Q1: Knowing, Understanding, Applying (Lower Level)
Explain construction in your own words, and think of a time when you have used construction in your learning. What is one way that you can help your students use construction skills and methods to better solidify their learning and understanding?
Q2: Analyze, Create (Higher Level)
Analyze the nine tips the book gives on distributed learning on page 221-222 and discuss the importance of at least three of them in creating an environment conducive to learning. Do you think that distributed cognition is something you will use in your classroom or do you prefer students work individually? Then, create a quick classroom activity where students use distributed cognition effectively and discuss the criteria that it meets (based on pages 221-222).
Wednesday, February 27, 2013
Tuesday, February 26, 2013
Madelyne Huff- Questions to Consider (7.1 & 7.2)
Lower-Level QTC (7.1)- Knowing, Understanding, & Applying
*Explain the difference between problem-based learning and
project-based learning. Which one do you prefer? What are the strengths and
weaknesses of each?
Higher-Level QTC (7.2)- Analyze & Create
*Create your own lesson! Come up with a problem-based
activity and project-based activity. (Your lesson/assignment can be really
short, but there must be 2 total)
Monday, February 25, 2013
QTC Chapter 6
6.1 Lower-Order Thinking Skills
List and describe the purpose for each of the main components in the 3-component model of our memory system. (Remember and Understand)
6.2 Higher-Order Thinking Skills
Select 2 of the theoretical approaches to learning, and explain specific techniques you would use in your own classroom under each approach. (Analyze, Evaluate, Create)
List and describe the purpose for each of the main components in the 3-component model of our memory system. (Remember and Understand)
6.2 Higher-Order Thinking Skills
Select 2 of the theoretical approaches to learning, and explain specific techniques you would use in your own classroom under each approach. (Analyze, Evaluate, Create)
6.1 & 6.2
6.1 Lower Level Question:
(knowledge, application)
Explain the difference between a recognition task and a
recall task. Give two examples of how you might provide retreival cues to
students in your classroom.
(synthesize)
Imagine you are teaching a new social studies unit to your
students. In this unit, there is a very long list of vocabulary words that you
want to introduce to your students. In the past, you have spent a lot of time before
starting the unit focusing on vocabulary. You want them to be well-equipped to
understand the content but you’ve noticed that it has been hard to keep their
attention and they seem bored with the task of defining long vocabulary lists. Devise
a plan for how you might teach this unit’s vocabulary while keeping their
attention.
6.1 and 6.2
Lower order:
Describe the differences between short term memory and long term memory. As teachers, what can we do to prevent memory issues with interfering with students' ability to learn in our classroom?
Higher order:
Provide examples of both rote learning and meaningful learning and explain why one is more effective than the other. Describe how the three types of meaningful learning might be used in different combinations to enhance the learning process.
Describe the differences between short term memory and long term memory. As teachers, what can we do to prevent memory issues with interfering with students' ability to learn in our classroom?
Higher order:
Provide examples of both rote learning and meaningful learning and explain why one is more effective than the other. Describe how the three types of meaningful learning might be used in different combinations to enhance the learning process.
Chapter 6 QTC Kegan Butler
Lower-Order Thinking (Knowledge,
Understanding, Application):
What is working memory? How an we as
teachers use our knowledge of working memory to benefit our students and
influnece our instruction?
Higher-Order Thinking (Analysis,
Evaluation):
The text provides five reasons why students
forget important information. Give a brief description of each and come up with
a ways a teacher could combat these issues to benefit their students.
C. 6 QTC
6.1 Lower Order: Identify and describe the differences between rote and meaningful learning (found on pages 191-193 in the text).
6.2 Higher Order: What are two of the factors identified in the text that affect retrieval and how can you as a teacher effectively promote these factors in the classroom to improve student's memory retrieval?
6.2 Higher Order: What are two of the factors identified in the text that affect retrieval and how can you as a teacher effectively promote these factors in the classroom to improve student's memory retrieval?
Holly's Chapter 6 QTC
Lower-Order Thinking
(Knowledge, Understanding, Application):
What are cognitive
processes and give an example of a way in which you may cognitively process
information to learn?
Higher-Order Thinking
(Analysis, Evaluation):
Compare the six different
theoretical perspectives described in Table 6.1 (page 181) of your text. Choose at least two different theoretical
perspectives and reflect upon how those particular perspectives chosen relate
to your own experience.
6.1 & 6.2
6.1 Lower-order QTC- Describe the model of human memory by Atkinson and Shiffron. Give as many examples as necessary. You can explain one memory input or you can use different examples of memories and how they are inputted and retrieved.
6.2 Higher- order QTC- Researchers have identified as least six factors that affect retrieval. Describe in depth one or two factors. Give some examples that a teacher can use in a classroom to enhance long term memory retrieval. How can teachers take these factors and actually apply them to their teaching?
6.2 Higher- order QTC- Researchers have identified as least six factors that affect retrieval. Describe in depth one or two factors. Give some examples that a teacher can use in a classroom to enhance long term memory retrieval. How can teachers take these factors and actually apply them to their teaching?
6.1 & 6.2
6.1 Lower order thinking (remember, understand, apply)
Recall that mnemonics are special memory tricks that can
help students remember classroom material more effectively. Describe the three
most commonly used mnemonics and give an example of one that would be useful to
the students in your licensure area for a specified subject.
6.2 Higher order thinking (analyze, create)
Refer to page 198 in the Omrod text. Table 6.4 lists
suggested strategies to help facilitate long-term memory storage processes at
different grade levels. Choose your licensure area grade level and develop at
least three more helpful strategies that coincide with the age-typical
characteristics.
Tyler's Chapter 6 QTC
Lower-level (Comprehension)
1.) How useful is repetition in the learning process? Is it most helpful in the long or short term?
Higher-level (analysis and evaluation)
2.) Study the chart on page 187 that gives ideas for getting and keeping students' attention. Choose two strategies that you want to use in your future classroom and then create an example for each showing how you might implement the strategy into a lesson.
1.) How useful is repetition in the learning process? Is it most helpful in the long or short term?
Higher-level (analysis and evaluation)
2.) Study the chart on page 187 that gives ideas for getting and keeping students' attention. Choose two strategies that you want to use in your future classroom and then create an example for each showing how you might implement the strategy into a lesson.
QTC 6.1 & 6.2
6.1 (lower level): To learn, we as humans have to convert what information we take in from short term memory to long term memory. We can do this using two forms of declarative knowledge: rote learning and meaningful learning. What are some examples of activities you could in a classroom to make rote knowledge entertaining and less formulaic?
6.2 (higher level): Working memory uses information given to us from our environment, while simultaneously pulling connecting information from storage, and uses all of it to execute a task. Why do you think students with AD/HD and learning disabilities struggle to use working memory efficiently and what can you do as a teacher to better assist these students?
6.2 (higher level): Working memory uses information given to us from our environment, while simultaneously pulling connecting information from storage, and uses all of it to execute a task. Why do you think students with AD/HD and learning disabilities struggle to use working memory efficiently and what can you do as a teacher to better assist these students?
Sunday, February 24, 2013
QTC Chapter 6
Lower Level Question: Comprehension
Wait time is something that we be evaluated on in the classroom. Why should a teacher wait at least three seconds after asking a question before asking another student or answering the question?
Higher Level Question: Evaluation
Ms. Llwellyn, a first year history teacher at the secondary level, is having trouble getting her students to remember the historical facts and concepts that she teaches. Read about Ms. Llwellyn and her teaching practices and evaluate her teaching performance using the information about learning and cognitive processes that you learned from reading chapter 6 (page 214). Make sure to support your claims about Mrs. Llwellyn with evidence from the chapter.
Morgan's Questions to Consider for Chapter 6
6.1 (Higher-level thinking: Evaluation)
Assess two of the theoretical perspectives, on page 181, and explain how each theory of learning could help a student learn and hinder a student's learning.
6.2 (Lower-level thinking: Comprehension/ Application)
Provide an example of a real-life circumstance for declarative knowledge, procedural knowledge, conditional knowledge, explicit knowledge, and implicit knowledge. (page 191)
Assess two of the theoretical perspectives, on page 181, and explain how each theory of learning could help a student learn and hinder a student's learning.
6.2 (Lower-level thinking: Comprehension/ Application)
Provide an example of a real-life circumstance for declarative knowledge, procedural knowledge, conditional knowledge, explicit knowledge, and implicit knowledge. (page 191)
Chapter 6 QTC
1) (lower-order
thinking skills required)
Describe the three-component model for human memory
and elaborate on its values and limitations.
2) (higher-order
thinking skills required)
Reflect on your favorite class during your college
or high school career. Evaluate the effectiveness of the class/instructor in helping
you learn and register the information in the long-term memory. Justify your
response by discussing how the tasks/instructional strategies the instructor assigned/utilized
helped (or didn't help) in promoting rote/meaningful learning. Be sure to use
professional vocabulary from chapter 6 in your response.
6.1 & 6.2
6.1: (Lower level)
Theorist have categorized two distinct ways in which students learn declarative knowledge and commit that knowledge to long-term memory -- rote learning and meaningful learning. What are the differences between these two? Recall a situation in your own educational experience in which you have employed both of these strategies.
6.2: (Higher level)
Meaningful learning has three subcategories (i.e. elaboration, organization, and visual imagery). For each subcategory, describe an activity you could use in your classroom. Be sure the activities are appropriate for your licensure area. Also try to make each activity centered around the same topic (e.g. multiplication, cell structure, the American Civil War).
Theorist have categorized two distinct ways in which students learn declarative knowledge and commit that knowledge to long-term memory -- rote learning and meaningful learning. What are the differences between these two? Recall a situation in your own educational experience in which you have employed both of these strategies.
6.2: (Higher level)
Meaningful learning has three subcategories (i.e. elaboration, organization, and visual imagery). For each subcategory, describe an activity you could use in your classroom. Be sure the activities are appropriate for your licensure area. Also try to make each activity centered around the same topic (e.g. multiplication, cell structure, the American Civil War).
Tish Cooper 6.1, 6.2
6.1 Lower-Order Thinking: The text explains
that attention is not a behavior but a mental process. When mentally paying attention,
information is moved working memory. What
can we do, as teachers, to help maintain our students’ attention?
6.2 High-Order Thinking: Meaningful learning allows a
connection to be made between information already stored in long-term memory
and new information. What are 3 forms of meaningful learning? Give an example
of how you may use each in your classroom.
Thursday, February 21, 2013
Madelyne Huff- Questions to Consider (6.1 & 6.2)
Lower-Level QTC (6.1)
*People store information in one of two ways. It either goes into their short-term memory or their long-term memory. Explain the difference between the two, and tell me why both are important?
High-Level QTC (6.2)
*Since achievement tests are typically given in the spring, students are required to remember information for longer periods of time. Come up with two things you could do to improve your students 'long-term memory skills.
*People store information in one of two ways. It either goes into their short-term memory or their long-term memory. Explain the difference between the two, and tell me why both are important?
High-Level QTC (6.2)
*Since achievement tests are typically given in the spring, students are required to remember information for longer periods of time. Come up with two things you could do to improve your students 'long-term memory skills.
Wednesday, February 20, 2013
Unit Two QTC Instructions
For Unit 2, you will be responsible for creating QTC. For each chapter:
(1) Make two questions: (a) one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and (b) one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. For example: What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
(2) Along with creating questions, you will choose another student’s questions to both answer and comment upon. First, answer their questions. Then, comment in terms of whether you think it fits the Bloom's categories they chose and explain WHY. For instance, if you think the question s/he asked could fit into more than one of Bloom’s categories, please explain why you think so. If you think they labeled the question correctly, highlight specifics in the question (or answering of it) that makes you agree with the label s/he chose.
(1) Make two questions: (a) one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and (b) one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. For example: What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
(2) Along with creating questions, you will choose another student’s questions to both answer and comment upon. First, answer their questions. Then, comment in terms of whether you think it fits the Bloom's categories they chose and explain WHY. For instance, if you think the question s/he asked could fit into more than one of Bloom’s categories, please explain why you think so. If you think they labeled the question correctly, highlight specifics in the question (or answering of it) that makes you agree with the label s/he chose.
6.1 and 6.2
6.1--Higher Order Thinking (analyze and create): How could you, as the teacher create an activity that would yield to working (or short term) memory and make it easier for students to put into long term memory?
6.2--Lower Order Thinking (remember, understand, and apply): What are some ways to create a meaningful learning experience? As a learner which do you prefer? As a teacher?
6.2--Lower Order Thinking (remember, understand, and apply): What are some ways to create a meaningful learning experience? As a learner which do you prefer? As a teacher?
Monday, February 18, 2013
QTC 15.1 and 15.2
Chapter 15
(15.1) Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest?
In the meeting with Ingrid's grandmother, I would begin by discussing how the assessment is scored and what each different portion of the results means. One very important thing to inform Ingrid's grandmother of at the start is that the assessments are norm-referenced, which means that Ingrid will be scored by a comparison to her peers' performance on the same tests. To further explain, I would show her the left side of the printout, which shows the subjects for each portion of the test and the percentile score. This section shows Ingrid's ranking among her peer group. For example, Ingrid is in the 92nd percentile for Reading Comprehension, which means that Ingrid has performed as well as or better than 92% of her peers.
At the top of the sheet, it shows the different National Percentile Bands, or confidence intervals, which show the amount of error that may be affecting Ingrid's performance. What this means in simple terms is that for any particular subject, Ingrid's scores may actually fall from one end of this line of x's to the other. So, the margin of error for Reading Comprehension may be anywhere from 85 to 97. There are many factors that may affect Ingrid's test results and these numbers can help to account for this.
I would begin discussing Ingrid's actual scores by starting off with her strengths, explaining to her grandmother that her scores in Reading Comprehension, Science, and Social Studies were well above average. Generally, when a student has performs well in Reading Comprehension, it may also contribute to their performance in other areas, especially subjects like Science and Social Studies, where a large portion of the information comes from reading and interpreting texts. This is actually one of the best subjects to have skill in because it affects performance in so many other academic areas.
Next, I would show Ingrid's grandmother the content areas in which Ingrid's scores were not as high, and explain to her that she did not perform as well in Spelling, Math Computation, and Math Concepts. The results from these three subjects fall under Average or Below Average, and show a wide variance based on the results from the other three subject areas. However, there is always a margin of testing error, and this can be viewed on the confidence intervals section of the assessment printout.
15.2
Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.
In order to ensure that Ingrid does need assistance in those three subjects that she did not score higher on, I would need to first assess her work in class due to possible testing issues. There is the possibility that perhaps Ingrid's lower scores in these areas may be due to the format of the test, test anxiety, or other factors. In regards to what Ingrid's grandmother could do at home in order to strengthen her skills, there are many different ways that Ingrid can enhance her performance in Spelling and Math. Regardless of the fact that this assessment was norm-referenced and not based on knowledge of the curriculum, there is still the possibility of improvement in these content areas. Keeping a portfolio of Ingrid's work is a great place to start, as it shows the level of improvement over a specific length of time. By looking at previous performance and comparing it to more recent work, Ingrid's grandmother may be able to determine what particular areas in these subjects that Ingrid is struggling with. In terms of spelling, Ingrid's grandmother could help by making flash cards or going over spelling lists with her. I could provide additional math practice homework for Ingrid that her grandmother could work on with her, assisting her as needed. Another way of building math skills at home would be to provide Ingrid with some type of math website or game in which she could practice working out problems and learning new concepts.
(15.1) Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest?
In the meeting with Ingrid's grandmother, I would begin by discussing how the assessment is scored and what each different portion of the results means. One very important thing to inform Ingrid's grandmother of at the start is that the assessments are norm-referenced, which means that Ingrid will be scored by a comparison to her peers' performance on the same tests. To further explain, I would show her the left side of the printout, which shows the subjects for each portion of the test and the percentile score. This section shows Ingrid's ranking among her peer group. For example, Ingrid is in the 92nd percentile for Reading Comprehension, which means that Ingrid has performed as well as or better than 92% of her peers.
At the top of the sheet, it shows the different National Percentile Bands, or confidence intervals, which show the amount of error that may be affecting Ingrid's performance. What this means in simple terms is that for any particular subject, Ingrid's scores may actually fall from one end of this line of x's to the other. So, the margin of error for Reading Comprehension may be anywhere from 85 to 97. There are many factors that may affect Ingrid's test results and these numbers can help to account for this.
I would begin discussing Ingrid's actual scores by starting off with her strengths, explaining to her grandmother that her scores in Reading Comprehension, Science, and Social Studies were well above average. Generally, when a student has performs well in Reading Comprehension, it may also contribute to their performance in other areas, especially subjects like Science and Social Studies, where a large portion of the information comes from reading and interpreting texts. This is actually one of the best subjects to have skill in because it affects performance in so many other academic areas.
Next, I would show Ingrid's grandmother the content areas in which Ingrid's scores were not as high, and explain to her that she did not perform as well in Spelling, Math Computation, and Math Concepts. The results from these three subjects fall under Average or Below Average, and show a wide variance based on the results from the other three subject areas. However, there is always a margin of testing error, and this can be viewed on the confidence intervals section of the assessment printout.
15.2
Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.
In order to ensure that Ingrid does need assistance in those three subjects that she did not score higher on, I would need to first assess her work in class due to possible testing issues. There is the possibility that perhaps Ingrid's lower scores in these areas may be due to the format of the test, test anxiety, or other factors. In regards to what Ingrid's grandmother could do at home in order to strengthen her skills, there are many different ways that Ingrid can enhance her performance in Spelling and Math. Regardless of the fact that this assessment was norm-referenced and not based on knowledge of the curriculum, there is still the possibility of improvement in these content areas. Keeping a portfolio of Ingrid's work is a great place to start, as it shows the level of improvement over a specific length of time. By looking at previous performance and comparing it to more recent work, Ingrid's grandmother may be able to determine what particular areas in these subjects that Ingrid is struggling with. In terms of spelling, Ingrid's grandmother could help by making flash cards or going over spelling lists with her. I could provide additional math practice homework for Ingrid that her grandmother could work on with her, assisting her as needed. Another way of building math skills at home would be to provide Ingrid with some type of math website or game in which she could practice working out problems and learning new concepts.
15.1 & 15.2
(15.1) Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses?
I would first tell Ingrid's grandmother that Ingrid performed very well in some areas, but struggled in other areas. Before showing her grandmother the computer printout or Ingrid's test performance, I would explain the layout of the form. I would then show her Ingrid's scores, and go through the results of each subject individually with her, so that she was clear about Ingrid's performance. I think its very important to make sure Ingrid's grandmother understands the meaning of a percentile, so when she sees a 57 for Ingrid's Math Concepts percentile, she does not assume this is a failing score, when it is actually average. After explaining each individual score to Ingrid's grandmother, I would ask her if she has any questions. I would then tell her that Ingrid performed extremely well (well above average) in Reading Comprehension, Science, and Social Studies. I would also tell her that Ingrid is right on track for her performance in Math Concepts. I would let the grandmother know that Ingrid is slightly below average in Math Computation and Spelling, but that this is only one test, and is not the be all, end all of Ingrid's academic performance. I would let her know that there are activities that they can do at home to help improve in the areas of weakness.
(15.2) Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.
First of all I would refer to Ingrid's performance in class and on other assignments to make sure that they line up with her performance on the standardized test. If she was struggling with math computation and spelling in class, I would suggest ways for her grandmother to help her with these subjects at home. For spelling, I would suggest that she selects (or I could provide) a short list of words each week for Ingrid to practice spelling at home. I might also suggest that Ingrid's grandmother ask her to spell random words that they come across during normal, daily activities to give Ingrid more spelling practice. I would also suggest that they read together because the more words Ingrid sees, the more familiar she will be with correct spelling. For math computation, I would provide some practice problems for the grandmother to work on with Ingrid. Perhaps, I could also suggest some type of math game that they could play to improve Ingrid's computation skills in a fun way that doesn't seem like extra work.
Kegan Butler QTC 15
(15.1) Turn to p. 559 in
Ormrod’s text. Now, imagine that you are meeting with Ingrid’s
grandmother today to explain her scores on the recent standardized achievement
test pictured at the bottom of p. 559. What will you tell her about Ingrid’s
performance? Her strengths? Her weaknesses? Even though this is not a
criterion-referenced test, if Ingrid’s grandmother asks you what she could be
doing at home to help strengthen Ingrid’s skills, what will you suggest?
First
of all, I would thank Ingrid’s grandmother for coming to meet me and for taking
an interest in her granddaughter’s education. I would praise her for her
involvement and encourage future involvement by telling her how important she
is to Ingrid’s success in school. Next I would share why I enjoy having Ingrid
in my class and give specific examples of ways that she is doing well. Then I
would begin to explain Ingrid’s test scores. I would first explain the “National
Percentile Bands” or confidence intervals, and how they reflect the amount of
error that could affect Ingrid’s percentile scores. Then I would discuss
reading comprehension, science and social studies because these are the
subjects where Ingrid scored the highest. I would say how impressive it is that
Ingrid scored well above average in these three subjects. Then I would discuss
math concepts, spelling, and math computation. These are the subjects that
Ingrid scored average to below average on. I would remind Ingrid’s grandmother
that there is a margin for error on these tests. These scores are not a reason
to worry, but I would like to take precautionary measures so that Ingrid does
not fall behind. I would then offer resources for Ingrid to work on at home in
order to improve in spelling and math computation, which are her weakest
subjects. Then I would thank Ingrid’s grandmother again for meeting with me and
encourage her to contact me if she has any questions.
15.1
Using this computer printout I would tell Ingrid's grandmother that Ingrid performed well on this test. She did not test well below average in any of the subjects being tested and scored well above average in several. According to the test her strongest achievements came in reading comprehension, social studies and science, but it appears she struggled with spelling and math computation. All in all Ingrid performed well, and it is to be remembered that while these standardized achievement tests garner a lot of media focus, they are just indicators and in no way perfect. In regards to strengthening Ingrid's skills I would tell the grandmother that attention needs to be paid to spelling and that should come along with practice and repetition. Also it is clear that she has an average to above-average understanding of math concepts so the discrepancy between that and math computation could just be an outcome of test anxiety or some other kind of fluke. However it wouldn't hurt to do some of the practice math problems provided in class and in the textbook for better comprehension. Most importantly, just because she did well on this standardized achievement test in certain areas does not mean that Ingrid should focus any less attention to them. Ideally, she did well because they are subjects that interest here and this won't be a problem, however it is crucial not to start slacking with them just because of one test.
Jenny Holt 15.1 & 15.2
Chapter 15
(15.1)
Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with
Ingrid’s grandmother today to explain her scores on the recent standardized
achievement test pictured at the bottom of p. 559. What will you tell her
about Ingrid’s performance? her strengths? her weaknesses?
First
and foremost, I believe that a parent/guardian must trust you in order for
anything you say to be effective. Trust, of course, doesn’t always come easily,
and it has to be earned. I think the best way to do this is by showing the
parent/guardian, or in this case, Ingrid’s grandmother that you genuinely care
about Ingrid and her learning. In addition to showing your concern for the
child, I think teachers should make an effort to get to know the parents as well.
Once a relationship is established it should be easier to have
conversations—including the more difficult conversations.
Once a safe
environment has been cultivated, I would share with Ingrid’s grandmother the
results of the recent standardized achievement test. I would fist celebrate the
fact that her scores reflected high achievement in reading comprehension,
science, and social studies. At this point I would tie in my own observations
in the classroom around these subjects to make sure we are looking at the
bigger picture. Parents really like to hear how their child is doing and I
think we should make sure we are taking the time to celebrate what they are
doing well. I then would explain that she is about average in comparison with
her peers in her math concept skills and has some opportunities in areas like
spelling and math computations. Again, I would refer to some observations and
different assessments in class. If my own observations have also told me that
Ingrid has some opportunities in spelling and math computations, I would share
the details and then discuss with her grandmother a possible plan to help her
improve in these areas.
I think one of the most important things to remember is
to not do all of the talking. Making Ingrid’s grandmother feel included in
Ingrid’s learning will strengthen the trust she has in you. I would also
discuss the nature of the test, and explain to her that performance on tests
may not render a 100% accurate portrayal of her understanding; after all, there
is a margin for error with any test. In addition, some students have test
anxiety or just do not always perform well under the pressure of a test. That
is why I would make sure to discuss other assessments and observations as well.
Merely handing Ingrid’s grandmother the test results, spouting out numbers,
without any two-way discussion could be meaningless. In my discussion with
Ingrid’s grandmother, I would encourage her to share her thoughts for how we
might be able to best help Ingrid with the areas that need more attention. I
would explain to her that with a little practice, Ingrid could turn any
opportunity into a real strength.
I
would make several suggestions for extra practice at home. I may encourage her
to start a word-book at home. Each day, Ingrid’s grandmother could give her a
word to define, write down, and use in a sentence. She could integrate some type
of incentive at home if she wishes, or turn it into a game to make it fun. Or,
having Ingrid’s grandmother look over her homework each night, to check for
math or spelling errors, allowing her the opportunity to monitor and review
with Ingrid, whenever necessary. I also
might suggest some game websites to help with building these skills, especially
in math, like brainpop.com. These websites are fun, and usually don’t even feel
like homework. I would try my best to make suggestions that are specific to the
child’s interests, personality, and academic needs. If Ingrid is a child who
loves to play basketball and be outdoors, I might take the game of “HORSE”, and
use a word from the spelling list, instead. If she is a kinesthetic learner,
this may help her remember more easily.
Chapter 15
Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest?
I will first explain to her grandmother that these are only the results of one standardized achievement test, and that we should not only look at these scores in evaluating Ingrid's learning and progress. I will then explain to her grandmother that these scores are not showing the percentage of Ingrid's correct answers, but are instead comparing her scores to those of her peers.
I would then go over each individual score with Ingrid's grandmother and explain to her that none of her scores are really that low. The only two that fall into the below average category are very near the average category. It is possible that Ingrid was just having a bad day that day or was not very engaged in the test. I will tell her that even though Ingrid does have a few low scores, she also has three scores in the well above average category. It appears as though she is really strong in reading comprehension, science, and social studies, which are all really important subjects. Her low scores in spelling and math are nothing to be that concerned about it, but more closely monitoring her progress and activities in these subjects may be a way that I could help both Ingrid and her grandmother feel better about her low test scores.
From the results it is impossible to see exactly where Ingrid is struggling in math and spelling, but there could be some at home activities that Ingrid may find helpful in the future. I would suggest that Ingrid's grandmother go over math concepts with Ingrid at home, and try to find real-life problems that involve math that could help Ingrid improve her computing skills. A suggestion for improving Ingrid's spelling may be to work with her with flashcards or some other sort of activity in which she can study words and learn how to make and spell them out. I would also offer some good online games and activities for Ingrid and her grandmother to work on that may be helpful for both her math and spelling abilities. In closing my conversation I would assure Ingrid's grandmother that I would closely monitor Ingrid to make sure that she is not falling behind, and will ask her to keep in touch with me if she has any more concerns. I would stress the fact that she has done well in other subjects, and may just need a little push to bring up her scores in the other subjects.
I will first explain to her grandmother that these are only the results of one standardized achievement test, and that we should not only look at these scores in evaluating Ingrid's learning and progress. I will then explain to her grandmother that these scores are not showing the percentage of Ingrid's correct answers, but are instead comparing her scores to those of her peers.
I would then go over each individual score with Ingrid's grandmother and explain to her that none of her scores are really that low. The only two that fall into the below average category are very near the average category. It is possible that Ingrid was just having a bad day that day or was not very engaged in the test. I will tell her that even though Ingrid does have a few low scores, she also has three scores in the well above average category. It appears as though she is really strong in reading comprehension, science, and social studies, which are all really important subjects. Her low scores in spelling and math are nothing to be that concerned about it, but more closely monitoring her progress and activities in these subjects may be a way that I could help both Ingrid and her grandmother feel better about her low test scores.
From the results it is impossible to see exactly where Ingrid is struggling in math and spelling, but there could be some at home activities that Ingrid may find helpful in the future. I would suggest that Ingrid's grandmother go over math concepts with Ingrid at home, and try to find real-life problems that involve math that could help Ingrid improve her computing skills. A suggestion for improving Ingrid's spelling may be to work with her with flashcards or some other sort of activity in which she can study words and learn how to make and spell them out. I would also offer some good online games and activities for Ingrid and her grandmother to work on that may be helpful for both her math and spelling abilities. In closing my conversation I would assure Ingrid's grandmother that I would closely monitor Ingrid to make sure that she is not falling behind, and will ask her to keep in touch with me if she has any more concerns. I would stress the fact that she has done well in other subjects, and may just need a little push to bring up her scores in the other subjects.
Subscribe to:
Comments (Atom)