synthesis+of+my+learning+in+course+5030

The following is a synthesis of my learning in course 5030. In most cases I have given general information about the direct sources of my knowledge, however, I learned a great deal while performing tasks and assignments inside and outside of the classroom as well. For more specific evidence of my learning please see the data chart, which provides a variety of data samples, including links to further evidence.

This synthesis is written through the lens of an elementary school teacher candidate, working in a school which has been determined Title 1 (a program which focuses on promoting school wide reform in high-poverty schools, and using scientifically proven teaching methods.)

I learned a lot about data this semester, most importantly, that it comes in many forms. Prior to this course I thought of data as pertaining only to benchmarks. I have since seen that it can include thinking data, which is “evidence of mental processing and indicates changes of knowledge of self, others, and the world” (Elliot, 2011). Work samples, or specific elements from assignments in class that “represent growth toward learning goals” (Elliot, 2011). And peer and instructor feedback, constructive analysis of the positive aspects of my work and areas for improvement.

It is important to know that data comes in many forms and should be analyzed in many forms too. Data should be analyzed in data teams, so as to get different points of view on the data and student. Also, not only should it be looked at in the context of classroom, district, and state standards; it should be used to compare the students’ current performance to their previous performances (as suggested in the Colorado Growth model.)

The information which I obtained through course readings and assignments was particularly helpful as I sat in data meetings at my partner school. Data teams have been formed at Alsup Elementary school, by grade level, to assess and improve particular skills. They use the cycle of test, collect, interpret. Once they have interpreted what is working in their methods and what could be improved ,they implement changes and re-test a month later (after which the cycle continues.)

Understanding all of this was helpful when it came time for me to collect and interpret my own data about ELL learners. I collected a great deal of data in a variety of forms so as to create a complete overview of my students’ learning experiences. Understanding the student should be the goal when collecting data, because it is through the teacher’s understanding of the student that they will best be able to help him/her improve. In my classroom I plan to collect many types of data on each of my students when assessing their comprehension/ ability in a subject area. Using the Colorado Growth Model, I will chart individuals’ growth and differentiate my lessons to meet the needs displayed in these charts.

I have created a vast number of resources for differentiating instruction based on course readings and observations of my professor, classmates, and clinical teacher. Many of these resources can be found on my wikispace, including a page which directs me how to scaffold my lessons and ask a variety of questions. Asking different types of questions can spark the interests of different types of learners as well as allow students to get a better understanding of a topic or issue; such as when students are asked to explain or ask their own questions.

I feel that this resource is important because using different levels of questions is one of the easiest ways to differentiate my instruction and with so many different classes and learners, it will be necessary to take the ‘easy route’ often. I also plan to use centers in my classroom so that students are able to move through a variety of activities, as I have seen done in my partner school.

At my partner school as well as in my UCD class I have already had many opportunities to practice methods of differentiation. In my partner school I use leveled readers, not just for reading but for math and science classes too. By rewriting the information using fewer / more words at varying vocabulary levels, I was able to ensure that all students, even those labeled ‘special’ were able to stay focused, participate, and get the most out of the lessons.

Special populations are usually labeled as such because their abilities in one or more areas differ greatly from their peers or set benchmarks. However, it is often the case that many students in the class have strong/ weak subjects in which they need extra help and that their learning style varies from their classmates, or even the teacher’s teaching style. This is why differentiated instruction should be used for all students, not just those who have been ‘identified.’

Through readings and conversations with teachers at my school and my peers, I have learned that labeling should be used minimally and with great caution. Labels can have negative effects on children and these effects can outweigh the benefits. Still, some students need services beyond what can be offered by their general education teacher in their general education classroom, and in order for them to receive these services laws often require labels. The most important thing I will remember when teaching is that regardless of the label, the student should come first.

By putting the student first, I mean that they shouldn’t be referred to by their label. Also, it should be understood that a deficit in one area does not mean all of their abilities are also this way; special education students still need to be challenged.

Which brings me to another important point which I learned through my course readings and teaching practice; special populations are not only children who are behind, they can be students whose abilities are far beyond the abilities of their peers. These students are often labeled gifted and talented, and it is just as important to consider the needs of these students as it is to consider those of ‘lower-achieving’ students.

Whether low or high achieving, the needs of particular populations are often ignored in disproportionate numbers. I gained a fuller understanding of this through course readings and independent research. In 2010, the Children’s Defense Fund reported that a total of 14,595,726 children were living in poverty. Broken down racially, 13% of white, non-hispanic children, 38% of black children, and 32% of Hispanic children were living in poverty. Books wrote "Poverty is a function of political economy, not of scarcity, and not of personality" (2004). So what can be understood by this is that our system works against the racial minorities of our country, creating impoverished situations for them more often.

In this system, socioeconomic status can be a key determining factor in the success of students. Statistics in the 2010 Annual Report to the Legislature show a direct correlation between student scores and socioeconomic status. For example, third grade math scores went from: 2% of students earned a score of unsatisfactory in the level 1 category (determined as 0-25% of students were receiving free/ reduced lunch;) 6% of students earned a score of unsatisfactory in the level 2 category (26-50% receiving free/reduced lunch;) 9% of students earned a score of unsatisfactory in the level 3 category (51-75% receiving free/ reduced lunch;) and 17% of students earned a score of unsatisfactory in the level 4 category (76-100% receiving free/ reduced lunch.) These relationships can be seen across grades and subject areas.

As it can be seen, the system devalues and ignores the needs of impoverished children, making them invisible. Invisibility is what allows students to fall through the cracks while their basic needs are ignored and inability to ‘improve’ (although this is usually based on benchmark data, not students’ personal improvements,) is passively accepted by schools, families, students, and society.

I learned about specific situations students face which are invisible to teachers, through watching assigned video clips and discussing the situations we saw in our partner schools. Particular to understand is that, often children lack a stable home situation (for reasons such as foster care, homelessness, violent neighborhoods.) This means they may be unable to complete homework assignments and may have little to no educational support at home. They may also be preoccupied with issues they face outside of school or with hunger, and therefore unable to concentrate.

The list of issues which can result is extensive, so the idea here is that teachers seek to understand the home lives of their students and work with them to create an educational experience which is positive and works for them. In my classroom I plan to do exactly this. I will create a classroom community with rules and standards, however, I will also invite my students to get to know me as I get to know them so that I can create a system that works for everyone.

Creating classroom policies will take some time when I begin teaching as I will have to find systems which work best for me. Of course I will also have to consider what works best for my students, but this will be ever-changing, since my students will be new every year. So what I am hoping to do is find a good set of classroom strategies to use as my foundation. I have observed many different strategies in my partner school, and have gotten many good ideas; however I am continuing to look because I would like to be able to use only positive reinforcement, a technique I have yet to see.

I have created another great resource to refer back to and build on as I am working to create my classroom policies. The resource is a link on my Wikispace called //Behavior Management.// This source will help me to better understand how to use positive reinforcement, since I have not had the opportunity to observe its sole use. From what I have learned so far, it is very important that students learn accountability and take responsibility for their work, behavior, and learning. I plan to make my students responsible for their learning by asking them to self-assess and peer-assess, as well as discuss my assessments with them (rather that just handing out a paper with a grade.)

I will make it my goal to consider the needs of all students at all times, because through meeting their needs and interests I can motivate them, which will allow them to seek information independently. As they learn to teach themselves and each other they are becoming lifelong learners, and this is the greatest skill they can learn in my classroom.

I hope to be able to meet with my students at least once a week to discuss their work in class, and if not at least have them write, or evaluate themselves in some way. I do plan to give assessments to my students, however, I plan to vary them often and to give students choices when possible.

I have learned a lot about self-assessing through writing this paper. I have realized what I learned in course 5030 and what I need to learn more about. In all of areas mentioned (data, differentiated instruction, special education, invisibility, policies, and assessment,) I could use further development; however, I feel that through participating in all assigned lessons inside and outside of the classroom to the best of my ability I have created a good infrastructure to build on. I have worked very hard to create this and therefore believe that my performance for the class is advanced.

References:

Annual Report to the Legislature (2010). Retrieved from []

Books, S. (2004). What every teacher needs to know about poverty. In //Poverty and schooling in the U.S.: Contexts and consequences //. Mahwah, NJ: LEA.

Elliot, Lori (2011). //Possibilities for Data Source Documents.// Retrieved from lecture notes online website ** [|www.ucdenver.edu] **

Heacox, D. (2002). //Differentiating Instruction in the Regular Classroom. // Minneapolis, MN: Free Spirit Press.

Pupil Membership by School, Ethnicity, Gender, and Grade (2010). Retrieved from []

State Data on Children (2010). Retrieved from [|www.childrensdefense.org]