Lara Sokolowski
3/7/11
Teaching Every Student Ch. 4 & 6
Chapter 4
1. In your opinion, how concerned should teachers be about individualizing instruction?
I believe individualizing instruction is imperative in education today. Teachers must address the individual and special needs of each student (special ed. or otherwise), and adapt instruction to fit those needs. Individualized instruction does not need to be the absolute primary concern, which should be advancing students’ learning abilities, but must be addressed on a consistent daily basis in order to meet that goal.
2. Describe a situation in which a teacher should be careful to balance access to information and access to learning.
When I took my students into the computer lab to conduct research on Anne Frank’s history and the context of WWII, the 8th graders were very excited because we do not go into the lab very often. I wanted to grant them this different access to learning via World Wide Web, however I noticed a majority of the students were spending time finding songs they wanted to listen to on YouTube and following links that seemed more interesting to them than those that would probably have better served their need to answer questions regarding our topic at hand. This is one example where access to information may need to be restricted in order to grant sufficient access to learning.
3. Describe an example of a situation in which an instructional material poses a recognition barrier, and explain how multiple representations could overcome the problem.
Teaching middle schoolers is an eye-opening experience, especially to the changes they are continually undergoing. One change I’ve noticed with a few of my students is making the switch from glasses to contacts or having to begin wearing one of the two. In Literature, we are reading daily. I have found that some of my texts, whether shown on the board or copied and handed out, are printed in too small of text to be easily read. Therefore, it is important for me to find ways to verbally express the text, enlarge the text when I can, and/or provide links to online sources where the text can be interpreted digitally.
4. Do you think that implementation of Universal Design for Learning is critical in order to maximize opportunities for all learners?
I completely agree with that statement. I think the keyword is “maximize” when it comes to learning opportunities; some students just plain need something different than other students and the implementation of UDL is the prime tool to meet those needs. The framework of UDL gives students choices and alternatives in the materials, content, tools, contexts, and supports they use. It provides guidelines for creating flexibility that is both systematic and effective in the classroom and outside of the school learning environment.
5. What, in your view, is the most important implication of Universal Design for Learning for improving instructional practices?
The most important implication of UDL for improving instructional practices is assessing student progress as an ongoing process. Ongoing assessment lets teachers ensure that the goals they have set and the methods and materials they are using continue to support students' progress to the best of their ability. It provides room for change at any point in time and plenty of adaptability to guarantee growth.
6. Do you agree with its assertion that the practices recommended by UDL are the same as good teachers already value? Why or why not?
I agree with the assertion that the practices recommended by UDL are the same as good teachers already value, key word being “good.” I think a lot of teachers are very accustomed to running their classrooms by the curriculum and speeding through lessons in order to meet their curriculum requirements. However, good teachers slow down and actually assess the students they have in front of them and their individual learning capabilities and needs. Then they look at how to teach their curriculum. UDL is stressing that in addition to using digital media to meet the needs of the whole class.
Chapter 6
1. How much responsibility are you willing to accept for helping each student to achieve his or her full potential?
As a teacher, I believe it is part of my job to accept responsibility for each student reaching his or her accessible potential while there are in my class. Therefore, I make it a priority to stay after or come before school to work with students, keep them in for recess in order to complete missing work with my assistance (if needed), keep in touch with parents to address issues or compliment students on something outstanding, and devote in-class time to working with groups or on an individual basis to improve communication between myself and my students.
2. Do any of these teaching strategies seem familiar? If so, what names do you customarily give them?
A lot of these strategies seem familiar. Providing multiple examples, highlighting critical features, provide multiple media and formats, and supporting background context are all ways in which I teach pre- and during-reading activities. Giving feedback and rewards are also a relevant aspect of teaching, especially with my middles-schoolers.
3. Describe an instance from your experience in which being exposed to multiple examples helped you or your students learn to identify a pattern.
In order to help my students learn to identify literary/poetry terms and their meanings, I provided multiple examples over a series of lessons. We jot down definition in our notebooks and came up with examples together, and “dissected” song lyrics together as a class (same song for everyone) to identify their use within a different context. Then, students dissected their own lyrics and identified on their own.
4. How well does this book support your background knowledge? Which does the better job: the print version or the digital version?
I think this book supports my background knowledge excellently. Have studied some psychology and taken previous education classes, I had a base knowledge of a lot of the subject matter covered so far in “Teaching Every Student.” What I have read has expanded that knowledge and looked deeper into the subject matter, as well as introducing new theories and ideas. I like the digital version- the highlighted terms and links are helpful.
5. Notes from “Notebook” feature:
Supporting strategic learning in my classroom:
*present models of processes in a variety of contexts (as one-on-one instruction, in small groups or as a whole class, live or at a distance, online or in person), using a variety of media (video, speech, text, diagram, animation)
*practicing skills in context is more effective than practicing skills in isolation. To support contextual practice, teachers can scaffold some parts of the process so that learners can focus on strengthening their abilities in other parts (electronic media are ideal)
*Provide feedback in multiple forms, always ongoing
*Give students various options (digital, print, audio) to present their knowledge of subject or demonstrating a certain skill
6. Think back to your days as a student. Describe something you were required to do that your really hated.
I really loved school, but one thing I absolutely detested was having to do Math homework. I wasn’t very good at it, and if I didn’t get what we were working on, I obviously had a very hard time with the homework. Otherwise I don’t recall hating much else.
7. Think of a particular student who has difficulty "staying on task." How might an approach described above to help him or her learn?
I can think of many students who have difficulty staying on task—they love to talk! However, offering choices of content and tools is helpful to engage these students and hold their interest. Many students who having trouble staying on task during classroom “lecture” sessions remain focused and engaged in the computer lab or doing a group project which allows them to experience different media as well as physical environments. Also, relating information to current culture they are experiencing in their own lives helps students to place the information I need them to learn as well as make it more entertaining/engaging.
8. One of the "key ideas" for this chapter states: Individualizing the ways that students work toward goals is feasible if a variety of tools and media are available." Did the chapter convince you that this was true?
Yes, the chapter convinced me that the goal is feasible if a variety of tools are available to all students. Each student has some capacity to learn, and if their individual needs are addressed and a variety of tools and media are presented, learning will take place. However, I believe the wanting to learn has to be there, and that’s where teacher assistance and motivating has to occur. Just because tools are available does not mean kids will always jump at the opportunity to learn.
RTI (Part I)
1. What are the two options for identifying students with learning disabilities? Briefly summarize each.
The two options for identifying students with learning disabilities are The IQ-Achievement Discrepancy Model and the Response to Intervention Approach (RTI).
The IQ Model is the traditional method used to determine whether a student has a learning disability and needs special education services. The discrepancy model is based on the concept of the normal curve and assesses whether a substantial difference, or discrepancy, exists between a student's scores on an individualized test of general intelligence and his or her scores obtained for one or more areas of academic achievement. In the RTI approach, struggling students' skills are monitored to determine whether they show adequate growth following the implementation of high-quality instruction. Students who do not respond adequately to research-validated instruction in the general education classroom are provided with increasingly intensive and validated interventions. Students' progress in skill areas of concern is monitored frequently and the data collected inform subsequent decisions about whether a student is either appropriately responsive or still needing more intensive instruction.
2. List at least four benefits of using an RTI approach with struggling students.
* Ensure that all students receive high-quality instruction in the general education classroom
* Promote immediate intervention as soon as students' reading problems are revealed
* Prevent substantial reading difficulties from developing
* Reduce inappropriate referrals and placements in special education for students with learning disabilities
3. Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified him as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach.
Compton should undergo frequent and ongoing progress monitoring to determine whether their needs can be met with scientifically validated instruction in the general education classroom or whether they require more intensive intervention.
4. Assume that your recommendation for Question 3 was implemented; unfortunately, Compton's progress continues to be insufficient. Name and explain the next step in the RTI approach.
Compton should next receive Tier 2 instruction. Two approaches would be considered:
*Provide additional instruction: Compton receives his core reading program with their classmates and, in addition, receive reading instruction (often in a small-group format) that supports and reinforces the skills taught in the core reading program.
*Provide replacement instruction: With this option, Compton receives more intensive instruction outside of the general education classroom instead of their regular Tier 1 reading instruction.
This should take place anywhere from several times a week to every day. If his progress monitoring data show improvement and his skills are at adequate levels, Compton may return to receiving only Tier 1 services or may continue to receive Tier 2 intervention. If Compton’s progress monitoring data show insufficient progress, he could receive Tier 3 intervention.
RTI (Part II)
1. What are the four components of RTI?
*Universal screening: Screening assessment administered to all students in the class
* Tier 1: Class- or school-wide interventions
* Tier 2: Targeted interventions
* Tier 3: Intensive, individualized interventions
2. The two types of assessment used in RTI are universal screening and progress monitoring. Describe the purpose of each of these two types of assessment.
Universal Screening:
The purpose of this assessment is to determine which students may be struggling with reading skills.
Progress Monitoring:
Progress monitoring is a form of assessment in which student learning is evaluated on a regular basis in order to provide useful feedback about performance to both learners and instructors. A form of progress monitoring known as curriculum-based measurement (CBM) is used in the RTI approach. Implementing CBM allows teachers to track students' academic progress across the school year.
For the next two questions, imagine that you are Ms. Hayes, a first-grade teacher at Rosa Parks who is also piloting the RTI approach.
3. You are concerned about how you will complete the universal screening measure with all of your students and about how you will incorporate progress monitoring into your weekly lesson plan. To prepare for this task, complete the table below.