing in effectiveness in all of these areas. It is crucial to reflect on my current level of expertise, and to understand that I will never be done improving my practice, and that there is always room to grow and becoming increasingly more proficient in each area. I have always been extremely aware of my long term, and short-term learning goals for all content areas in my third-grade classroom. As a team, when we plan our units, we always begin with the end goal, or critical task in mind and work backward to create tasks, lesson plans, and assessment maps. At the beginning of each unit, we also provide “road map” to our students using targets. We begin by telling students where we are heading, and what we expect them to know by the end of our unit. We also use success criteria to show student what it will look like when they meet the unit’s objective. It is critical to be intentional when teaching, which is why knowing your goals, and the path to reach those goals is so imperative to student success.

            When considering exploration, I would consider myself proficient, while also recognizing that I have plenty of room to grow in this area. In my classroom, we certainly explore content using a large variety of activities, and highly engaging tasks, but I am still actively working to find ways to do this exploration in a more differentiated manner. My prime focus is quality, core, whole group instruction, and creating highly engaging lessons leading to deeper student understanding. I need to focus more on focusing my activities based about student readiness, interest, and learning profile (Dahl, 2009). Quality core instruction will always be incredibly important, but I need to develop more opportunities to integrate student choice, and interests into my lessons. I want to create more learning tasks that require me to explore along with my students and fuel their interests.

            Providing access to understanding to all of my students is what I am most passionate about as an educator. Through scaffolding, and planning for student misconceptions, and adjusting instruction to ensure student understanding, this is an area that I am consistently pouring energy into making all of our content accessible to each student. For each unit, much of PLC time is devoted to planning interventions, and trying new DI strategies for struggling students and brainstorming ways to respond to learning barriers using high impact strategies such as accessing prior knowledge, feedback, and identifying similarities and differences (Marzano et. al. 2001). It is imperative that students feel confident and successful in school, which is why we use data to form intervention groups when our instruction is not successful for each student. Every student is entitled to a quality education, and though barriers are unavoidable and a natural component of the learning process, it is our job to scaffold, differentiate, and alter our instruction so that all student can access to content.

     Response to instruction is a growth area for me. While data truly drives every aspect of my instruction, I could certainly analyze this data in additional, meaningful ways. With twenty-five third grade students, it can be challenging to determine the trajectory and rate of student learning consistently for each student. This information is so important when forming appropriate interventions to improve student understanding (Tomlinson, 1999).I believe that it would be powerful for students to also take ownership of the individual growth through the creation of growth portfolios. This way students could conference with me and chart and understand their own progress and growth rate in all content areas. As I continue to grow my RTI practice, I hope to become more effective at adjusting my teaching to better fit the needs of all of my unique learners.

Impact

            I am committed to improving my practice in the areas of Goals, Exploration, Access to Understanding, Response to Instruction, and Strategies as they all contribute to increased student success in the classroom.

            Salend, and Whittaker (2017) expound the benefits of implementing a Universal Design for Learning, and the positive effects of this design on the learning of all students. This article aptly describes student variance, explaining that all students have learning preferences, strengths and challenges, all of which impact their daily learning in the classroom. This article explains that UDL is a framework that can help teachers differentiate to meet the diverse needs of all students in their classroom. The concept of UDL is similar to architecture, in that architecture involves creating buildings and services for that all people are able to access them, and UDL involves building lessons and structures that provide access to all learners. UDL involves differentiating all instruction in the classroom to appeal and work for a wide range of students with differing learning preferences and strengths. This article explains that UDL allows for representation, action and expression, and engagement. It refers to teachers as “educational architects” who create designs to build student achievement (Salend, 2016). A seven-step model is explained to successfully implement, and maintain a UDL design in the classroom. The seven steps are as follows, understanding student’s learning differences, identifying educational goals and learning objectives, examine aspects of the learning environment, identify barriers to student success, select UDL solutions to address the barriers, ensure that UDL solutions are well-implemented, and evaluate the efficacy, acceptability, and fidelity of UDL solutions. This seven-step model can aid in designing lessons and systems in the classroom, as well as a reflection tool to ensure that all of the steps are being appropriately met. This also allows teachers to make changes when all learning needs are not being met, or if students are unsuccessful.

Universal Design for learning provides a framework that allows for teachers to become “educational architects” who are committed to building lessons and classroom structures that support and empower learning differences, and create an atmosphere that fosters student achievement. 

 Artifacts:

Theory of Action

References:

Dahl, S. (2009). Why DI?: An Introduction to Differentiated Instruction [CD]. Spokane, WA: Virtual Education Software, inc.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: ASCD.

Tomlison, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.

McTinghe, J., Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), p. 52-55.

Salend, S., Whittaker, C.,(2003). UDL: A blueprint for learning success. Differences, not disabilities. P. 59-63.

Webb, N. (2003). Depth of Knowledge for four content areas.