Barb

What an incredible experience it was to learn about Barb, her experience, and amazing, insightful, intelligent perspective.  I'm so thankful for the opportunity and look forward to gaining more insight from her book, I Might Be You.  There were so many things that I took away...
I have many friends with children diagnosed as being mildly autistic.  Sadly, I don't think I ever really considered their future lives as adults partly because I don't know any adults with autism.  Becoming aware and leaning from Barb, gave me a different perspective.  For the children I know and the ones who may be in my classroom, how will their experiences, the expectations or lack there of that society places on them shape them as they grow into adulthood?  How will I, as a teacher, influence that?  As Barb stated, "Autism is my prism, not my prison."  How can I help to shape that same mentality in my students by understanding their structural and functional difference, not focusing on their challenges?  I liked the analogy that there is "no standard flower, no standard culture, no standard brain."  As Barb suggests, "We are all flecks of God, all diverse and all important in this world."

I believe as teachers we need to become more introspective of our teaching, our purpose, and our influence just as Barb has become through her typing.  It's a process but something that is highly important in understanding our role and how that effects our students.  Through this introspection, we can become more aware of our actions, particularly with how we approach students with disabilities or "neuro-diversities."  As Lisa, Barb's smiling shrink suggested, "Meet students where they are, build on their strengths, be comfortable with other forms of communication," and I think, of most importance, "be patient."  I LOVED the quote, "Everything is within walking distance, if you have the time."... How true!  And praise those who took the time to walk the distance with Barb.

And that brings me to my final take away related to time.  I truly admire Barb and her ability to find peace, purpose, live a happy life and give back.  I can't help but reflect on this week and the mad rush with time and obligations (many of which are self-induced).  I realize I'm often one of those "chain saw juggling normal" and all I can think of is "Martha, Martha, Martha... ", how much do I miss out on in this rat race and how jealous am I of the contemplative ability/ gift of Barb/Mary.

Therefore, in closing, through Barb and this semesters experience, as I approach my internship year, I'll become more mindful, introspective, contemplative in my purpose as a future teacher.  I liked the quote from Dolly Parton that said, "Find out who you are and be that on purpose."  In doing so, it will only better me as a teacher and allow me to encourage that in my students, as well.

Recognizing, Reporting, and Preventing Child Abuse- Case Study #1

Recognizing, Reporting, and Preventing Child Abuse

Case Study #1- One of your 4^th grade female students is very well developed physically and looks as if she is 15 instead of 9 years of age.  Today you heard a group of 5^th grade boys commenting on her body in a lewd and humiliating manner.  Two other teachers also heard these comments but blew them off as “boys will be boys,” and “she needs to get used to it.”

Consider teacher ethics and responsibilities, describe how you might respond to and handle this situation.

I chose this case study given it is likely I may encounter this as an elementary school teacher.  It is a fact that often times girls mature faster than boys and this can be especially apparent in 4^th and 5^th grade.  However, it is not acceptable for young boys to make “lewd and humiliating” comments or for teachers to allow such behaviors. 

My first response would be to ask my colleagues/ teachers, “Did you hear what those boys said?”  I can’t automatically assume they are blowing the comments off or thinking the girl needs to get used to it.  It may be that they didn’t hear the comments.  (If, however, that was, in fact, their reaction- it would definitely need to be addressed!  Our role as teachers is to protect our students and be advocates, not only for their education, but also their health and well-being.)  It would also be important to establish if any other teachers heard the comments and have that teacher be present and witnessing my approach of the boys- particularly since I am responding to potentially sexual comments. 

As soon as that is established, I would respond to the boys’ comments quickly.  Rather than talking to them about the situation openly around other students, I would escort them to the office and have them sit while I discuss the situation to a school supervisor/ principal.  With the support of the principal, the boys would be spoken to individually.  I would first allow them an opportunity to “fess-up” and explain what was said.  I would then discuss what was overheard- not recounting all the specifics but so that they are aware that I heard what was said.  If the boys had confessed to what was heard/said, I think it would be wise to notify the parents so that hopefully they can reinforce how this type of behavior will not be tolerated and is taken very seriously.  The young girls’ name, however, will be kept confidential. 

Finally and as soon as possible, I would document the entire event including the date, names of all those involved and specifically what was said and discussed.  I would also keep a watchful eye on the young girl involved- I am not sure if she overheard the comments and I wouldn’t want to embarrass or make her feel uncomfortable unnecessarily but it may be something the school psychologist could follow up on. 

Holly's Chapter 8 QTC

Unit 2 QTC- Chapter 8

Lower-Order Thinking (Knowledge & Understanding):

Define metacognition.  Describe the difference between lower-level cognitive processes and higher-level cognitive processes.

Higher-Order Thinking (Synthesis & Creating):

Depending upon your chosen grade level, develop 2-3 strategies you may use in your own classroom to foster metacognition in your students.

Holly's Chapter 7 QTC

Unit 2 QTC- Chapter 7

Lower-Order Thinking (Knowledge, Understanding, Application):

List the six general strategies in promoting conceptual change.  Describe a time when you may have had a misconception and how that belief was changed.

Higher-Order Thinking (Analysis and Creating):

Design a lesson plan in which you would incorporate an authentic activity.

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.

Holly DeFranco 15.1 and 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?

After exchanging some small talk to help ease the possible tension and allow Ingrid’s grandmother to relax, I would then begin by explaining the purpose of the recent achievement test and how it is used to give us, as educators, a broad sense of what Ingrid has learned from what she has been taught.  One of the goals is to help us look at and plan for instruction.  Furthermore, they help us to compare to students elsewhere and give us a gauge of student progress overtime; allowing us to be aware of any potential problem areas.  That said, I would explain that with any tests scores there are margins for error and that is important to look at the whole picture when discussing a particular child’s learning.

I would then move on and focus on Ingrid’s strengths in which she is well above average in her reading comprehension, science and social studies.  I may provide actual classwork that could further elaborate on her advanced understanding of those particular areas.  This would also be an opportune time to share any positive stories of Ingrid with regards to her school work and ability.  I think these steps would help to ease Ingrid’s grandmother’s potential concerns and further demonstrate genuine care of and support in Ingrid’s learning.

Finally, after explaining the test and discussing Ingrid’s strengths, I would provide her grandmother a graph explaining Ingrid’s stanine scores, as described with Figure 15.13 or Ormrod’s text (p.588). I would first, reflect again on Ingrid’s above average stanine scores with reading comprehension, science and social studies.  I would then address the subject areas in which she scored “average to above average” in math concepts and “average to below average” in math computation and spelling.  I would remind Ingrid’s grandmother that there is a margin of error with these text scores but we may want to pay particular attention to these areas to ensure that Ingrid doesn’t fall below average and strive for better understanding.  I would then provide examples of Ingrid’s school work in these areas to try to understand specific areas or concepts she may be struggling with.  I would again stress our primary goal as wanting to help Ingrid learn and achieve success in all she does.

After discussing the specific scores, I would offer Ingrid’s grandmother strategies she may use to help strengthen Ingrid’s skills (which I will mention below in question 15.2).

In closing, I would thank Ingrid’s grandmother for meeting with me to discuss Ingrid’s test scores.  I would also stress that she can feel free to contact me if she has any other questions or concerns and provide her my contact information. 

(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 discussing Ingrid’s test scores, it is obvious that she has great strengths in reading comprehension, science and social studies.  Although, spelling doesn’t seem to be hindering her reading comprehension, it is an area in which Ingrid scored average to below average.  I would suggest to Ingrid’s grandmother to be sure to practice her spelling words.  Her ability to write them, spell them orally and even recognize correct spelling in text as she may have to in the standardized spelling assessment, would help to strengthen this subject area.

Ingrid also needs to focus on math concepts and computation to make sure she is understanding the material necessary to advance.  Again, any opportunity in which she could practice those skills would only be beneficial.  It may also be beneficial to collect a portfolio of her math work to try to identify if there is a particular area or concept Ingrid may be struggling with.

I would also suggest test taking strategies that may help Ingrid, particularly encouraging her to get a full night’s sleep before the next test and eat a good breakfast. 

Above all, I would explain to Ingrid’s grandmother the need to be encouraging (not to say that she isn’t) but just to reiterate how important it is.  And also to communicate with me if she has any other questions or concerns.

Holly DeFranco 14.2

14.2        Consider norm referenced assessment and criterion referenced assessment.  Are there advantages to both?  Are there disadvantages?

Norm referenced assessment allows one to see how their students perform in comparison to other classmates, as well as on a national standard basis within their grade level.  I definitely think it is beneficial to see where your students are on a group or individual basis in comparison to others.  For instance, if you noticed a group of students that may be more visual learners had scored low in comparison to a group of students that were more auditory learners, you may want to consider how you taught the materials and question if you presented it toward multiple learning styles to allow all your students an opportunity for success.   I think this type of assessment would also be advantageous if you could see how your class was doing in comparison to another class.  If the other class assessments had higher scores you may look into the instructional techniques of your fellow colleague’s presentation of the material tested.  I think the main disadvantage of norm referenced assessments that we hear so much about is the tremendous pressure it places on teachers and schools to perform.

Criterion referenced assessments are advantageous because they can tell you what your students may already know in relation to standards and criteria to be taught allowing you to adjust and focus your instruction on specific areas that students may be deficient.  They can also assess what students have learned/ mastered post lesson. 

I think as long as the norm and criterion assessments meet the 4 qualities (RSVP) of assessment, then I see them as advantageous in understanding our students mastery of a particular standard, as well a gauge in our teaching abilities and ways in which we present materials.

Holly DeFranco 14.1

14.1        Think of a lesson plan from your licensure area.  Knowing that assessment is an integral part of teaching, explain at least four informal and formal assessments that you will use in your lesson plan to provide you with feedback and involve the students in assessing their own learning.

In considering this question, I have to admit I’m getting stuck on the idea of a specific lesson plan and assessments pertaining to it.  Although, I have been in a 5^th grade placement for the past three weeks now, I haven’t been able to see the big picture so it’s a bit difficult for me to come up with a complete scenario.  I look forward to next year’s placement when I can witness assessment from the beginning and end of a unit, as well as throughout the year. 

Therefore, as I tried to consider a specific lesson, I decided upon the standard of living and non-living things taught in 1^st or 2^nd grades.  In becoming a teacher, and as a planner by nature, it’s a little difficult to consider planning “informal” assessments if they are to be “spontaneous, unplanned, day to day observations.”  Rather than planning them, I think my responsibility is to continuously be aware of the goings on in my classroom.  In introducing the concept of living and non-living things to the whole group, although I may plan out and have formal questions to ask the students, I need to be aware of my student’s reactions to the questions.  What are their answers to the questions?  Are they correct?  Is there a common misunderstanding evident?  Which students are involved in the discussion?  Are there students who seem to shy away?  These assessments have to be continuous throughout my teaching of the material.  After I have presented the materials and had repeated lessons/ discussions, are all the students engaged and understanding?  As I observe, are there still students that are unresponsive or avoiding the discussion?  I may then plan for a small group discussion or activity and as I walk around the classroom take mental notes of who is involved and contributing.  Be on the lookout for body language and facial expressions that may demonstrate confusion or understanding/ confidence.  All of these types of informal observations are critical in assessing your students.

In thinking of formal assessments, and again if I were teaching the concept of  living and non- living things to 1^st or 2^nd graders, I would plan to engage the students in more formative evaluations throughout the lesson to gauge their understanding and prior knowledge.  Initially, I may have the students work in small groups sorting pictures of living and non-living things.  As they do this, I would walk around the classroom making informal observations but also in checking the students work, I would make a more formal assessment of the planned activity.  As I continue to broaden the lesson on another day, I may have each student create a graphic organizer to be turned in and evaluated allowing for more individual formal assessment.  As a summative evaluation at the end of the lesson, I might instruct the students as they go out to recess to look for something on the playground that is living or non-living and then write a journal entry about what they chose when they return back from recess.

That said, obviously assessment is crucial to our role as a teacher.  We need to be able to know where our classroom and individual students are coming from as far as what their level of knowledge is on a particular subject.  We also need to have goals as to where we want them to be, what we want them to have mastered and how we will get them to that point.  In having these goals, we have to be able to assess them along the way in order the achieve success and mastery when we conclude our lessons.