Instructional Research

Program Standard #2 on instruction states: The teacher uses research-based instructional practices to meet the needs of all students. To me this standard simply states that teachers need to continue learning to allow for their students to learn alongside them. This is saying that the most effective teachers use, borrow, and steal from the greatest educators who have shared their resources help other teachers meet the instructional needs of their students.

This quarter in Content Methods we had the opportunity to read Teach like a Champion 2.0: 62 Techniques that put students on the path to College. This was a resource that gives countless teaching strategies that have proven to be effective in the classroom. As a class we read through the book, from there it was up to us how we would like to use our information. Personally I saw that I was able to reflect on the strategies I already use, try new strategies acquired, and ask questions about what would work or why something may cause issues in a class.

Annotated Notes Chapter 2 and 3annotated Notes chapter 4Annotated notes chapter 8annotated notes chapter 12Annotated Notes- Chapter 6 & 7chapter 10 and 11

I think this opportunity had a huge impact on my growth in standard 2 because of all of the information I have gained, and because of the reflection that I have acquired through process. As you can see that as a class we have dove into this book. I have put in the time and effort to identify why the practices I have used have been effective and why I would like to try some of the other techniques used.

By doing this research and using the annotated note taking strategy, I do not only have written reflections of my own techniques that I have used, but I have an on going to do list of strategies that I need to try to implement. Above all else I have vastly expanded my instructional toolkit. This evidence of growth is now ongoing, as I have been checking off what works for my students and what has proven to be ineffective. I also have learned that some classes respond differently to different strategies and many classes will not be the same. This taught me that I might need to file these away and reach out for more resources to continue to grow my own education as a teacher.

Over the course of this process of research, I have learned that I still have so much to learn, not only from books but from peers as well. During our book clubs and lectures I have found such importance in the I can learn from the people around me. This is not demeaning what I have learned from a text, but having others to discuss and decipher strategies learned that come from a text has proven to be very important. I also would like to continue to do research in this manner of recording, trying what I’ve learned in the classroom, and then further reflection because it pushes me to continue to take risks as a teacher by trying new things.

 

Lemov, D. (2015). Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College. an Francisco: Jossey-Bass.

 

Advertisements

Content Knowledge

Elementary Math Methods: Course Reflection

4.0 Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning. To me standard 4.0 means that teachers use their given curriculum plus enrich with supplemental findings, to create engaging and effective instruction for their students.

Over the course of my internship and the course of this class I have learned about the importance of teaching to an objective and assessing that students are learning the skills and strategies. My classmates and I had the opportunity to create and assessment to help us decipher if we have been using our curriculum effectively. In my classroom we are using the envision math curriculum. In addition to direct insttuction we also enrich with different math stations everyday. I created this assessment to test if students had mastered the concept of place values.

When I created the assessment I looked back to the lesson objectives for the place value lessons. I was consistent in my wording repeating the language that we had learned in the lessons, and also gave opportunity for evidence of in depth learning by having students answer through picture, numberic, and written expalantions. The results would ultimately show the impact that the curricula and my teaching had on my students learning.

After I made my assessment I gave it to twenty-five of my first graders. Twelve got one hundred precent, nine missed one, three missed two, and one student missed four. This showed me that most of my students had mastered the content. As those who weren’t quite there yet, I was able to pull a small group and do a reteaching of the conent. This gave gave all students the resources they needed to succeed. I learned that when creating an assessment you have to look at the curriculum and the resources that students have been given and the assessment will help determine if they are indeed effective. In terms of student learning, it was easy for me to tell that all my students left the topic with understanding and a sense of success. Whether students acheived mastery before, during, or even after the assessment in reteaching, all of my students showed that they effectivly learned.

Next time around, I would like to also give a student voice section at the end of the test, or even at the end of each lesson. This would give me more evidence of how students were feeling as they were learning the material, not just number evidence. I think that this added student voice would allow for larger growth in my practice from a pedagogical perspective and would also help my students grow as learners through reflection.