Module 6 Reflection

Module 6 Reflection -

This module has helped me think about self-directed learning and the role of differentiation in the following ways…

In today’s classroom I have many different types of students and learners.  I have some students that learn visually, auditory, and kinesthetically. I also have students that are in special education and some that are in the gifted program.  So, in today’s classroom as a teacher I have to differentiate my lessons, assessments, and projects.  I feel that sometimes, actually a lot of the time my gifted students may get left out.  I try to let them help me as much as possible, whether it is leading a small group or checking answers during a formative assessment.  It is not always my gifted students that do this, I have some children that are very smart and are not in the gifted program.  Also, with some lessons it maybe a “C” student that just grasps the lesson that day and to me that is one of my favorites!!  

I also have to make sure that my special education children’s assessments and projects are differentiated.  I think that a lot of them are more of kinesthetic learners.  It is not always easy to find hands-on activities for reading, but this module has reiterated that as a teacher I must  make sure that I am differentiating my activities and assessments because what works for one child may not work for another.  I also find that students can sometimes be more receptive to a peer’s idea than the teacher’s idea or method. 

Another group of students that I have to differentiate for is EL students.  I really have to put a lot of time into differentiating for this group of students because I am not familiar with the language.  I use Google translate, pictures, and peers to help me with differentiating my lessons.

  This module has shown me other ideas to use for differentiating lessons or project assessments such as making a template for student support.  I have not thought of this before and it would be an easy way to guide students that need extra assistance without giving them the answers.  Self-directed learners could create their own template and share it with their group or even their class.  I really need to focus and make sure that I am helping my gifted or self-directed students reach the next level and I am not holding them back.  I also need to ensure that I am giving my other students choices and helping them all to reach their potential and go beyond what is expected.   

Module 5 Blog Reflection

Module 5 Reflection –

This module has helped me think about student-centered assessment in the following way…

When I first read student-centered assessment I thought, how are the students going to assess themselves?!  After reading module 5 it became a little clearer.  I have only given my students the opportunity to assess how everyone worked together in a group.  I did not have a rubric or any of the items listed in the assessment method section.  The students were to just rank if everyone in the group did his/her job.  Next time, I will use the collaboration self-assessment checklist.  I like the way that it lets the student assess   himself/herself.  I also like the encouraging self-direction and collaboration checklist.  It seems like a great way for the students to hold each other accountable for their group work and collaboration. 

I have recently gotten Chromebooks in my classroom so I am trying to implement some of the ideas and lessons that I am learning in this class.  I am going to use some of the rubrics and checklists so I can ensure that I am giving authentic student-centered assessments.  One thing I am going to have to wrap my head around and I think my students are going to have to also, is that they will not get a grade for everything that they do.  I will have to do more formative assessments, rather than weekly/end of the unit assessments.  The students are so used to getting grades from ME for everything that they do, so it is going to take a little time to change our process and way of thinking.  My students are going to have to become more responsible and be honest with themselves about how they are really doing on their projects.  They are also going to have to stay on task during group collaboration and not get off topic, because sixth graders love to talk about anything and everything when they are in a group. 

So, this module has really opened my eyes on student -centered assessment because I am going to have to continue to change what I am doing in my classroom.  I am going to have to let my students work and grow on their own.  I have been working on this over the past couple of months, but I am really going to have to let them spread their wings and fly.  If they fail, we will have to sit down and discuss if they really put forth their best effort, understood the standard for the lesson, and what they could do differently next time. 

Blog Post 3

Blog Post 3 –

How can the creation of a student sample help me clarify my unit expectations and improve my instructional design?

How can I ensure students will achieve the learning objectives when creating their projects?

The creation of a student sample can help me clarify my unit expectations by making sure that I understand the information that I provide to my students.  If I put myself in the place of one of my students I can ensure that I have all of the instructions (detailed), materials that they will need, and that I have planned accordingly.  There have been times in my classroom when I have given students an assignment and I thought that I had it ALL PLANNED OUT, but boy was I wrong!  Sometimes a project or task may seem “perfect” to the teacher, but I already have what I want to be produced in my head so,  I  may leave out a few little instructions.  I know I have thought at times, that the little detail(s) that I left out should not matter that much, but I have to remember I am teaching children and they cannot read my mind!  When I put myself in the place of one of my students it also helps me improve my instructional design because again, I have to make sure I have provided every little detail for an assignment.  I may think something is not important, but to my students it could make all the difference to them. 

I can ensure my students will achieve the learning objectives when creating their projects by giving them a rubric or some other method of assessment that shows exactly what I am looking for.  Again, putting myself in the shoes of my students will help ensure that they will achieve the learning objectives.    If I give them instructions to simply just answer the question that I have asked instead of giving specific instructions to use text evidence to back up their answer it can make all the difference.  I may know in my head that I want them to use text evidence, but that is a perfect example clarifying expectations and communicating what I want the students to do.