ITL 608 Signature Assignment

OVERVIEW

            I had the pleasure of observing Mrs. Seeba, a 14-year veteran of Pinon Mesa Middle School. I observed her 6^thgrade language arts class, which was comprised of special education, general education, and ELL students. The agenda for the day was to silently read an accelerated reader book for ten minutes, create new passwords for Study Sync, a website based Language Arts program,  on the computer (as a group), and end the class by whole group reading Maroo of the Winter Caves.

            The students came into class, sat down quietly, and began reading their Accelerated Reader. books. This would be ample time to score student’s reading levels, test students on A.R. book, and any other reading assessments needed. Next, students were asked to log in to Study Sync and create a new password. Students were prompted to use SnowlineMMDDYYYY as the new password. This task took a majority of the class. Complications of this assignment included students not knowing their birthdates, students had worked ahead and created a different password than asked, and students were not as computer savvy as assumed. In the future, pre-assessing student knowledge of technology will be beneficial. Students could be pulled in groups, rather than the entire class, to complete this task. Lastly, students group read Maroo of the Winter Caves. This gave students the opportunity to be exposed to new vocabulary, and showcase their proficiencies in reading. Students called on each other to read the next page of the book; volunteering to read takes pressures off students who struggle with reading (i.e. ELL or special education students.) It’s important for students to feel confident when reading, and free of pressure or reading anxiety. 

            I could see many elements of a learning plan in Mrs. Seeba’s lesson plans. She included several activities: silent reading, hands-on tasks, and oral reading, all of which are beneficial strategies for different types of students. Mrs. Seeba has taken time to get to know her students’ strengths and weaknesses in order to include a variety of strategies in her lesson plan. The instructional strategies, objectives and goals were present as well, she wanted students to be able to successfully use technology, and meet reading objectives of the classroom. Mrs. Seeba had outstanding classroom management; students remained quiet, seated, and stayed on task. This was a direct reflection of Mrs. Seeba’s character and teaching preferences. She frequently assessed students on their comprehension of the assignment and offered help when needed. Throughout the reading of ‘Maroo’ students were asked discussion questions, given a few minutes to talk with other students, and then asked to announce their answers. I was pleased with the observation, and could see careful planning and consideration went into Mrs. Seeba’s lesson plans.

            The following learning plan is a follow up activity to the lesson I observed. I’ve included kinesthetic, visual, and auditory learning elements to create an inclusive learning environment for all students. 

Ms. Kuiper’s Learning Plan

Mrs. Seeba’s 6^thGrade Language Arts Class

Standard: CCSS.ELA-LITERACY.RI.6.7       CCSS.ELA-LITERACY.RL.6.10

Target: Students use StudySync to complete listening and comprehension assignments. Students can read Maroo of the Winter Cavesin a group setting and discuss important ideas from the novel.

Questions How can we use StudySync in the classroom? What are the educational benefits of StudySync? How can we use our knowledge of technology in the classroom? Are students understanding Maroo of the Winter Caves? How can I assess their knowledge and comprehension? What tools can be used to check for understanding?

Knowledge How to log into StudySync How to use knowledge of technology to complete assignments How to utilize technology to differentiate instruction for all students. Students read Maroo of the Winter Cavesas a class, and can successfully comprehend information learned.

Skills Students are able to successfully log into StudySync, and can complete assignments online at their own pace. Students can apply the technology skills learned from the previous lesson to future online lessons. Students’ oral reading, comprehension and listening skills are used to read Maroo of the Winter Caves.Frequent checks for understanding and opportunities for student response are given.  Students are able to participate in small and large group discussions.

Student Learning Goal:

            The goal of the assignment is for students to feel comfortable using technology to complete assignments. Students are able to use their ELA knowledge to complete assignments. Students can read in a group setting and understand the material they are reading. Students can build reading fluency, comprehension, and prosody. Students will be given the opportunity to participate in small and large group discussions. 

Social Emotional Goal:

            Students are able to read in a group setting, and can stay on task when using technology to complete assignments. Students are prepared for group reading and gain knowledge of computer use in the classroom. Students are gaining technological knowledge that they can use in educational and extracurricular activities. Students are learning important social skills that they can use beyond the classroom.

Barriers:

            There may be students who do not understand how to use a computer. Students in this school are in a low economic standing, and may not have previous experience using a computer. Students may have forgotten their login information. Students may not have reading fluency, and fall behind during group reading. Students who have learning disabilities and attention deficits may have trouble staying focused and on task.

Common Misconceptions:

Students born in the 2000s are technology savvy. In order to prepare students, Mrs. Seeba should give students multiple opportunities to utilize StudySync and practice using a computer. 

Another misconception is that during group reading, students who are not fluent readers will not benefit from this activity. However, students will be able to hear fluent reading (which they can mirror in their own reading), and will gain knowledge of unknown vocabulary. 

Part 2: Mrs. Seeba’s Class

The class is comprised of 26 students. There are 2 GATE students, 6 ELL students, and 4 Special Education students in the classroom. Other than English, Spanish is the most common spoken language in the classroom. Most students come from a low socioeconomic standing, and the ‘feeder’ schools in the district are small with little technology.

There are more male than female students in the class, which can cause the class to get rowdy. The class is organized in large table groups, 2 students per table, which serves as partner groups (these are who the students work with on a daily basis). Class rules and procedures are posted on the wall, and students are encouraged to answer questions, even if they are unsure of the correct answer.

Accommodations/ Modifications

Student 1 ELL Student The student has low reading comprehension, language barriers may be a factor. Student may need support understanding assignments and initiating tasks. The student might need help logging in, and will need to complete assignments on StudySync at a slower pace and lower level. Study Sync provides an English Learner Development level. More direct instruction will also benefit the ELL student.

Student 2 Special Education Student The student may have ADHD or other learning disability. He/she may lose focus easy, and need to be redirected when necessary. To modify the assignment, the student can work at a slower pace, work can be broken up into smaller tasks, take frequent breaks, and can complete lower level assignments than the rest of the students. The student needs frequent redirection when off task. Student benefits from frequent checks for understanding to keep motivated and on task. It is important to follow supports and accommodations from the student’s IEP or 504 plan.

UDL 

Multiple Means of Engagement	Kinesthetic, auditory, and visual learners process information differently.  Auditory learners benefit from listening to instructions or the reading of Maroo of the Winter Caves, and retain information better when it is said aloud. Kinesthetic learners benefit from tangible tasks such as note taking and keyboarding on the computer, which helps maintain their focus. Using StudySync will be beneficial to these learners. Visual learners benefit from StudySync, because they can see the individual activity and can work at their own pace. Visual learners were also able to showcase their proficiencies during silent reading.  It is important for teachers to create an inclusive learning environment for students by utilizing multiple strategies ensuring students understand and retain information. The use of exit tickets and quick checks for understanding will be more beneficial.
Representation	Students need to have multiple means of representation of information in order to thrive in the classroom. Visual aids and cues, in depth directions, models, discussions, and multimedia outlets are a few strategies that can be used to ensure information is reaching each student.
Action/Expression	Students need multiple outlets for expression in the classroom.  Giving students the choice to speak verbally or write answers can eliminate public speaking jitters, or grammar/spelling embarrassment. It is important for students to feel comfortable and confident expressing opinions, answers, or questions. As a teacher, remaining flexible and offering multiple forms of communication is key. Creating a learning environment where students feel safe to participate without fear of being ridiculed is imperative. When students create projects, a tic-tac toe or choice board gives students the opportunity to showcase their strongest attributes. These boards allow students to pick and choose, which components they would like to incorporate into their work. PowerPoints, game boards, paper, journal entries, self-made YouTube videos, scrapbooks are all valuable tools students can utilize.

Managing the Classroom:

To ensure each student is engaged and actively participating, I will continuously circulate throughout the classroom. I will frequently check for student understanding, and redirect when necessary. Exit tickets will be used as a quick informal assessment to guide my instruction for future lessons. Missing Exit tickets may indicate that a student does not understand a concept and reteaching is necessary. Positive verbal and non-verbal praise will be used as I circulate through the classroom. Students modeling proper behavior and work habits will be recognized to redirect students who are off-task or non-productive. Students will participate in small and large group discussions, and will be asked several comprehension questions throughout the class period.

Daily Agenda:

            Upon entering the classroom, students will silently read for 10 minutes. This allows me time to conference with students and complete individual assessments such as fluency reading. Students will use the first 30 minutes of class to complete assignments on Study Sync. Students will work at their own pace to complete assignments. I will circulate the room focusing on students who appear to be off task, confused, or struggling. With the oral reading of the class novel, students will showcase their reading fluency skills. Other reading skills that can be addressed are vocabulary comprehension, decoding skills, and listening skills.

The last 25 minutes of class will be used to group read Maroo of the Winter Caves. Students will take turns reading the novel, one paragraph to a page at a time, and choose a different student to continue reading. Throughout the course of reading, students will be asked comprehension questions to check for understanding, and to ensure all students are staying engaged. Students will be given opportunities to discuss and collaborate in small groups. Small groups will be allowed to share out with the class. Students will be able to participate in whole class discussions.

Needed Materials:

Chromebook or other technology device

Study Sync login information 

Maroo of the Winter Cavesbook

Journal to take notes regarding Maroo of the Winter Caves

            

Stage 3: Assessing Student Learning:

            Students who successfully logged into Study Sync demonstrated their listening and technology skills. Students were able to complete online assignments at their own pace, and only a few students needed help when they did not understand a question. Few students needed to be redirected and told to stay on StudySync, instead of other websites. Oral reading of Maroo of the Winter Caveswent well, students stayed focused, and were asked several questions regarding comprehension of the literature. Students were asked a final question which served as an exit ticket for students to be excused from class when the bell rang. Students were given the opportunity to participate in small and whole group discussions, where students could showcase their knowledge of the novel.

Stage 4: Reflecting About Teaching and Learning

            

            In the future, it will be beneficial to check students’ understanding and usage of technology prior to initiating a website based language arts program. When creating new login passwords, it will be better to pull students in small groups instead of working as a whole group to change passwords. This way, students are able to ask questions, and can be assisted faster. When group reading, more frequent comprehension checks will facilitate students’ understanding of material. To help ELL and Special Education students, more designated one on one time will continue to improve their comprehension and foster their educational achievement. 

            As an educator, continuing to create hands-on learning activities for students to complete will be beneficial. Many of the students in this class gain and retain information kinesthetically, so the more activities that require students to work with their hands, the better the lesson. Frequent checks for understanding and informal student assessment to guide my instruction are also necessary components to my learning plan.