Week 6
This week in EDU 435 we reviewed edTPA in more detail. I think I understand the central focus more now than before. I'm glad we clarified that the central focus is the same throughout your unit. I think I struggle the most with supports of language function and language development.
In clinical this week there was a teacher work day. The entire school met to review the MClass data. They were looking at the gap analysis when I arrived. If your unfamiliar with the DIBELS scoring there are several categories we looked at. There is Fluency(BOG goal 70/EOG 100 goal), Accuracy (BOG 70/EOG 100), Retelling (BOG 20/ EOG I cant recall), TRC (BOG J/EOG M). Its to my understanding that a TRC of J in the beginning of 3rd grade is about average for our school. Each students data from the test is entered in the computer and the proper tier is selected for intervention. I was able to view the students last grade assessment. I found many inconsistencies, for example a student was at E in the beginning of 2nd grade. At the end of second grade they were a K, when reviewing this year they were an E once again. I believe that the person entering the data last year was not familiar with the student, information, or something else all together. I looked at my students scores and collaborated as best as I could with my CE. Our class ranges from 6 wpm - 76 wpm. The majority being in the 30-40 range. I think many of those students we can get to 100 wpm by the time EOG's roll around. We're going break into literacy groups every morning and work with students at their current level and gradually get them to the next TRC level. Students who's performance is colored red are progress monitored every two weeks. We will assess the students and if progress is made move them up to next level. If no progress is made we will elevate their intervention tier for further assistance. our students in the yellow will be monitor monthly. Both green and blue colored data will be monitored quarterly. Even though this seemed to be a very long process to enter each students score and interventions ( entered by CE) by hand , I still found it interesting. This aligns with NCTCS teaching standard 1: Use data to organize, plan, and set goals.
This week in science we had to read "Effective Science Instruction: What Does Research Tell Us? The article discusses traditional science instruction vs. reform. I personally enjoy both. I enjoyed doing labs in a classroom environment when I was in school. I also enjoy going outside and exploring phenomenon. I agree that concepts need to engage and motivate students to learn. This is one way that reform is much better. Once again we see the term "hook", and I cant help but think of a writer trying to keep his audience engaged. When you are reading a good novel the beginning of the book must have a hook to get you engaged and want to invest in reading it. Its the same with science lessons. Its a matter of finding what will hook your students. I will need to further research this myself outside of the article. I do believe this is a very helpful strategy. I believe standard three of the NCTCS applies to the above. Teachers direct student's curiosity into interest in learning.
This weeks Tweets of The week:
In my first tweet you'll find that a couple day workshop to help teachers improve education is not enough. You'll be very surprised what the amount time really is.
In clinical this week there was a teacher work day. The entire school met to review the MClass data. They were looking at the gap analysis when I arrived. If your unfamiliar with the DIBELS scoring there are several categories we looked at. There is Fluency(BOG goal 70/EOG 100 goal), Accuracy (BOG 70/EOG 100), Retelling (BOG 20/ EOG I cant recall), TRC (BOG J/EOG M). Its to my understanding that a TRC of J in the beginning of 3rd grade is about average for our school. Each students data from the test is entered in the computer and the proper tier is selected for intervention. I was able to view the students last grade assessment. I found many inconsistencies, for example a student was at E in the beginning of 2nd grade. At the end of second grade they were a K, when reviewing this year they were an E once again. I believe that the person entering the data last year was not familiar with the student, information, or something else all together. I looked at my students scores and collaborated as best as I could with my CE. Our class ranges from 6 wpm - 76 wpm. The majority being in the 30-40 range. I think many of those students we can get to 100 wpm by the time EOG's roll around. We're going break into literacy groups every morning and work with students at their current level and gradually get them to the next TRC level. Students who's performance is colored red are progress monitored every two weeks. We will assess the students and if progress is made move them up to next level. If no progress is made we will elevate their intervention tier for further assistance. our students in the yellow will be monitor monthly. Both green and blue colored data will be monitored quarterly. Even though this seemed to be a very long process to enter each students score and interventions ( entered by CE) by hand , I still found it interesting. This aligns with NCTCS teaching standard 1: Use data to organize, plan, and set goals.
This week in science we had to read "Effective Science Instruction: What Does Research Tell Us? The article discusses traditional science instruction vs. reform. I personally enjoy both. I enjoyed doing labs in a classroom environment when I was in school. I also enjoy going outside and exploring phenomenon. I agree that concepts need to engage and motivate students to learn. This is one way that reform is much better. Once again we see the term "hook", and I cant help but think of a writer trying to keep his audience engaged. When you are reading a good novel the beginning of the book must have a hook to get you engaged and want to invest in reading it. Its the same with science lessons. Its a matter of finding what will hook your students. I will need to further research this myself outside of the article. I do believe this is a very helpful strategy. I believe standard three of the NCTCS applies to the above. Teachers direct student's curiosity into interest in learning.
This weeks Tweets of The week:
In my first tweet you'll find that a couple day workshop to help teachers improve education is not enough. You'll be very surprised what the amount time really is.
Encouraging students, giving praise and believing in our students is in our job description. Read on.
Controlling your emotions is the key to success.
A wise man once said,
"Train yourself to let go of everything you fear to lose."
-Yoda
Chris,
ReplyDeleteFirst off, I love the quote you inserted at the bottom! I also like, "Do or do not. There is no try." Anyways, as far as MCLASS assessments go, I'm sure there are a lot of inconsistencies that occur. I've noticed with the Kindergarteners that they just don't understand the question. But the teacher can't say anything else, but the script. It makes me sad. However, we have the whole year to see improvement! Your thought on viewing "hooks" as authors engaging readers is wonderful. That's a great way to look at it, because it's very similar in the classroom. How can we get the students interested in this material? or How can we sell the material? I firmly believe, like many, students will have a difficult time holding on to content if they are not engaged/the material isn't related to their lives. Great post!!
Chris, I'm glad you had the opportunity to meet with the staff and review Class data, this information will be very valuable as you plan your differentiation portion of your lessons. I love your tweet about praise and encouragement. Praise is good but encouragement reminds students that they are still growing and learning. Great post!
ReplyDeleteChris,
ReplyDeleteIt seems like you and I both seem to gain a great deal of insight from the information on Effective science instruction this week. The edTPA vocabulary is overwhelming to me. What are some of your tactics for remembering the terminology alone? At the charter school I currently work at, our students have finished the BOG3 Reading Test. Most of the students tested deficiently; however, these scores will help to drive future reading instruction to ensure that students are proficient at the end of the school year.