Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own...
Defense of learning2
1. Zabeia Washington
New Visions UTR
Hillcrest High School
Defense of learning
January 8, 2013
2. Agenda
Introduction of Focus Group
Baseline Assessment Results
Learning Goals Developed for Students
Instructional Plan
Curriculum Based Measurement
Analysis of Assessment Data and Revise instructional plans
Attendance and Data Results
Behavior in Classroom
Reflection of Initial Plan After Thoughts
Next Steps
3. Pre – Teaching Cohort
Learning Disabilities Learning Disabilities Learning Disabilities
Strengths: Positive interaction with peers during class Strengths :High participation in Student centered Strength: contributes good ideas and information
discussion. activities towards class discussions
Challenges: Inappropriate Language and engagement Challenges: Inappropriate classroom behavior, low Challenges: Introverted and needs to be verbally pushed
with peers and Authority Figures attendance to participate and interact with peers
4. Health Careers Cohort
Learning Disabilities Learning Disabilities
Strengths: High Participation during class and student Strengths: Highly motivated to participate during class
activities discussion.
Challenges: Tends to get confused with I important Challenges: tends to get confused and frustrated when
historical facts. Often fails to complete assignments at she is unable to organize her prior and present
home knowledge.
6. Student Learning Goals
• Students will increase vocabulary knowledge by
identifying the definition of key terms.
• Students will use their vocabulary knowledge to
improve reading comprehension of content related
materials.
• Students will increase their vocabulary knowledge to
analyze and answer multiple choice regents questions
correctly.
• Students will increase their learning outcomes by 25%
at the end of the fall semester.
7. Instructional Intervention
Plan
• Direct Instruction – Power-point presentation
of keywords within different themed lessons
• Students will take notes and receive
vocabulary definition sheet
• Students use notes and definitions to
complete class worksheet activity.
• Administered weekly practice global regents
exams
8. Curriculum Based
Measurement
• 10 question matching measurement was
administered to students to determine their
knowledge of specific vocabulary words.
Curriculum Based Measurement
Persaud, Kaysahane
Gordon, Marilyn
Marshae Mccord Curriculum Based
Assessment
Brooks, Gregory
Anderson, Shanice
0% 10% 20% 30% 40% 50%
9. Analysis of Measurement
Data
• Assessment: Students weren’t given adequate
opportunity to interact with the vocabulary terms.
• Modifications: Direct Instruction will be given in
short mini lessons of 10-12 minutes. Students will
receive fill-in notes to complete during the
instruction.
• Students need peer centered activities that
promote exchanging of ideas and content
knowledge. Ex. Vocabulary Game
10. Vocabulary Game
• Strategy from Sped 771 course – Reading and
Writing with Adolescence with Learning
Disabilities Methods.
• Student practice answering multiple context
questions on vocabulary terms they have
learned previously through direct instruction
and classroom activities.
11. Formative Assessment
Quiz
120%
Assessment: The
100%
formative assessment
80%
60%
shows student progress
40%
Quiz
and the effectiveness of
20% student centered
0% activities.
Anderson, Shanice
Brooks, Gregory arshae Mccord ordon, Marilyn
M G Persaud, Kaysahane
Modification: Additional
activities should be
performed to allow
students to display their
knowledge and
understanding of
vocabulary terms.
13. Formative Assessment
Quiz
100%
90% Assessment:
80% Students were able
70% to identify key
60%
characteristics of
50%
Quiz their political system
40%
30%
and important facts
20%
to show their
10% knowledge of the
0%
Anderson, Shanice
Brooks, Gregory
Marshae Mccord
Gordon, Marilyn
Persaud, Kaysahane
14. Challenges
• 1. Students Late to Class.
• 2. Yelling out remarks not related to
content being discussed in the classroom.
• 3. inappropriate comments towards
peers in the classroom.
15. Behavior and Classroom
Structure Plan
• Student Participation Points- Students receive points for
positive class behaviors. Ex. Arriving to class on
time, answering questions, actively participating during
lessons.
• Student of the Week. Given to student who accumulated
the most points by Friday.
• Agenda- to help students identify what activities will occur
during the class period
• Positive feedback to students immediately following the
class. Specific positive behaviors mentioned to student.
16. Student Outcomes
• Most students have been arriving to class on
time.
• Students are actively participating during class
discussion and activities.
• Decreased inappropriate behavior and
increased positive peer interaction.
17. Attendance
120%
100%
80%
October
60%
November
December
40%
20%
0%
Anderson, Shanice Brooks, Gregory Marshae Mccord Gordon, Marilyn Persaud, Kaysahane
19. Reflection of Initial Plan
After Thoughts
• Direction Instruction is just one option to
introduce Vocabulary to students. Students also
benefit from instruction that is indirect and
interactive.
• Students displayed more progress when
engaged in student centered activities.
• Students need to receive positive feedback and
meaningful comments concerning class
behavior.
20. Next Steps
• Continue to Monitor and administer assessments
to gauge of Vocabulary Knowledge through
classroom activities, homework assignment, and
class discussion.
• Actively seek out new instructional strategies
from educators at work and practice techniques
and activities from my educational courses.
• Schedule time to discuss classroom experiences
with my co teachers once a week.
21. Thank You
• Ms. Jackson for offering support and
advocating for me.
• Ms. Minor for providing feedback on ideas and
strategies.
• Ms. Lee for supporting my teacher experience.
• Hunter College Professors, Ms. Hines, Ms.
Gadd, Ms. Mack
Editor's Notes
Gregory – Has difficulty with fluency and analyzing information He shows strength in activities were visual and aids are used and when instructions are provided orally.Kaysahanae – struggles with being interactive towards peers and teachers. She can be seen writing notes during the instructional period but its difficult to determine if she understands the content or if any information is confusing to her. Marshae-Has difficulty with reading comprehension which causes difficulty when she answers multiple choice questions in class. She shows a lot of effort in her writing but needs support to improve her punctuation and formatting of ideas within her writing.
Marilyn - Needs instruction and task scaffolded. She works more effectively in small group activities and during one-one instruction.Shanice- Detail Procedures and Instructional material read aloud. She struggles to organize her thoughts on historical events and gets frustrated when she mixes up facts on content that she has studied. She is highly motivated to do well during her next regents exam and often requests to complete independent assignments to help her practice.
SPED 701 Assessment- Curriculum Based Measurements allow educators to identify what information students have knowledge of and what information is unclear. The measurement help teacher direct instruction towards content that is unfamiliar to their students and not repeat information that students already have a clear understanding and no further instruction is needed.
Students with learning disabilities need multiple opportunities to access their prior knowledge and combined information to build a clearer understanding of vocabulary. Mrs. Jackson , my mentor, offered her knowledge of how students with Learning Disabilities process information at a slower pace. She suggested that students would benefit from having the notes for the mini lessons as a fill in worksheet to help them stay focused and engaged during direct instruction.
Strategy learned from my SPED 771 Class- Students learned about various political systems during direct instruction and group activities. Each student was required to identify a political system that they wanted to learn more about. The task was to create a poster that included all the information a person would need if they were writing an essay on the political system. Students would then teach the information to their peers and receive feedback about the information and a few questions that students or teachers had about the presentation.
The student of the week is usually given a small reward such as colored pen or item that the teachers have brought. Strategies obtained through SPED 789 Class Students need to structure but they also need to feel that they are making progress and their positive behavior is being recognized and acknowledged by the teacher.
Students have shown improvement towards their learning goals. They have shown through formative, summative , and class activities improvement towards their learning outcomes.
Have preplan target goals for student achievement and reassess goals to determine if they need to be changed or altered to align with student progress.
